Floating and Sinking was published by Smithsonian Institution and the National Science Resources Center. The curriculum, also known as the Carolina Curriculum was published in 1988 and integrates STC (Science and Technology for Children). The STC units constructs that each learner learn science best in a hands-on experimental environment where they can make their own discoveries. This curriculum integrates grades 4-6. Students begin by making and testing predictions about whether a set of objects will sink or float. This introduces inquiry on the effect of weight, size, and shape on floating and sinking. In this curriculum, students also explore the effect of shape on buoyancy. Students are also prepared for a design challenge in which they …show more content…
Density is how heavy an object is for it’s size. (Observing, Predicting, and Questioning)
Hands-on-activity: Test whether a log and paperclip will float or sink.
An item will float if its light for its size. An item will sink if it's heavy for its size.
An object floats when it is less dense than the same amount of water and an object sinks when it is more dense than the same amount of water. Example: Metal is more dense than water.
Gravity
Day 2 - Objects float because it’s weight and size act together so that the water pushes up on the object with a force equal to the force of gravity pulling it down. The upward water push of the water depends on the amount of space an object, for example, ship, occupies under water. This is called the buoyant force which is also known as the floating force. (Hypothesizing and Observing)
Hands- on -activity: Compare boats made of different material in water to see the buoyant force in effect for
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An opening question will be used stating, “what do you know about density?” After the open discussion, students will do the log and paperclip activity. They will test their predictions on whether the paperclip and log will sink or float. Students will visually be able to see that size does not account to whether an object floats or sinks. Clearly, the paperclip is smaller in size but it will still sink because it is heavy for its size. The formative assessment for day 1 will be given orally. After the activity, students will think-pair-share and talk about their predictions results and discuss what makes an object float and sink. They will also recall density and its
Sink or Float Introduction: I am doing this experiment to find the density of aluminum foil to see if it floats or sinks when placed in water. I hope to find out how the density of aluminum foil changes when weight is added to the foil. I hypothesize that the boat will hold 20 pennies before sinking. You will need to get: Aluminum foil Pennies Water And a big container or tub for your boat to float in. Procedure: 1.
In the state of South Carolina, public school students are educated on a lower level than they are striving to complete. They are taught on the expectation of acquiring only a minimally adequate education, which only requires the rudimentary knowledge of the primary subjects. With expectations set beneath the level students should be learning, they are being hindered from seeing and reaching their full potential and lose sight of the dreams they have for their futures. Often these students become trapped in their social and cultural capitals due to these low expectations. Minimally adequate education provides the foundation for a lower quality of life and if left unchanged will create larger social and cultural dilemmas. The concept of minimally adequate education in South Carolina’s educational system must be changed in order to better the lives of the students and to prevent the hindering of our students by continuing to “norm” them to low expectations.
Archimedes principle says that the magnitude of the buoyant force always equals the weight of the fluid displaced by the object. This buoyant force always acts upward through the point that was the center of gravity of the displaced fluid. In the case of floating objects the buoyant force is equal to the force of gravity on the object. Knowing that the change in pressure is equal to the Buoyant force per unit area (ΔP = B/A) we see that B = (ΔP)A and ΔP = ρgH where ρ is the density of the fluid g is the acceleration due to gravity and H is the height of the fluid displaced.
How much is your boat able to hold? A boat can only hold so much weight before it starts to sink. Too much weight on a boat can cause the boat to sway back and forth or roll over. It is very important to make sure that the load of your cargo is balanced or the chance of capsizing a boat is greatly increased.
When an object falls through a fluid it accelerates until it reaches its terminal velocity. At this speed the forces acting on it are balanced.
Archimedes Principle: Any object wholly or partly immersed in a fluid is buoyed up by a force equal to the weight of the fluid displaced by the object.
Acoustic levitation takes advantage of the properties of sound to cause solids,and liquids to float. The process can take place in normal or reduced gravity. To understand how acoustic levitation works, you first need to know a little about gravity, air and sound.
The boat floats on the water according to Archimedes Principle which states an immersed object is buoyed up by a force equal to the weight of the fluid it displaces. The force applied downwards by earth’s gravity coupled with the upward force of buoyancy allows the boat to float. The boat consists of separate components each having their own center of mass, or center of gravity. The boat, the occupant(s), the engine or oars, and the fishing gear all combine to create a whole unit. The center of mass for the whole system is the average of the center of mass of each component. These components may move relative to each other but as a whole cannot change its velocity or momentum without the application of an external force. Newton’s first law of motion states that an object at rest stays at rest unless a force is exerted upon it. For the boat to move through the water a force must be exerted upon it. The forces that move the boat can be the current of the water, the rowing of the oars, the engines propeller, and wind. As the boat moves through the water a Doppler Effect is created. The Doppler Effect applies to all
air on one side makes the sailboat lean over and the air on the other side
http://search.ebscohost.com/login.aspx?direct=true&db=mih&AN=5537767&site=ehost-live>. Judd, Alan, and Martin Hovland. 11.5 Gas-induced Buoyancy Loss." Seabed Fluid Flow: The Impact of Geology, Biology and the Marine Environment. Cambridge:
In experiment 5, we are learning about density and specific gravity in measurements. Density is measured by mass divided by volume in order to get the ratio of the mass of an object to its volume. Specific gravity, on the other hand, is the density of a substance divided by the density of water and will cancel out the units in order to get a unitless measurement. Mass and Volume can be measured in two different ways, first mass can be calculated by directly placing it on the triple beam scale directly, or by weighing the difference. Volume can be calculated by displacement in the graduated cylinder or by calculating its dimensions. In this experiment, the objectives were to calculate the density of a solid by measuring its mass and volume,
5. How did your lesson plan and instruction change over time to consider your student’s language and home culture? How have you ensured that you have made science learning accessible and relevant to
In Science, teachers serve as the facilitator of learning, guiding them through the inquiry process. Teachers must ask open-ended questions, allow time for the students to answer, avoid telling students what to do, avoid discouraging students’ ideas or behaviors, encourage to find solutions on their own, encourage collaboration, maintain high standards and order, develop inquiry-based assessments to monitor students’ progress, and know that inquiry may be challenging for some students so be prepared to provide more guidance. There are three types of Science inquiry: structured, guided, and open. Structured is the most teacher-centered form of inquiry. This type of inquiry is mainly seen in laboratory exercises where the teacher needs to provide structure, however the students are the ones who conduct the experiment and find conclusions. Guided inquiry is where the students are given tools to develop a process and find the results. As an example, the teacher would instruct the students to build a rocket, but not tell them how to design it. This leaves creativity and uniqueness for the students to be able to apply their knowledge and skills. Open inquiry is when students determine the problem, i...
Most liquids are very good conductors. Most liquids are also good solvents. Some solids float in liquids depending on their density. If the solid is less dense than the liquid then it floats on the liquids surface. If the solid is more dense than the liquid then it sinks in the liquids.
The National Science Education Standards have set the standards for teaching science. Under Program standard B the standards discuss the best ways children learn science. Program standard B states ì the program of study in the science should be developmentally appropriate, interesting and relevant to students lives: emphasize student understanding through inquiry,, and be connected with other school subjects.î This sums up what teachers need to be doing un their classrooms to teach science. The traditional textbook only and work sheet teaching of science is clearly not recommended with inquiry and hands on experiences. Standard B shows representations of methods to use not only in the teaching of science but other subject areas.