Math and science

unit outline
(by Jisheng Ye and Rupinder
Grewal)

Jisheng Ye & Rupinder

UNIT OVERVIEW
This unit integrates the Mathematics and Science in the areas of density and units of measurement. The unit explores the concept of density; it
consists of different engaging activities to help students understand the concept and application of density. Students will be able to grasp the ideas
associated both mathematics and science associated with density, mass and volume. The unit follows AUSVELS curriculum and integrate different
ICT applications to help achieving teaching and learning outcome. A variety of teaching approaches and theories will also be reflected in the teaching
progress following this Unit Guide.
Density in the Middle Years Science and Mathematics Curriculum This unit of work has been designed to promote students understanding of
density. Density is a topic studied in the Middle Years Science curriculum, but conceptual understanding of density requires understanding of many
topics associated with the Middle Years Mathematics curriculum. Such mathematics topics include mass and volume as well as number sense and
mental computation. Other knowledge and skills located in both the Middle Years Science and Mathematics curriculum include data gathering, data
analysis, interpretation of data, graphing, measuring, using measuring instruments, problem solving, problem posing, conducting experiments and
controlling variables.

Jisheng Ye & Rupinder

Aims
Students will be familiarized with the different terms used to refer to the units of measurement and the international standard units used to
identify units of measure. The class will also be introduced to quantities and units of measure. The following are the chief objectives the lesson
intends to achieve:

Students should be able to identify all symbols, operations, relation, and basic mathematical language relevant to units of measure
Provide clear a concise definition of terms that will be used in the topic
Students be able to identify several units of measure
Students be in a position to clearly define units of measure and match them with their standard units
Students will be able to predict the differences exhibited by two similar objects as presented by their differences in the measure of their
quantity.
Second lesson aims at introducing students to the measurement of volume, mass, and density of substances. By the end of this lesson;
Students should be able to define volume, mass and density clearly
Students should draw the relationship between volume, mass, and density
Students should be in a position to identify the units used to indicate volume, mass, and density
Students should also be in a position to use different methods to obtain accurate measure of mass, density and volume
Students should be able to construct graph both manually or using technology, analyse the collected data using Excel

Learning Outcomes

Each quantity whether derived or basic has a unit of measure

Some basic mathematics operations are used to obtain quantity measures
Measurements can be recorded using different units
Units of measurement can be converted from one unit to another using mathematical methods
The measure of density, volume and mass can be obtained using mathematical methods
There is a relationship between volume and density

Jisheng Ye & Rupinder

Density, volume, and mass are all derived scalar quantities

Teaching strategy
The strategy for teaching this class will take the following form:
Lecture: Each lecture session will take 45 minutes (3 lectures)
To introduce the topic of units of measurements to the class, a lecturer will be necessary. This is important since at the introductory period of
the unit a lecturer will be able to gather information on what students already know about measurements. Following are the main activities of the
class:

Welcome students and encourage them to develop positive attitude towards learning the unit
Address any potential issue likely to arise during the lesson
Try to explain the purpose of studying the topic to the students
Introduce some symbols, basic operations, relations and some basic mathematics language that is necessary for student to understand units of
measure

Guided practice: A single 45 minutes lesson

The strategy with focus on the whole class as a group and all the activities conducted during the practice will be guided by an instructor. In this
session, the instructor will simply engage students to understand their skills and knowledge on the unit. The following main areas will be addressed
in this activity:

Start with lesson preparation: make all the materials required such as handouts with notes on the unit available for students.

Jisheng Ye & Rupinder

Analyze the topic of on unit conversion critically concentrating on areas of symbols, relations and mathematical language needed for

understanding physical quantities, unit conversion, and classification of physical quantities to scalars and vectors.
Actively engage the class using simple practice exercises on unit conversion.
The session with also include a PowerPoint presentation to facilitate clear understanding of the methods of unit conversion.

An investigative approach
This unit takes an investigative approach to the topic of density where learning experiences are designed for active student participation to
foster rich conceptual understanding. An investigative approach means that students are provided with opportunities to learn and apply key
mathematical and scientific skills in meaningful contexts, rather than being provided with de-contextualized practice exercises that they then
apply to realistic situations. An investigative approach is a guided discovery approach where formulae derive from experience and gentle
teacher scaffolding.
THE P-O-E used throughout the unit of work

