5e instructional planning model

Created by the AFT Science Cadre — 1 —

5E Instructional Planning Model

DENSITY LESSON 1: DETERMINING DENSITY

OVERVIEW: Students will find the density of various materials using an online simulation.

LEARNING TARGETS: Students can:

❖ Use a digital simulation to collect science data. ❖ Use displacement to determine the volume of an object. ❖ Calculate density. ❖ Draw molecule diagrams to model the density of solids. ❖ Compare the density of the gas inside the balloon used in the movie The Aeronauts with the density of the gas in

our atmosphere.

NEXT GENERATION SCIENCE STANDARDS

High School Structure and Property of Matter

Science and Engineering Practices Disciplinary Core Ideas Cross Cutting Concepts

Developing and Using Models ♦ Develop a model based on evidence to

illustrate the relationships between systems or between components of a system. (HS-PS1-8)

Planning and Carrying Out Investigations ♦ Plan and conduct an investigation

individually and collaboratively to produce data to serve as the basis for evidence; and in the design, decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time) and refine the design accordingly. (HS-PS1-3)

PS1.A: Structure and Properties of Matter

♦ Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. (HS-PS1-1)

♦ The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. (HS-PS1-1)

Structure and Function ♦ Investigating or designing new

systems or structures requires a detailed examination of the properties of di!erent materials, the structures of di!erent components, and connections of components to reveal its function and/or solve a problem. (HS-PS2- 6)


Obtaining, Evaluating and Communicating Information

♦ Communicate scientific and technical information (e.g., about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually and mathematically). (HS-PS2-6)

ENGAGEMENT: THE AERONAUTS MOVIE TRAILER AND REAL-WORLD CONNECTIONS

Materials Procedures Sample Questions / Teacher Hints

♦ Computer ♦ Projector ♦ Determining Density PowerPoint

Presentation (Slides 1-10) ♦ Determining Density PowerPoint

Guide (provides teaching information and talking points for each slide, almost like a script)

The Aeronauts Movie Trailer

Show trailer for The Aeronauts movie.https://youtu.be/fgyTRhDZNbk?t=21

♦ (See PowerPoint Slide 2)

See PowerPoint guide for Slide 2.

Introduce learning targets and lesson agenda.(See PowerPoint Slides 3-4.)

See PowerPoint guide for Slides 3-4.

Real-World Connections and Career Connections

(See PowerPoint Slides 6-11.) See PowerPoint guide for Slides 6-11.

https://www.youtube.com/watch?v=fgyTRhDZNbk&feature=youtu.be&t=21


EXPLORATION: DENSITY LAB SIMULATION





♦ Student Data Recording Worksheet—Determining Density

♦ Key: Student Data Recording Worksheet—Determining Density

♦ Sim Bucket Density Lab Simulation— https://pbslm-contrib.s3.amazonaws.com/WGBH/arct15/SimBucket/Simulations/densitylab/content/index.html

States of Matter and Density Discussion

(See PowerPoint Slides 12-13.) ♦ Teachers use molecular model

pictures of a solid, liquid and gas to remind students of the molecular structure of solids, liquids and gases, and to explain why liquids and gases are considered fluids.

(See PowerPoint guide for Slides 12-13.) ♦ Teacher Hint: Fluids Discussion ♦ To be able to transfer what students

are learning in the simulation to aeronautics, students need to understand that air (or any gas) is classified as a fluid.

♦ Use the term “fluid” instead of “liquid” throughout the activity.

Interact with Digital Simulation

(See PowerPoint Slides 14-21.)

Students will use the digital simulation to gather volume and mass data of various materials. Students will record simula-tion data on the student data recording worksheet. The steps for this part of the lesson are:

♦ Students interact with the simulation to learn how it works. (Slides 14-15)

♦ Students are introduced to the purpose for doing the lab. (Slide 16)

♦ Students make a hypothesis. (Slide 17) ♦ Students collect data from the

simulation, completing data table, calculating the density of the materials as they go. (Slide 18)

♦ Students graph simulation data. (Slide 19)

♦ Students make a claim based on the evidence gathered from the simulation. (Slide 21)

(See PowerPoint guide for Slides 14-21.) ♦ The slides that show students how to

complete the data table and graph the data are animated.

♦ Teacher Hint 1: The simulation does not tell students the volume of the objects. The students will use displacement of fluid to determine the volume of the objects. Slide 18 shows students how to do this.

♦ Teacher Hint 2: Sometimes their may be a glitch in the simulation. When this happens, the materials that the students are testing disappear. If this happens, refresh the simulation.

https://pbslm-contrib.s3.amazonaws.com/WGBH/arct15/SimBucket/Simulations/densitylab/content/index.ht





EXPLANATION: MOLECULAR MODELS





♦ Student Data Recording Worksheet—Determining Density

♦ Key: Student Data Recording Worksheet—Determining Density

♦ Pencil

Models

(See PowerPoint Slide 22.) ♦ Discuss what models are and how

models can be used in science to communicate ideas to others.

♦ Students set up molecule diagrams for medium- and high-density materials from the simulation.

(See PowerPoint guide for Slide 22.) ♦ PowerPoint slide includes step-by-

step animations.

