August 3, 2008

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- Mathematics > General
- Mathematics > Measurement
- Science > General
- Science > Chemistry
- Science > General Science
- Science > Process Skills

- Grade 6
- Grade 7
- Grade 8

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Mass and Volume - Teacher Introduction

**National Standards:**

UCP.2: Evidence, models and explanation

UCP.3: Change, constancy and measurementA.1: Abilities necessary to do scientific inquiry

A.2: Understanding about scientific inquiry

B.2: Structure and properties of matter

**Rationale:**

The meniscus and displacement lab introduces the students to several terms common to labs. Additionally, students learn an alternative method for determining the volume of an object. The Oreo lab creates interest by using a brand students are familiar with and the excitement of getting to eat the lab samples at the end of class. After spending the beginning of this unit with hands on activities, students settle down for note taking and worksheets. The worksheets include hands on application and illustrations by students. The cube activity has student construct a figure and then construct a similar figure with 100 times the volume. This reinforces the concept of volume and allows students to kinesthetically experience a dramatic increase in volume. Finally, students design their own experiments to determine the volume of a paper clip.

* Integration:* Include the math teachers in this unit. Coordinate with them to reinforce volume, measurement and averages during their classes.

**Day 1:**

Meniscus and Displacement Lab with clay (see document in this unit)

**Day 2:**

Oreo Lab (see document in this unit). Have students complete the first section of the lab the first day and save the cream fillings (with labels) for the next day's activities.

**Day 3:**

Finish Oreo lab.

After all lab equipment is cleaned, have students discuss their results as a class. Make a list of all of the averages from each group on the board.

Groups Mass

(regular)Mass

(Double Stuf)Volume

(reg)Volume

(DS)Displacement

(reg)Displacement

(DS)1 2 3 4 Class average Find the average of each column. Discuss this as a class. What is the advantage of looking at all of the data together? (More samples correlated to more accuracy). Did the Double Stuf cookie have double the stuffing? Which measurement best supports this conclusion? How many groups' final conclusion matched the class' conclusion? What were sources of error? Was anyone surprised by the results? You may want to briefly discuss advertising and ask students what they think of the name "Double Stuf."

**Day 4:**

Discuss Mass vs Weight using the brief notes provided in this unit. Follow up with the worksheet comparing mass and weight on different planets in our solar system. Students may need help with the calculations to begin, so I suggest completing the first planet as a class. The mass should be written down the entire column so students become familiar with the idea that mass does not change. After the tables are completed, students will use hand held masses to experience the difference in weight of a textbook on different planets. You will need to have a scale available to them to measure the textbook's initial mass.

**Day 5:**

Volume of different shapes worksheet. Provide visual examples of each shape listed in the table and talk through the formulas with them using the physical examples. To complete the worksheet, students illustrate an example for each shape and label the dimensions (length, width, radius, etc.). Follow up with the using formulas practice worksheet.

**Day 6:**

Cube activity (see handout in this unit)

*Day 7:*

Demo: What happens to the mass and volume of water and sugar when mixed?

Use a 250mL beaker and about 8 cubes of sugar. Add 150 mL of water to the beaker. Mass out the beaker with water in it. Record on the board. Mass the sugar and record. Measure the sides of the sugar cubes and calculate the total volume and record. Add the sugar to the water. Ask students to make observations. Stir the sugar. Ask for observations again. Determine the new volume and mass of the sugar water mixture. Record. Does the new mass equal the mass of the water/beaker plus the mass of the sugar? Discuss. Did the total volume change? Discuss. You may want to introduce the idea of conservation of mass.

Introduce the document: lab report basics

**Day 8:**

Culminating Activity: What is the volume of a paper clip? Introduce this activity along with the lab report basics document. Students develop their own experiments to answer the question. Encourage students to think about all of the activities they have done before deciding on a procedure. Also, require multiple trials in their experiment. After reading the lab handout together, have students sit and think of ideas for accomplishing their task. Then, ask for ideas and list them on the board. Students may need to hear the ideas of others before they are able to come up with their own experiments. If students choose to do a displacement lab (the method I would suggest), they will notice the water does not overflow when it reaches the top of the container. (This could start a discussion on water cohesion and hydrogen bonding.) However, if they continue to add paper clips, when the water overflows, the water could be collected and measured to determine the amount of volume displaced.

**Day 9:**

Finish experiments and work on lab reports. Be sure students understand your expectations for an appropriate lab report.

**Day 10:**

Lab report peer review. Students review the lab reports of their teammates using the provided worksheet. Students may rewrite their reports using the critiques of classmates. Be sure students understand they are not scoring the work of their classmates. Instead, they are offering suggestions for improvement. By reading the reports of others, they are also reflecting on their own work in comparison.

Reflection, use the reflections document for students to reflect on their learning and to communicate with you.

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