Jisheng Ye & Rupinder

Mathematics and Science Integration

This unit is designed as a unit that can be implemented equally with both Middle Years mathematics and science classes. That is, the unit is designed
so that both mathematics and science core learning outcomes for the middle years are being targeted simultaneously. The activities can be identified
specifically as being either science or maths activities, but they have been interwoven throughout the unit to build key knowledge, skills and
concepts required for an understanding of density. The unit is designed for implementation either in junior secondary mathematics classes, junior
secondary science classes, or integrated upper primary classes.
Purpose
This unit of work has been designed to be a truly integrated mathematics and science unit for students in the middle years of schooling. The
Jisheng Ye & Rupinder

underlying conceptual emphasis is on density, but consolidation of the concepts of volume and mass, which are traditionally located in the
mathematics syllabus, are also part of the unit.
The development of the unit was based on the premise of integrating science and mathematics in a way that equally favored the core learning
outcomes of both these key learning areas. The entire unit has been designed, therefore, to be taught in either the science classroom, or the
mathematics classroom, or in the integrated numeracy class

Use of ICT

ICTs have been integrated within the lessons of this unit. Each lesson will be collaborated with some form of ICT to engage
students .Whole unit will have range of online resources to enhance students understanding. Online videos, quiz, games,
puzzles were created to make learning interesting and to involve students. This will cover different online video tutorials aimed
at giving the student a clear understanding of the units of measure topic. The activity tutorials will mainly aim at familiarizing
students with symbols, operations, relations and other fundamental mathematical language significant in the understanding the
units of measure. The tutorials will also provide information about definitions some important concepts used in the topic such
as defining physical, scalar and vector quantities. Moreover, the tutorials will seek to provide students with adequate knowledge
about the agreed units in the international system (SI units). The instructor in this activity will actively engage student using
questions on the topic to advance their understanding of the units of measure. It is also important for the instructor to use
Jisheng Ye & Rupinder

random questions to assess the students understanding of what was covered in previous lessons. The following question will be
used to evaluate students understanding of the topic.
What are the different types of measurements?
What is meant by SI units?
What are the SI units of the basic units of measurements?
Study.com website is used for density, mass and volume to deliver lesson, send assignment, worksheet, and engage
students with quiz.
Also, This unit incorporate one of the most commonly used software in the world for statistics analysis--- Microsoft Excel. The
use of Excel allows students to get familiar with various functions which deal with data and statistic. Students can learn from
watching the tutorial recorded by teacher which explain in step-by-step process how to operate the software. They can then
implement this using the data they collected. They can also explore other functions that have not been taught by teacher.
Another interesting feature of Excel is it allows students to customize their result (graph, table, etc), for example, students can
choose different colour and shapes for the lines, columns, dots and so on. Excel is also very powerful and useful when it comes
to large amount of complex calculations and calculations that cant be solved manually, excel can solve these problems by
simple drag down or a few clicks. Students can experience the power of technology through the ICT application.

Interaction during learning

So as to promote a conducive learning environment, these levels of interaction will be employed:
Teacher-Whole Group:
This level will involve the instructor guiding the whole class on the calculations involved on converting units from one unit of measure to
Jisheng Ye & Rupinder

another. The interactive activities at this level will entail giving quick tests to students and checking the progress of each student.
Student individual:
At this level of interaction, students will be expected to handle their own studies especially on anchor activities such as researching key terms
used in the unit.
Students-students groups:
This level of interaction will involve students being paired into groups to carry out computer research on unit of measure.
Working on hypothesis
Students will work in groups and individually on hypotheses that can be investigated scientifically.
Planning and conducting
Plan, and collect relevant data and use of appropriate methods, assess risk assessment
Use of digital technologies, to systematically and accurately collect and record data.
Processing and analyzing data and information
Analyze patterns and trends in data, including describing relationships between variables and identifying inconsistencies.
Evaluating
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the
quality of the data.
Critically analyses the validity of information in secondary sources and evaluate the approaches used to solve problems.
Communicating
Jisheng Ye & Rupinder

Communicate scientific ideas and information for a particular purpose, including constructing evidence based arguments and using appropriate
scientific language, conventions and representations.

Teaching strategy
Teaching this lesson will involve the following activities
Sponge Activity
Before getting started on the lesson, individual students will be instructed to use resources in the library to review and extend their knowledge of the
units of measurements. Students should particularly focus on familiarizing themselves with types of derived scalar quantities. Students should also
review their knowledge the basic operations and relations used in measurements.
Lecture: Three lectures each 45 minutes
Utilizing lecturers in this lesson is important. The lecturer will be significant especially in introducing the three quantity measures in class. The
lecture will be used to connect with students and actively engage them to understand their know-how on the topic of derived measures. The main
activities during the lecture include:

Welcoming the students

Actively engaging students to designate any problem they might have experienced in the previous lesson
Address any potential challenge that may emerge

Jisheng Ye & Rupinder

Inform the class on the significance studying the topic

Use PowerPoint to introduce the definitions of mass, density, and volume

Educational video
The educational video will help students to learn the various method of obtaining mass, volume, and density of different objects. The video will
specifically focus on the many experiments carried out by instructors to show students how to measure mass and how to derive volume and density
of substances. The video will also educate students about the instruments involved measuring the three quantities. During the video, the students are
encouraged to fill KWL charts which the instructor can later use to evaluate their understanding of the topic.
Materials and Equipment