Atomic Structure and Density

(See PowerPoint Slides 23-32.)

Teacher-led discussion to help students discover the relationship between the atomic mass and density

The steps for this part of the lesson are ♦ Refresher on atomic structure

(Slide 23) ♦ Look at the atomic structure of iron

and gold (Slides 24-26) ♦ Comparison of the atomic mass of

iron (medium-density material from simulation) and gold atoms (high-density material from simulation) (Slide 27)

♦ Update molecular modes to communicate di!erences between iron and gold atoms. (Slide 28)

♦ Intro to molecular structure of styrene molecule (foam, made from polystyrene was a low-density material from the simulation) and complete the low-density molecular model (Slides 29-32)

(See PowerPoint guide for Slides 23-32.) ♦ PowerPoint slides include animations. ♦ Teacher Hint: Students are going

to use color to represent various molecules with darker shades representing high-mass molecules and light shades representing low-mass molecules. This can be done with a pencil by varying the pressure or intensity of the shading, or colored pencils/markers if there are various colors of the same shade.

♦ Teacher Hint: If your students are already familiar with molecular models and atomic mass, use a more open-ended version of this activity. Have students use the Periodic Table to determine why iron, gold and styrene (C8H8) materials have di!erent densities and challenge them to create models to communicate their ideas.


EXPLANATION: MOLECULAR MODELS CONT’D

Post-Lab Discussion

(See PowerPoint Slide 33.)

Students reflect on the lab using post-lab discussion question. Discussion points include:

♦ Summary of procedure ♦ Reason bar graph was the appropriate

choice for this data ♦ How both the graph and data table help

us compare the density of materials ♦ Strengths and weaknesses of the

molecular model ♦ Other research questions that can be

answered by the simulation.

(See PowerPoint guide for Slide 33.) ♦ Teacher Hint: Have students prepare

for the discussion by talking through the questions with an elbow partner. Then use inside/outside circles to have students discuss the questions with other students. www.theteachertoolkit.com/index.php/tool/inside-outside-circles

ENRICH: LOOK AT DENSITY IN THE MOVIE THE AERONAUTS





Density in The Aeronauts Movie

(See PowerPoint Slides 34-35.) ♦ Students will do research to learn

about the gases found inside our atmosphere. Then students will compare the atomic mass of helium, the gas inside a helium balloon, with the atomic mass of nitrogen and oxygen (the two most abundant gases in our atmosphere).

♦ Using what they learned about how the mass of atoms/molecules influences density, students will compare the relative densities of the gas inside and outside the balloon.

(See PowerPoint guide for Slides 34-35.)

♦ Teacher Hint: The percentage of each gas in our atmosphere may vary slightly from website to website.

EVALUATION ❖ The grading guide provides suggested point values and grading criteria for the various components of the student

data recording worksheet. ❖ Use the balloon/atmosphere density paragraph rubric to grade student paragraphs.

http://www.theteachertoolkit.com/index.php/tool/inside-outside-circles

http://www.theteachertoolkit.com/index.php/tool/inside-outside-circles


NAME: WORKSHEET

objectmass of the

object

Volume of displaced fluid

volume of object

densityρ = m/v

final volume(vf)

initial volume(vi)

volume of displaced fluid

vf - vi

Purpose:

Hypothesis:

DATA TABLE

CLAIM

FINDING THE DENSITY OF OBJECTS

PURPOSE / HYPOTHESIS

Created by the AFT Science Cadre— 2 —

NAME: WORKSHEET

DIAGRAM

DIAGRAM KEY

gold atom

iron atom

carbon atom

hydrogen atom


NAME: WORKSHEET KEY

objectmass of the

object


volume of object

densityρ = m/v

final volume(vf)

initial volume(vi)


vf - vi

Gold 40.53 g 27.6 mL 25.5 mL 2.1 mL 2.1 cm3 19.3 g/cm3

Lead 72.32 g 31.9 mL 25.5 mL 6.4 mL 6.4 cm3 11.3 g/cm3

Foam 2.76 g 37.5 mL 25.5 mL 12 mL 12 cm3 0.23 g/cm3

Ice 9.2 g 35.5 mL 25.5 mL 10 mL 10 cm3 0.92 g/cm3

Iron 31.48 g 29.5 mL 25.5 mL 4 mL 4 cm3 7.87 g/cm3

Wood 1.95 g 28.5 mL 25.5 mL 3 mL 3 cm3 0.65 g/cm3

Rubber 0.52 g 25.9 mL 25.5 mL 0.4 mL 0.4 cm3 1.3 g/cm3

???? 18.58 g 31.2 mL 25.5 mL 5.7 mL 5.7 cm3 3.26 g/cm3

Purpose:

Hypothesis:

DATA TABLE

CLAIM

To compare the density of objects.

The objects in order from lowest to highest density are: foam, wood, ice, rubber, ????, iron, lead, gold.

(Students list objects in order from lowest to highest density.)




