Does Clay Sink or Float?
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- Alexander Newman
- 6 years ago
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1 We have been investigating whether different objects float or sink in water. Now, you will investigate only one object clay. You can change the shape or size of the clay to see if you can make it sink sometimes AND float sometimes. Be sure to use the same amount of clay each time so that it is not the weight that is making it sink or float. Record your observations for each shape on your recording sheet. When you are done with your tests, you will be asked to tell how you solved this problem. You must explain your answer, using your data. 1 of 11
2 Suggested Grade Span 3 5 Task We have been investigating whether different objects float or sink in water. Now, you will investigate only one object clay. You can change the shape or size of the clay to see if you can make it sink sometimes AND float sometimes. Be sure to use the same amount of clay each time so that it is not the weight that is making it sink or float. Record your observations for each shape on your recording sheet. When you are done with your tests, you will be asked to tell how you solved this problem. You must explain your answer, using your data. Big Ideas and Unifying Concepts Cause and effect Design Physical Science Concept Properties of matter Design Technology Concept Design constraints and advantages Mathematics Concepts Comparison of attributes or effects Data collection, organization and analysis Graphs, tables and representations Measurement Time Required for the Task This task will take approximately 45 minutes. 2 of 11
3 Context For about a month, my students have been investigating science and social studies concepts related to water. They have been using their senses to observe reactions, classify, compare, predict, measure, graph, and describe conclusions through a variety of investigations. The concept of sink and float is based on a buoyant force. The strength of this upward force depends only on the density of the liquid and how much liquid is displaced by the object placed in the liquid. The buoyant force equals the weight of the displaced liquid. This is known as Archimedes Principle. The design of an object (or its shape) can effect the amount of liquid that is displaced when the object is placed in it. What the Task Accomplishes I used this investigation early in the year to assess the process skills of my students and to determine if they were applying what they had learned from previous sink and float investigations. This task develops their skills in manipulating materials, experimenting with designs, observing reactions, classifying objects, comparing sizes and shapes, predicting, controlling variables, and using a recording strategy to collect data and draw conclusions. How the Student Will Investigate The students began with a brief discussion about how clay could be made to either sink or float. Most students quickly predicted that changing the shape of the clay might change what happens when it is placed in water. We also discussed that we would control the weight variable by using the same amount of clay for each test. Recording sheets were then set up using a class model written on the board. The recording chart should show the shape of clay tested and whether that test resulted in sinking or floating. The students write the shape of the clay or draw a picture on their recording sheets for each object tested. At least three shapes were to be tested. Interdisciplinary Links and Extensions Science Along with sink and float investigations, we have been learning about the water cycle and how the amount of rainfall affects plant and animal life in a particular geographic region. This allows for exploration of some life science concepts as well. The skills and techniques used in this unit can be extended by researching and then constructing - from a variety of materials and in a variety of shapes - water vehicles that float and carry cargo. Constructions and design are natural extensions to introduce design technology concepts. Design challenges can also be added: How much weight can your boat hold? If they are all the same size, can you prove which is stronger a foil boat, a clay boat, or a wooden boat? How does the design of a shallow-water boat differ from a deep-water boat? 3 of 11
4 Social Studies Our next water-related unit of study will be "Islands Around the World." We will be able to move from physical science concepts (water cycle, precipitation, habitats and ecosystems) to earth science concepts (how islands form). Language Arts/Movement/Music My students have been writing poetry and short stories about water. As a culminating activity, they wrote and acted out short plays about explaining this thing called water to an alien from another planet. They were encouraged to include some of the demonstrations we had done in class to teach the alien some water facts to take back home. Mathematics Students can try keeping the shape of the floating clay the same each time, but change the weight. Using a clear water tank, students can measure the rise in water (displaced by the clay). Students can use graduated cylinders to predict and measure water displacement of a variety of different objects. Teaching Tips and Guiding Questions This activity introduces the concepts of buoyancy and density. (If an object s overall density is greater than the density of water, it will sink.) It also provides opportunities for students to experiment with design constraints and advantages. Some questions that can be asked about their observations are: Did any design float for a while and then sink? Why do you think it finally sank? Did any design sink then float back to the top? Are all the things that floated smaller than the things that sank? Did you see anything unusual happening? Do you think size is the reason? Is it shape? What did you learn about the first shape/design that you tried to change in your second design? Was your prediction correct? What will you change next? Why do you think it will work? Why do you think a clay ball sinks, but the same amount of flattened clay floats? Does your design resemble any other object that you have seen floating in water? or air? Are you seeing any general designs [solid, compact shapes like cubes, spheres, etc.] that always sink? Are you seeing any general designs [hollow, air spaces, thin flat shapes, etc.] that always float? Students need to verbalize their theories but will probably need more experiences before they can infer that the density of the object determines its buoyancy. 4 of 11