Relevant text books

Blank KWL charts
Videotape and player
Pencils/ rubber/ ruler
Lecturer's whiteboard and markers
Calculators
PowerPoint presentation

Jisheng Ye & Rupinder

Weekly
outline
Jisheng Ye & Rupinder

INQUIRY UNIT 1 PLANNER

HEALTHY FOOD, HEALTHY BODY A HAPP IE R Y OU Year 10

Term 4

LESSON

WEEK

Year 2012
Lesson aim
Lesson Overview/Activities

Lesson 1
Unit of
measurem
ent

Jisheng Ye & Rupinder

Identify the units of

measurement for length, mass,
volume, density and
temperature in the metric
system

Define meter and discuss the

prefixes kilo-, cent- and milli-

Differentiate between mass and

weight

Understand how to find the

density of an object

Presents the students with several scientific

symbols and ask them to identify them
Students will watch video, and then play a
lesson quiz and provide them with a
worksheet.

Resources
https://study.com/academy/lesson/t
he-metric-system-units-andconversion.html
.

Lesson 2

Continued
conversion
of unit

Making connections - use

understanding of the metric
system to draw conclusions
based on an object's density

Explain to students the symbols used to

represent numbers, those used to represent
physical quantities and the symbols used to
indicate mathematical operations or

Interpreting information verify that you can read

information regarding the
metric system and interpret it
correctly

relationships such as the greater than sign

Teach students about the typographical
conventions required in representation of

Defining key concepts - ensure

that you can accurately define
main phrases, such as density
and volume

unit conversion based on the algebraic rule of

Knowledge application - use

your knowledge to answer
questions about various metric
measurements

multiplying anything by 1 without causing

The quiz will help you practice

working within the metric system. But
you can also teach yourself the
different subtleties of the subject
through the associated lesson, The
Metric System: Units and Conversion,
which covers these topics:

Jisheng Ye & Rupinder

Understanding metric
measurement
Exploring length

numbers used in measurement and symbols

Clearly explain to student the easiest way of

value change
Illustrate this using a simple example of
conversion of kilograms to grams
1kg = 1000g, 1 = 1000g/1kg
Sources (Cardarelli, F., 2012. Scientific unit
conversion: a practical guide to metrication.)
Springer Science & Business Media.

Lesson 3
Scalar
and
vector
physical
quantities
and SI
units

Study the metric system and

learn to convert among the most
common metric units.
Describe characteristics of
different types of vectors.
Define scalars and vectors and
explain their differences.

Clearly explain the meaning of scalar and

http://physics.nist.gov/cuu/

vector physical quantities to the class and ask

Units/units.html

students to give examples for each.

Provide with quiz from study.com
Introduce the concept of international system
of units (SI units) and ask students to obtain
the names of SI units given to all the base
quantities
The following website link will assist students
in obtaining the names
Ensure that students are aware of the seven
basic units that can be used to express all
physical quantities
They include: length, mass, time, electric
current, temperature, amount of substance and
luminous intensity (Aris, R., 2012. Vectors,
tensors and the basic equations of fluid
mechanics. Courier Corporation.)
.

Jisheng Ye & Rupinder

http://study.com/academy/practice
/quiz-worksheet-scalar.jpg

Lesson 4
Density,
mass, and
volume

Diagnostic pretest to check previous

knowledge

Ask the students to define mass

How to obtain mass of different objects using
scale balance in grams

http://www.teachertube.co
m/video/measuring-massvolume-and-density167069?
utm_source=videogoogle&utm_medium=vide

Instruct every student to be in possession of a

o-

notebook and a pen to be adequately prepared

view&utm_term=video&ut

for the educational video activity

Ask students to name instruments that can be

m_content=video-

used to measure mass of objects

Introduce the concept of volume to the class
After the video session, require that student in
groups if two people to submit not clearly
describing small experiments used to obtain

volume of objects
nts used to obtain volume of objects
Ensure that every student can be able to use
the following relation in obtaining the value of
one quantity having the value of the other two

page&utm_campaign=vide
o-view-page

Ensure that every student can be able to use

the following relation in obtaining the value of
one quantity having the value of the other two

Mass = Density volume

For further studies on measuring mass and

volume, students should use computers to
access the following video link.

Sources
Chao,

A.W.,

Mess,

K.H.,

Tigner,

M.

and

Zimmermann, F. eds., 2013. Handbook of accelerator

physics and engineering. World scientific.
Halloun, I.A. and Hestenes, D., 1985. The initial
knowledge state of college physics students.
American journal of Physics, 53(11), pp.10431055.