NAME: WORKSHEET KEY

DIAGRAM

DIAGRAM KEY

gold atom

iron atom

carbon atom

hydrogen atom

Hydrogen 1.01 AMU

Carbon 12.01 AMU 55.85 AMU 196.97 AMU

low densityFoam / Styrene (C8H8)

medium densityIron (Fe)

high densityGold (Au)


NAME: GRADING GUIDE


objectmass of the

object


volume of object

densityρ = m/v

final volume(vf)

initial volume(vi)


vf - vi

Gold 40.53 g 27.6 mL 25.5 mL 2.1 mL 2.1 cm3 19.3 g/cm3

Lead 72.32 g 31.9 mL 25.5 mL 6.4 mL 6.4 cm3 11.3 g/cm3

Foam 2.76 g 37.5 mL 25.5 mL 12 mL 12 cm3 0.23 g/cm3

Ice 9.2 g 35.5 mL 25.5 mL 10 mL 10 cm3 0.92 g/cm3

Iron 31.48 g 29.5 mL 25.5 mL 4 mL 4 cm3 7.87 g/cm3

Wood 1.95 g 28.5 mL 25.5 mL 3 mL 3 cm3 0.65 g/cm3

Rubber 0.52 g 25.9 mL 25.5 mL 0.4 mL 0.4 cm3 1.3 g/cm3

???? 18.58 g 31.2 mL 25.5 mL 5.7 mL 5.7 cm3 3.26 g/cm3

Purpose:

Hypothesis:

DATA TABLE


CLAIM

(Students list objects in order from lowest to highest density.)

To compare the density of objects. 1 point

(2 points)

(15 points)

(3 points)

All data points include units (mL, g, cm3, g/cm3)—5 pointsAccurate calculation of displaced fluid—5 points (subtract ½ point for each error)Accurate calculation of density—5 points (subtract ½ point for each error)All data recorded—subtract 1 point for each missing row

Claim is written in sentence form—1 pointAll tested objects are listed in order from least to most dense—2 points

1 point

The objects in order from lowest to highest density are: foam, wood, ice, rubber, ????, iron, lead, gold.


NAME: GRADING GUIDE

DIAGRAM

DIAGRAM KEY

gold atom

iron atom

carbon atom

hydrogen atom

GRAPH

Hydrogen 1.01 AMU

Carbon 12.01 AMU 55.85 AMU 196.97 AMU

low densityFoam / Styrene (C8H8)

medium densityIron (Fe)

high densityGold (Au)

All bars labeled—2 pointsAll bars drawn to the correct height—8 points (subtract ½ point for each bar not drawn to the correct height)All objects graphed—subtract 1 point for each missing object

Student labeled each box—1 pointStudent uses a different color for each element, and darkness of the shade correlates to the mass of the atoms

—3 pointsAtoms drawn in a regular pattern to communicate that these objects are solids—3 pointsAtomic mass of different elements labeled—1 pointIron and gold diagram have similar number of atoms tightly packed; foam diagram shows there are fewer atoms that

are not as tightly packed—1 pointKey is completed to communicate the atom each color represents—1 point

separate page (10 points)

(10 points)

Created by the AFT Science Cadre

GRAPH PAPERFINDING THE DENSITY OF OBJECTS

OBJECTS

10

20

9

19

8

18

7

17

6

16

5

15

4

14

3

13

2

12

1

11

0

DENS

ITY

(cm

3 )


RUBRIC: BALLOON / ATMOSPHERE DENSITY PARAGRAPH

4 points 3 points 2 points 1 point

Gas in the balloon Student correctly identified the gas inside the balloon as helium.

Gases in the atmosphere ♦ Nitrogen (78%) ♦ Oxygen (21%) ♦ Argon (0.93%) ♦ Carbon Dioxide (0.04%)

Student listed the four most abundant gases in our atmosphere and percentage of each gas in the atmosphere.

Student listed the gases but did not list the percentage of those gases

OR

made more than two errors in listing the gases and percentages.

Identification of atomic masses ♦ Helium (4.00 AMU) ♦ Nitrogen (14.01 AMU) ♦ Oxygen (16.00 AMU)

Student correctly identified the atomic mass of all three elements.

Student made no more than one error identifying the atomic mass of these three elements.

Explanation of Density Student clearly communicated that the density of gas inside bal-loon would be less than density of air outside the balloon.

AND

Student accurately explained that the density di!erence was a result of the helium having a lower atomic mass than atoms that make up the most abundant gases in the atmosphere.

Student clearly communicated that the density of gas inside bal-loon would be less than density of air outside the balloon.

AND

Student implied that this was due to atomic mass.

Student did communicate that the density of gas inside the balloon would be less than the density of air outside the balloon.

AND

Student did not demonstrate an understanding of the relation-ship between atomic mass and density.

Student did not communicate that the density of gas inside the balloon would be less than the density of air outside the balloon.

AND

Student demonstrated no understanding of the relationship between atomic mass and density.

NAME:


Mechanics ♦ Capitalization ♦ Punctuation ♦ Spelling

No errors or only one error. Two to four errors. Five or more errors.

Sources Cited All sources cited. Some sources cited.

Academic Integrity Plagiarism will result in a zero.

RUBRIC: BALLOON / ATMOSPHERE DENSITY PARAGRAPH

5e instructional planning model

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