5 Concepts to be Assessed (Unifying concepts/big ideas and science concepts to be assessed using the Science Exemplars Rubric under the criterion: Science Concepts and Related Content) Physical Science Properties of Matter: Students observe physical properties and characteristics. Students observe properties of materials and make predictions and classify materials into what makes things sink or float in water. Design Technology Constraints and Advantages: Students observe that some designs are better than others, depending on the intended usage, and that this is due to characteristics of the materials. Students demonstrate an understanding of the concepts of buoyancy (the ability to float or rise in liquid or air) and density (the mass of an object compared to its volume) appropriately and describe cause-effect relationships with some justification, using observation data and prior knowledge (cause and effect). Scientific Method: Students observe and explain reactions when variables are controlled (cause and effect). Mathematics: Students understand and compare sizes, shapes and density (the mass of an object compared to its volume). Skills to be Developed (Science process skills to be assessed using the Science Exemplars Rubric under the criteria: Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data) Scientific Method: Observing reactions, predicting/hypothesizing, controlling variables, collecting and recording data, classifying, manipulating materials, drawing conclusions, communicating findings and challenging misconceptions. Other Science Standards and Concepts Addressed Scientific Method: Students describe, predict, investigate and explain phenomena. Students control variables. Scientific Theory: Students look for evidence that explains why things happen and modify explanations when new observations are made. Physical Science Properties of Matter: Students observe and describe physical properties of objects. Students describe and sort objects and materials according to observations of similarities and differences of physical properties. The Designed World: Students explain that manufacturing, depending on the task, requires careful choice of materials (based on their characteristics). 5 of 11
6 Mathematics: Students compare weights, sizes and shapes and can explain that density is the mass of an object compared to its volume. Suggested Materials Each student should get clay, some clay-shaping tools, and a recording sheet in a zip-lock bag. Small groups can share a small dishpan and a water pitcher or jug. Newspapers or large plastic bags can be laid on tables under the dishpans for easy clean up. Small groups filled their own containers with water at the start of the activity. During water activities, I have the students keep their recording sheets in zip-lock bags because they get damp during the investigation. Possible Solutions Teacher observations during the task will verify whether students remembered to control the weight variable by using the same amount of clay for each test. Recording charts should show (written or drawn) the shape used and whether that test resulted in sink or float. At least three shapes should be tested. Students should communicate that they were able to find a shape that would sink and a shape that would float. There should be some evidence that what was observed or learned in one test led to a change in design of another test. There should also be an attempt to generalize a rule about designs that sank and those that floated. These should be based on observations recorded. Task-Specific Assessment Notes Novice Although the student completes the task, s/he does not understand the concept of explaining reasoning and drawing conclusions using data. No explanation is given. No pattern or rule is identified. There is evidence that the student has some understanding of the concept of design, in that the thick like bread piece did not float and the flat piece did float. Apprentice The student demonstrates some evidence of using a strategy to test designs and record observations. The procedure is clearly described and a prediction is made at the start, although it has to do with weight which is the variable that remains the same for each test. Most of the student s scientific reasoning is correct and based on prior trials, but s/he is unable to manipulate materials to create the intended designs. (The cup shape and flat piece should have floated.) Had s/he been able to modify the designs, this would have helped in drawing accurate conclusions. Practitioner The student has an understanding of the major concepts and uses effective scientific representation to depict testing. The procedure is clearly described. The explanation reflects a successful strategy and use of accurate reasoning, predicting and testing based on prior trials. 6 of 11
7 The student s solution is complete, and all data are recorded accurately. The student s conclusion ( it flaots by holowing it out, but it cept sinking when we didn t holow it out it sank ) is based on observations and data. (The student also makes a prediction at the start that there is a special chemical in clay to make it float but drops that line of thinking almost immediately.) Expert The student demonstrates efficient, clear explanations and scientific representations on this task. The designs demonstrate an understanding of use of prior knowledge (canoe shape and cup shape). Each test builds upon the prior test, and the procedures clearly depict the sequential process used. The student has an understanding of the major concepts - the stretching of the clay is described as making the clay not as heavy in one spot. The student s solution is complete, and all data are recorded accurately. The conclusion is based on observations and data and shows evidence of generalized thinking Shapes with air float. 7 of 11
8 Novice 8 of 11
9 Apprentice 9 of 11
10 Practitioner 10 of 11
11 Expert 11 of 11
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