Lesson 5 Understand the concept of density

Concept of

density

http://www.biologyIntroduce the concept of volume to the class

online.org/9/16_digestion_absorpt
Show video and provide them to do worksheet ion_food.htm
.
Explain to the class how the relationship

between volume, density, and mass explained

earlier is used to obtain density of objects

Density = Mass/Volume
Explain why density is classified as an

intrinsic physical property

Explain to class the principle of buoyancy as
associated with density. For an object to float
on a given liquid, it has to have lower density
as compared to the liquid

Sources

Hawkes, S.J., 2004. The concept of density. J.

Chem. Educ, 81(1), p.14.

Sources
Hawkes, S.J., 2004. The concept of density. J.
Chem. Educ, 81(1), p.14.

Lesson 6 Understand the concept of Density of

Density of
liquids
liquids

Referencing the experiments illustrated in the

video, ask students to mention methods that

can be used to measure density of liquids

One of the methods of density measurements
in liquids illustrated in the video is the use of a
hydrometer. The hydrometer is observed to
float at a high level in liquids with higher
density while it floats at a lower level in lower
density liquids

https://study.com/academy/lesson/
how-to-find-the-density-of-agas.html

Sources
Tritton, D.J., 2012. Physical fluid dynamics.
Springer Science & Business Media.

Lesson 7
Exploring
volume in
mathematica
l sense

Students will be able to calculate

volume for rectangular-based
prism and cylinder
Understand the concept of estimating
volume

Using MAB cubes to compute different forms https://www.youtube.com/wat

and explore the idea of volume\

Watch video which talks about the practical
use of volume (why do we need to calculate

volume for different objects)

Formula exploring activity: everyone can
propose a formula for calculating volume for a

certain object, explanation required

Practical activity 1: measure and calculate the
volume of real object: eraser, tuna can and

cheese, complete the table

Practical activity 2 (irregular object): student
think of their own ways to calculate the
volume of irregular object: tomatoes, beetroot,

etc, complete the table

Discussion activity: in groups, students discuss
the methods you use for practical 2

ch?v=gNg77aqxiF8
mab cubes
activity material: ruler
,objects, recording tables etc

Lesson 8
Displace
ment
method of
calculatin
g volume

Students understand the idea of

displacement method for
calculating volume
Students can apply density formula
in practical activity which
involves displacement
Students are able to use
displacement method to calculate
and estimate volume for different
objects

Recap on last lessons content, share and

https://www.youtube.co

comment on result and finding from activities

m/watch?v=_NnrD7cGl-

done last lesson

Continue the discussion on the method to find

the volume for irregular object

Introducing the concept of displacement and

explain why it is effective

Students discussion on how to use
displacement to accurately measure the

volume of objects
Watch video on displacement method
Linking the density formula to displacement
Volume of object = volume of water rise
Students redo the Practical activity 2 from last
lesson and complete the table again, compare
and discuss the result for 2 rounds of
experiments

Lesson 9
Unit
conversio
n in
mathmeti
cal
perspecti
ve

Students will be very familiar with

unit conversion for mass volume
density and etc
Students can perform the unit
conversion for advance units
Eg: g/ml to kg/l,

Revision on previous lessons that covered unit

https://www.youtube.co
m/watch?

measurement and conversion

Discussion on ration units conversion: for

example, g/ml to kg/ml

Watch video on unit conversion
Ratio unit conversion breakdown, explain in

details and each procedure

Students complete Unit conversion worksheet
Peer assess, students assess each others work
and discuss on difficult questions

v=7N0lRJLwpPI

Lesson 10
Linear
relationsh
ip/linear
regressio
n

Students will be able to link linear

relationship to density and data
anzlyze on othee topics
Students understand the idea of
linear regression: how it is done
and its imporatnce

Revision on linear relationship: x and y, single

https://www.youtube.co
m/watch?

variable change
Discussion Scenario assumption: what if we
want to work backwards: given some values
and data for x and y, how do we find the

relationship
Activity: given 5 points on data, using
coordinate graph find the underlined linear

relationship
Discussion: compare the result u got, big

difference?
Explaination: error estimation and prediction
Watch video on linear regression

v=ZkjP5RJLQF4

Lesson 11
Formula
rearrangi
ng and
determine
sinking
and
floating

Students will be able to rearrange

equation of density to find
different objective (mass and
volume)
Students know how to determine if
an object is going to sink or float
in different situations

Introduction: basic triangle operation

Link it to density formula

Worksheet
https://www.youtube.co
m/watch?
v=dcQR6vV1Sqo

Activity: complete worksheet: given values on

two of (mass, density and volume) find the

value of the remaining one

Discussion: how do we use density to

determine sinking or floating of an object

Explanation: compare density
Watch video on sinking and floating in relation
to density

Lesson 12
Sinking or
floating
overall
activity

Students can combine what they

have learnt throughout the first
five week to complete the activity
Accurately determine and predict the
sink and float of any object using
knowledge on density in practical
situation

