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than a boat with a smaller base. For this portion of the lesson the students will also be required
to call upon the math lesson I conducted two weeks ago on Metric measurements to measure the
bases of their boats.
The scientific aim is to understand the reasons behind this fact. First, the students will
understand that due to the larger base, the weight is distributed and so the forces pushing the boat
down are not concentrated into a smaller area. Second, that a larger area means that the upward
forces from the water have more of the boat to push against. Third, that a big boat and a small
boat will weigh the same, since they are both made of the same amount of Aluminum foil, but
they take up different amounts of space (volume) which means an increased density.
How
The first part of the lesson will be equal parts a discussion and a lecture format while the second
part will be the hands-on investigation. The lesson will begin with a discussion on why things
float or sink. I will get examples from students about things that typically float/sink. [Hopefully,
pennies will be mentioned by someone.] I will then explain to the students the forces that act on
a floating object (gravity/weight and buoyancy) with the aid of a drawing. [see attachment]
For the hands-on portion of the lesson, the students will be divided into pairs. The students will
work in pairs following a procedure [see end of document for sample] to measure the pieces of
Al foil (10x10 cm) and shape the pieces of Al foil so they can float on their own and hold the
most number of pennies. The students will be required to develop hypotheses regarding the foil
boats and their floating abilities. [If/Then statements] During the actual investigation the students
will record their data in the data chart. Then, the students will draw conclusions based on their
findings. They will either confirm or refute their hypotheses.
After we have concluded this part of the experiment, the each pair will be asked to create
a boat with the dimensions I give them. One pair will make a boat with a larger base, while the
other pair will make one with a smaller base. During this investigation we will prove irrefutably
that a boat with a larger base is harder to sink. The last idea to be discussed will be that the
measure of the weight of each boat compared to its size is known as density.
To conclude we will draw connections between what we have proven to the real world
and how the shape of materials can alter their properties.
Why
The choice to teach this lesson was taken after looking through the students curriculum
and speaking with their science teacher. I learned that a study of density was an upcoming topic
and one deemed appropriate for their age level. I decided to have the lesson be equally a hands-
on activity and a lecture-type lesson. This was due in part to my trepidation and anxiety over
having a completely materials-based, student-led investigation lesson. This discomfort stems
from my inexperience with such types of lessons and a worry that my inexperience will lead to
the lesson not leaving behind any useful residue.
I decided to have the students work in pairs since I have observed over the last few weeks
that this group of students seem to work more efficiently and thoughtfully when they have one
partner to bounce ideas off of instead of the whole group. Whereas when they work alone, there
is a tendency for a couple of the students to reach their frustration level quickly and become
disengaged and disruptive.
Objectives:
Students will gain an understanding of the relationship between the shape and density of
an object and its ability to float in water.
Students will engage in practices that will develop their scientific reasoning abilities by
questioning, hypothesizing and conducting investigations.
Students will use models to make the real-world applications of density and buoyancy
more accessible.
Framework Practices:
In this lesson students will:
1) Ask questions to drive their scientific exploration.
2) They will use conceptual models to answer those questions.
Cross-cutting concept:
Cause and effect. The idea that the boat would sink because the forces pushing it down
become greater that the ones pushing it up.
Structure and function: a wide base distributes the weight of an object making it more
buoyant. Therefore, rafts and other traditionally used devices of floatation are used to
carry heavier items that would otherwise sink.
Lesson Plan:
Go over class rules with students. Refer back as needed.
Materials:
A boat has its weight pushing it down, plus the weight of everything it is carrying.
It also has the force of the water pushing it up. [water cannot be compressed]
Each pair of students will design a boat and predict how many pennies their boat will be able to
carry. The students will try their best to justify their design choices. [Depending on time, this
will either be oral or written.]
The students will conduct their investigation according to the procedure outlined in the
packet [see end for sample]. Data is recorded in the data chart.
Each pair will present their findings and compare their results to the other groups data.
[During this part, emphasize the importance of respecting one another and not interrupting.]
Next, each pair will construct a different boat according to my specifications. One group
will make a boat that has a wide base while the other group will made one with a smaller base.
Each group will begin adding pennies until one of the boats sinks. This will help us prove that a
larger base is more buoyant.
If something has a large base, what does that tell us about its volume? Which of these
boats has a bigger volume? Do they have the same weight, the same amount of matter/stuff? [If
students are unsure, measure them]
Main Idea: Density is the relationship between the amount of matter in an object and its
size. If the amount of matter stays the same (as with the foil) and the object gets bigger, it
will have a lower density.
Conclusion:
Students will give examples where density and buoyancy are in effect in our daily lives (ships,
ice bergs)
Assessment:
I will assess students understanding by reviewing their written work as well as keeping
track of their participation and discussion. I have also found myself depending on the students
non-verbal cues to help me gauge their interest and whether they are comprehending the
material. I will also observe their use of the materials and their level of comfort in handling
them.
Extensions:
In case students finish early, a possible activity would be to have students calculate
whether a boat will sink or float based on the forces acting on it. (Water exerting 3, gravity 1,
weight of passengers 1.5. Will the boat sink or float?)
Further Work:
If I were to teach another lesson on this topic, I would investigate with students how density
works in liquid/liquid situations. I would also go into further detail about the molecules and how
their arrangement in relation to each other affects density (water vs. ice)
You and your partner will use the piece of aluminum foil provided to design your
own foil boat. Please follow the procedure below. Remember to write your
hypothesis, on your experiment sheet, before you and your partner test your boats
on the water. Make sure you have all your materials below and begin.
Materials:
Procedure:
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
Each partner will measure the length of each square of Aluminum foil and
record the measurement on their experiment sheet.
Both partners will work on shaping the Aluminum foil into a boat shape.
Describe in your Boat Design section why you believe your boat will float
with passengers (pennies)
In the container, place your boat on top of the water (if your boat floats,
leave it on the water. If it sinks, redesign it and test it until it floats).
While the boat is in the water, begin to place the pennies on the boat (one at
a time) until it begins to take on water and sink.
Record the number of pennies that caused the boat to sink on the Data chart.
Repeat steps 6-7.
Shape a third aluminum foil square into a boat designed by your teacher.
Place the boat onto the water and add pennies until it begins to take on
water and sink.
Record your observations on the Data chart.
Name: _____________________________
Date:_______
Hypothesis:
______________________________________________
______________________________________________
______________________________________________
______________________________________________
__________________________
Boat Design Notes:
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
__________________
Data:
Boat
Design
Trial 1
Trial 2
Average Number
of Pennies
Foil Boat A
(your design)
Foil Boat B
(___x___ cm)
Results:
________________________________________________________________
______________________________________________
______________________________________________
______________________________________________
__________________________
Conclusion:
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
_.