Density Discovery

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Density Discovery by Mind Map: Density Discovery

1. Additional Positive Features of this lesson

1.1. model/simulation to visualize what can't be observed directly

1.2. Promotes critical thinking

1.3. Requires evidence to support student thinking

1.4. Promotes deeper understanding

1.5. Student lays out thinking in a graphic

2. Reflection on New American Lecture

2.1. Activity hooks students into content

2.1.1. I'm not interested in most physical science topics, but I enjoyed playing with the blocks and dropping them into the pool of water.

2.2. Bridges link between initial ideas and future content

2.2.1. From a student perspective, assuming the lesson was continued

2.2.2. Learning about density doesn't necessarily help me successful for the remainder of CIA615

2.3. student are provided with visual organizer

2.3.1. I had to create my own

2.4. memory devices

2.5. active thinking techniques

2.5.1. I had to make my own predictions, draw conclusions to the predictions by experimenting, and research what I still didn't understand

2.6. periodic thinking reviews

2.6.1. I conducted by own to make sure I was comfortable with the conclusions I drew and understood them

2.6.2. A teacher did not present them for this lesson, but could

2.7. synthesis activities

2.7.1. Done on my own: understanding of density as a whole

2.8. reflection activities

3. Vocab

3.1. Mass

3.1.1. how much material is present in obj.

3.2. volume

3.2.1. how much space an obj. takes up

3.3. density

3.3.1. how much mass in a given space

3.3.2. ratio of mass to volume; a.k.a. mass per volume

3.3.3. how concentrated or compact matter is

3.4. Prior Knowledge

3.4.1. information learned previously

4. Q: How is density determined?

4.1. kg/L

4.1.1. KG= kilograms (weight; a.k.a. mass) L= Liter (refers to liquid)

4.1.2. kg/L is a rate; found by dividing

4.2. Prediction 1: Density = Mass / Total amount of Water

4.2.1. Discovered rates are too small in relation to known densitities

4.2.2. Conclusion: INCORRECT prediction!

4.3. Prediction 2: Density = Mass / amount of water displaced

4.3.1. Discovered rates fit the range or known predictions

4.3.2. Conclusion: CORRECT prediction!

5. Q: What has a greater impact on density, mass or volume?

5.1. Undetermined

5.2. For further consideration: The density of some objects can change, i.e. when a malleable object is condensed into a smaller volume.

6. Facts

6.1. Given densities

6.1.1. Wood= 0.40 kg/L

6.1.2. Styrofoam= 0.15 kg/L

6.1.3. Ice= 0.92 kg/L

6.1.4. Brick= 2.00 kg/L

6.1.5. Aluminum= 2.70 kg/L

6.1.6. Water= 1.00 kg/L

7. Q: Is density consistent?

7.1. Prediction 1: Density should change as mass or volume changes

7.1.1. Discovered by experimenting w/ mass & volume of wood, Styrofoam, ice, brick, aluminum that density doesn't change for each object, respectively

7.1.2. Conclusion: INCORRECT prediction!

7.2. Prediction 2: Rates are consistent for given situations

7.2.1. Discovered by checking w/ division for various mass & volumes that rates are equivalent

7.2.2. Conclusion: CORRECT prediction!

8. Method of Experimentation

8.1. Density Simulator provided by University of Colorado at Boulder

8.2. I think I learned more about density using this method. The Density Simulator allowed be to easily select my controls, provided me with some basic knowledge which fueled the questions I had. This method was definitely less expensive and much neater. Furthermore, my experimenting turned had the same results no matter how many times I needed to see it.

9. Q: Can an object have 0 or negative density?

9.1. Prediction 1: Negative no, Zero maybe

9.1.1. Negative is not possible. Similar to linear programming it is not possible to produce negative objects.

9.2. Prediction 2: Zero???

9.2.1. I had to research this.

9.2.2. Discovery: If an object has zero mass it doesn't exist. Hence a density of zero is impossible, however it is possible to have a density "close" to zero.

9.2.3. Conclusion: INCORRECT prediction!

10. Reflection on Guided Discovery Lesson

10.1. This lesson does not follow the structure of a Guided Discovery lesson.

10.1.1. Examples and Non-Examples

10.1.2. Examples that illustrate concept teacher desires them to learn

10.1.3. thinking guided by identifying essential information

10.1.4. Learners construct their own meaning of the world

10.1.5. Teacher guides student to what he/she wants them to understand

11. Q: Why do certain objects sink or float?

11.1. Prediction 1: Lightweight or small things float, while large or heavy things sink

11.1.1. Discovery: some small objects sink, some large objects float, therefore volume does not affect whether an object sinks or floats

11.1.2. Prediction 1: INCORRECT prediction!

11.2. Prediction 2: Sinking or floating is determined by mass alone

11.2.1. Discovery: when all objects have the same mass, large objects float; small objects sink

11.2.2. Prediction 2: INCORRECT prediction!

11.3. Prediction 3: Volume balances out mass

11.3.1. Discovery: Small light objects can have the same density as larger heavier objects

11.3.2. Prediction 3: Led to questions 2 and 3

11.4. Prediction 4: Check out density in comparison to water

11.4.1. Discovery: The density of water is 1 kg/L. Wood, Styrofoam, & Ice have densities < 1; Brick & Aluminum have densities > 1.

11.4.2. Discovery: Objects with density closer to 0 float higher than objects with a density closer to 1. Objects with density greater than 1 sink every time

12. References

12.1. Eggen, P. & Kauchak, D. (2012). Strategies and models for teachers: Teaching content and critical thinking skills. Boston, MA: Pearson Learning Solutions

12.2. Silver, H. F., Strong, R. W., & Perini, M. J.(2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Alexandria, VA: ASCD

12.3. Chandler, D. (2017). How are density, mass & volume related? Retrieved December 1, 2018 from

12.4. Mass, weight and, density. (n.d.). Retrieved December 1, 2018 from Background on Mass, Weight and Density

12.5. Density. (n.d.). Retrieved December 1, 2018 from

12.6. Drayer, D. (2017) Why is (0,0) a data point for all density graphs? Retrieved December 1, 2018 from Why is (0,0) a data point for all density graphs? | Socratic

12.7. Cheung, T. (2016). Does an object have greater mass have greater weight and greater density? Retrieved December 1, 2018 Does an object having greater mass have greater weight and greater density? - Quora