Recap on density formula d=m/v, also the

transformation of the formula m=dv
Revise on concept of linear relationship: y=ax
(a=constant), how does change in x affect value of
y
Link the above 2 concepts together, explain why
m=dv is a linear equation and how does this help
us in conducting experiment
Introducing the concept of estimation and
error and lead to the concept of linear
regression
Use projector to demonstrate an simple
example of linear regression using excel
function
Organise group discussion on how to apply
linear regression in finding density

Overall activity: will the sugar cube sink or

float, complete in group and share the result

Experiment equipment:
Laptop with excel
function
Worksheet

Lesso
n plans
(scienc
e)

Time 20 minutes
Materials Copies of Diagnostic Pretest (Appendix 1)
Procedure 1. Ask students to prepare themselves for a quick quiz.
2. Ensure students have a pen to write their responses to each item.
3. Instructions to students:

This is not a test Your results will not affect your report card Dont worry if you are unsure of

how to answer some questions

Just do your best and try to show your thinking
Do your own work because I want to know what you know, not how well you can copy what
your neighbor has written If youre unsure, just leave that question and go on to the next one

4. Provide students with maximum 20 minutes to complete the test.

5. Collect and peruse.

Lesson 2:
Intro to Mass and Volume

2 double period___ 100 minutes

Lesson Goal:
The purpose of this lesson series is to introduce students to the concepts of density, mass and volume
and prepare them to complete a performance task in which they must use their knowledge of these
concepts.

Concepts to be developed:
1. Density is the measurement of the compactness of an object.
2. Density is a property that is determined by the ratio of a substances mass to its volume.
3. Mass is how much matter is inside of an object.
4. Volume is how much space something takes up.

Skills to be developed:
1. Students will use a balance to measure mass.
2. Students will describe a scientific concept in writing using their own words.
3. Students will use logic and scientific guessing to find objects of the same mass.

Objectives:
1. Students will describe the concepts of mass and volume in a letter.
2. Students will calculate the mass of objects using a balance.
3. Students will use scientific reasoning to find two objects with identical masses.
4. Students will measure and record objects that have identical masses, but different volumes.
5. Students will observe objects that have identical volumes, but different masses.

Materials:

For class demonstrations:

Four large brown paper bags
Materials of different densities to fill paper bags (such as Styrofoam, cotton, shredded tissue paper,
container with rocks, cans of paint, heavy metal objects, etc.)
Aquarium or other clear container filled with water
Large piece of pumice

For each group of students:

Small acrylic, wood, and Styrofoam squares, each with the same dimensions
Balance or scale
1 regular soda and 1 diet soda

Safety Procedures: none

Procedure

Activity One:
Foundation

1. Before the lesson, fill two large brown paper bags with light-weight materials, such as Styrofoam,
cotton, shredded tissue paper, etc. Fill two large brown paper bags with heavy-weight materials, such as
container filled with rocks, cans of paint, heavy metal objects, etc. Close the bags and number each bag.
Make the exterior of the bags look the same.
2. As students enter the room have an aquarium filled with water and a large piece of pumice floating in
it. Ask students to explain in writing why this particular rock floats and other rocks sink. Explain that

by the end of the lesson, they will be able to explain why this rock floats, using the terms mass, volume,
and density.
3. Place the four bags next to each other on a table. Ask the students if they can tell anything about
how heavy each bag is by mere observation. Ask them to predict the relative weights of the four bags.
Next, have one member of each group come up and pick up each of the bags and arrange the bags in
descending order of mass. Discuss with students the fact that although the bags looked very similar and
seemed to occupy the same amount of space (volume), they had different masses. Explain that volume
is how much space something takes up.
4. To further demonstrate the concept of volume show the PowerPoint Volume Quiz Show.

Activity 2
Simulation:
Hold up two cans of soda, one diet and one regular. Ask students if they weigh the same and how they
know. (Check for understanding: If students say they weigh the same because theyre the same size,
remind them of what they learned in activity one.)
6. Give students a balance and two sodas for each group (diet and regular). Let them measure the mass
of each. Discuss with students that the cans have the same volume, but the mass of each is different. Let
them share their ideas about why the masses are different. (Note to teachers: Students may focus on the
difference in ingredients between the two sodas without relating it to the mass of the sodas. Be sure to
focus students on the concepts of mass, volume, and density before giving the following assignment.)
7. When students are finished present them with the following scenario: The Coca-Cola Company has
been getting angry letters from drinkers of Diet Coke. Because their soda weighs less they feel like
theyre getting ripped off. If they pay the same amount for a diet coke it should have the same amount
of soda in it
Activity 3
8. Students should now know that objects can have the same volume but different masses. Now

students will explore objects that have identical masses but different volumes. Challenge each group to
find two different objects in the room with the same masses. They cannot be two identical items.
Students should record their trials in their science journals or on the data sheet provided.
9. Once each group is finished allow them to present their findings and discuss the rational for the items
that they tried using the information from their data sheet.
10. Discuss with the class that some items have the same masses, but take up more or less space
(volume.) Some items take up the same amount of space (volume) but have more or less mass. We have
come up with a way to talk about the relationship between these two measurements (mass and volume)
and we call it density.
Activity 4:
11. Give students the 3 cubes of different materials. Have them put them predict the order of density,
greatest to smallest and record their predictions. Tell them that tomorrow they will be able to calculate
the density and check their answers.

Evaluation
: 1. Students will be evaluated on the Volume Quiz Show scores, the data recorded for their mass
measurements and the rationale presented in their group for choosing objects of the same mass. 2.
Student understanding of mass and volume will be evaluated using their letters to the Coca-Cola
Company.

Differentiated Instruction techniques:

Clearly state essential questions
Continuous assessment and feedback
Adjust content, process, and product in response to student readiness and learning profiles
Shortened and modified assignments
Time extensions allowed

 Use of resource room

Notes and/or extra time allowed on tests
Students and teachers collaborate in learning
Goals for maximum growth and individual success are established and maintained Student ability
grouping strategies are used in cooperative learning activities
Stations are used in allowing for different students to work on different tasks
Tiered activities are used to focus on essential understandings and skills at different levels of
complexity, abstractness and open-endedness

Lesson 3
Overview
This activity gives students the chance to explore the phenomenon of sinking and floating and the
factors that influence it. This activity is designed to augment the Diagnostic Pretest and further explores
students prior knowledge on the topic. During this activity, try to resist any temptation to tell students
current science and mathematical ideas. This opportunity comes later when the students are immersed
in activities that will help them develop their ideas. The primary aim of this activity is to discover how
students are thinking about the concepts of mass and volume. The secondary aim is to find out whether
students can think qualitatively about proportional relationships and to unearth possible student
misconceptions about density. Lastly the activity will uncover students ideas about density. The unit is
written to introduce the concept of density but can be readily adapted to elaborate the understandings of
students who have prior knowledge of the concept.
Purpose
Exploration of factors influencing sinking and floating of objects in water
Time 15 minutes
Materials
Collection of four objects of the following criteria
A large object that floats (e.g., apple)
A large object that sinks (e.g., potato of similar size as apple)
A small object that floats (e.g., 2cm plastic cube)
A small object that sinks (e.g., pebble of similar size as cube)

 Collection of other objects that may sink or float.

Plastic bucket (10 Liter) or transparent container of similar size (storage box)
Procedure
1. Orient students to the focus of the lesson by asking students to suggest three objects that sink and
three objects that float in water.
2. Draw a table on the board and have students create a similar table in their books. Ask students to
volunteer other objects that can be listed in the appropriate columns:

3. Pose the question:

What makes objects sink or float in water? Note students responses on the board, organizing words,
terms, phrases that particularly refer to either mass (heaviness), or volume (size) in one part of the
board and putting other words, terms, phrases in another part (e.g., type of material, color). Indicate that
all these variables will be tested in this activity.

Procedure
4. Show students the collection of 4 objects (apple, potato, cube, and pebble), informing them that they
will be testing these objects to see whether they sink or float. Draw students attention to the shape of
each object and the similarities and differences between them. Ask students to construct another table in
their books
Object Prediction (sink or float)
5. Distribute a collection of 4 objects to each group of students (3-4 students per group) and a bucket
(empty). Instruct students to take each (of the four) objects in turn and record their prediction of
whether it will sink or float. Ensure students record a reason for their prediction.
6. When they have made all four predictions, allow the groups to add water to their bucket and test
their objects, recording their results with explanations.

This is probably the most critical part of the lesson. Encourage students to argue why you cant just
make the general assumption that: Lighter things tend to float. The important thing is the relationship
between mass and volume in consideration of the property of floating/sinking. You want to know if
they can think about both mass and volume at the same time. Identifying the nature of the
proportionality is more important than working with quantifying mass and volume at the same time.
This will be the focus of later activities in the Unit.
7. Provide students with other objects from the second collection and test whether they correctly
predicted if the object would sink or float. Encourage exploration and discussion.
Concluding discussion
8. Bring the class back together at the end of the lesson and have the groups report on what they have
found
Draw up a list of questions that have arisen that remain to be answered. Encourage students to use the
terms mass and volume rather than describing how big and how heavy objects are.
9. Close with the idea that measuring the objects will allow much more confident predictions and a
much more detailed understanding of sinking and floating.
Possible Variations
If time and equipment is an issue, this activity can be undertaken as a demonstration at the front of the
class using a transparent container so that all students can see the result as different objects are tested.

Sources
Cohen, E.R., 2007. Quantities, units and symbols in physical chemistry. Royal Society of
Chemistry.
Redish, E.F., 2006. Problem solving and the use of math in physics courses. Xiv preprint
Physics/0608268.

Cardarelli, F., 2012. Scientific unit conversion: a practical guide to metrication. Springer
Science & Business Media.
Aris, R., 2012. Vectors, tensors and the basic equations of fluid mechanics. Courier Corporation.
Chao, A.W., Mess, K.H., Tigner, M. and Zimmermann, F. eds., 2013. Handbook of accelerator
Physics and engineering. World scientific.
Halloun, I.A. and Hestenes, D., 1985. The initial knowledge state of college physics students.
American journal of Physics, 53(11), pp.1043-1055.
Hawkes, S.J., 2004. The concept of density. J. Chem. Educ, 81(1), p.14.
Tritton, D.J., 2012. Physical fluid dynamics. Springer Science & Business Media.

Lesso
n plans
(math)

Week 4 lesson 7: Exploring Volume

Overview

In this lesson students will be exploring the idea of volume in math perspective, the core
formulas will be introduced and students can practice by measuring the dimensions of
cylinders and rectangular-based prisms and find the volume of each object by making the
appropriate calculations in the activity designed. Students can see the practical use of volume
calculation in real life.

Purpose

The lesson is aiming to promote students understanding on idea of volume, how to

approach and calculate volume using mathematical formula, why is volume important and
through the designed activity, let students have a sense of how to apply volume concept in
practical situation

Time

35-40 minutes

Materials

real objects which have the shape of rectangular-based prisms and cylinders (e.g., small
cans of corn, small cans of tuna, magic cube; etc).
Rulers
standard cubes (1cm*1cm*1cm)
Calculated Volumes Worksheet

Procedure

Orienting Activity (10 minutes)

1

Ask students to write down what they know about volume

Show standard cubes to the class

Ask students to make a object which has volume of 10 cm3

Let students compare what they made with others, explain why they think this is 10 cm3

Explain the idea of volume and its importance

illustrate the idea using a video from website

formula introduction(15 minutes)

1

Revise on area of rectangle, square and circle

Lead to the formula of volume of rectangular-based object and circular-based object

Explain the definition of each dimension: radius, base, height, etc

Group discussion on why the formula are written in these ways ( why times the area of
base by height).

Explain an illustrate the origin of the formulas

EPISODE 2
Exploring Volume (continued)
practical activity 1
1. Assign students in group of 3 to complete the activity
2. Provide students the objects that are required to find volume of (eraser, tuna can, cheese)
3. Provide the measuring equipment and calculator
4. Give each group the worksheet to record result
5. State activity, observe, discuss and give assistance
In this activity students are provided with physical objects that they need to estimate the volume, they discuss in
group how they want to approach this task and give their result in a worksheet, the objects are all rectangular
based and they are all common stuff we use in real life. This activity aims to give students a practical situation for
them to apply theoretical knowledge in real life finding.

Table 1 Calculated Volumes of Rectangular-Based

Objects
Item

eraser
tuna can
cheese 1
cheese 2

stimation of
volume
(cm3)

Length (cm)

Width (cm)

Height (cm)

Volume
LxWxH
(cm3)

Exploring Volume (continued)

practical activity 2
similar procedure to activity one except the objects this time are circular based. (corn, beetroot, tomatoes)

Table 2 Calculated Volumes of CircularBased Objects

Item

corn

stimation of
volume
(cm3)
250

Diameter and
Radius of
Base

Area of Base
(cm)
r2

Height (cm)

D= 6.7..

36.3

8.5cm

R= 3.4
beetroot

D= ..
R= ..

tomatoes

D= ..
R= ..
D= ..
R= ..

Volume =
Area of Base
x Height
(cm3)
309

Exploring Volume (continued)

Concluding discussion in groups

What happens when we have irregular objects? Eg: sticky tape

We cant measure the dimension

We dont have a formula

what methods to you think will work

Teacher Demonstration of Volume by Displacement

As a finale to this lesson, draw students attention to the fact that volume can also be found by
displacement. Exploration of volume by displacement should have been an early experience that
students had in primary school. provide students with opportunities to find volume by displacement.
As a short closure to the lesson, demonstrate finding volume by displacement:
1. Select an object that has irregular shape
2. Put it into a container filled with water
3. Ask students how much did the water rise
4. any relation to the volume of the object?
5. Volume of water rise= volume of the object
6. If we know the density of water, any link to what we have learnt?
7. Discuss your finding in groups

Volume Data
Worksheet
Name

Class

Teacher

Year

Table 1 Calculated Volumes of Rectangular-Based Objects

Item

stimation of volume
Length (cm)
(cm3)

Width (cm)

Height (cm)

Volume LxWxH
(cm3)

Height (cm)

Volume = Area
of Base x
Height (cm3)

eraser
tuna can
cheese 1
cheese 2

Table 2 Calculated Volumes of Circular-Based Objects

Item

corn

stimation of volume
Diameter and
Area of Base
(cm3)
Radius of Base (cm)
r2
250

D= 6.7..
R= 3.4

beetroot

D= ..
R= ..

tomatoes

D= ..
R= ..
D= ..
R= ..

36.3

8.5cm

309

Week 6 lesson 12: Exploring density (overall activity)

Overview

In this lesson students explore the idea of density in practical situation by conducting their own
experiments. Students will apply what they have learnt in previous classes to help them
complete the activity, also the lesson incorporates excel to help students get the best estimation
and illustration of their result. Students will need solid understanding on concept of density to be
able to make decisions.

Purpose

The lesson is designed to promote students understanding on relationship between

density, volume and mass. The content of the class provides an overall revision on material
about density covered. Also, the purpose of experiment is to develop students ability to
convert theoretical knowledge into practical knowledge.

Time

35-40 minutes

instruction worksheet
Materials

experiment material: measuring cup, electrical scale, different types of drink sample,
sugar cube,
laptop with excel function installed
calculator
recording and result table worksheet

Procedure

Quick revision (10 minutes)

m
, also the transformation of the formula m=dv
v
2. Revise on concept of linear relationship: y=ax (a=constant), how does change in x affect
value of y
3. Link the above 2 concepts together, explain why m=dv is a linear equation and how does this
help us in conducting experiment
1.

Recap on density formula d=

Example illustration (10 minutes)

1. Introducing the concept of estimation and error and lead to the concept of linear
regression
2. Use projector to demonstrate an simple example of linear regression using excel
function
3. Organise group discussion on how to apply linear regression in finding density

Student activity: conducting practical experiment

1. Explain the instruction of the activity, demonstrate the equipments
2. Assign students into groups (each group have students with different
level of ability)
3. Give the handouts (recording and result worksheets) and explain what
they need to record on these worksheets.
4. Students can start the activity, teacher acts as facilitator, provide
suggestions to groups that need assistance

5. Collect the results from students and conclude the lesson with the core
idea and purpose within the experiment.

Name

Will the sugar cube float or sink?

Class

Teacher

year

In this math lesson we are doing research on an interesting topic, will a sugar
cube float or sink in a cup of drink.
Mary and Mike are two high-school students studying math and science, one
day, they are arguing over an interesting question on the textbook, does
sugar cube float or sink when u put it in a cup of drink. Mary says sugar cube
always sink in a drink while Mike claims that only large sugar cube will sink in
a drink.
In front of you on the table, you have 3 different types of drinks (coffee, coke
and tea), measuring cups, different sizes of sugar cube and an electronic
scale,
Overall objective:
Without putting the sugar cube into the drink, you need to use the concept of
density to conduct an experiment to decide if Mike and Marys statements are
correct or not.

Break down of TASK:

Task 1:
Use the measuring cup and electronic scale, record the mass of different
drinks at different volume and complete the following table, you will need at
least 3 sets of data for each drink.(dont forget to get the weight of measuring
cup first)
Recording table 1:
Weight of measuring cup: _______ (g)
Tea
volu
me
(ml)

Tea
mas
s
(g)

Coffe
e
volu
me
(ml)
0

Coffe
e
mass
(g)

Coke
volu
me
(ml)

Cok
e
mas
s (g)

Task 2:
Average method:
Using excel, apply the density formula, calculate density of each drink at each
volume and mass hence find the average density for each drink, complete the
table below:
Tea density

Coffee density

Coke density

st

1 record
2nd record
3rd record
average

Task 3:
Use linear linear regression function on excel, calculate the best estimate of
density of each drink hence fill in the information in following table, also use a
column graph to represent your result on excel:
Linear regression (Best estimate by line of best fit):
Density of tea

Density of coffee

Density of coke

Task 4:
Find the density of sugar cube at different volume and correspond mass using
the density formula, similar to last task, find the best estimate of density using
linear regression:

Volume of sugar cube (

3
ml )

Mass of sugar cube (g)

Density of sugar cube

Best estimate of density: ________________

Task 5:
Based on your own finding, comment on Mike and Marys statements, do you
think what they say is right or wrong, why?
Regarding Mikes statement:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________

Regarding Marys statement:

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________

Task 6:
(a) Use your finding, make assumptions on whether the sugar cube will
float or sink in different kind of drink, and circle your answer in the
following table:
assumption
Sugar cube

Tea
(float, sink)

Coffee
(float, sink)

coke
(float, sink)

(b) Now put the sugar cube in these drink, record the result below and
check with your consumption:
Actual result
Sugar cube

Task 7:

Tea
(float, sink)

Coffee
(float, sink)

coke
(float, sink)

Comment on what you have learnt through the activity, did the result meet
your expectation, which way of estimating density do you think is better (line
of best fit or average), etc.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_