15-Minute 5E Inquiry Activity Lesson Plan

Lesson Information

Subject Science
Topic or Unit of Study Density and physical properties of matter
Grade/Level 10th grade
Summary of Inquiry To quantitatively determine the density of pennies, dimes, and nickels and
Activity rank them from least dense to most dense.
Students accurately determine the density of three types of coins by using
Objectives
the water displacement technique to calculate the density.
Lesson Title The Density of U.S. Currency

Materials Needed:
 Electronic balance  1 Calculator/group
 Room temperature freshwater  Waste disposal area for water after
 3 – 100 mL (or 50 – mL) graduated completion of exercise
cylinders per group  Paper towels
 5 pennies, 5 dimes, and 5 nickels per
group

Safety Concerns: There are no safety concerns associated with this laboratory exploration.

General Outline of Lesson Plan:

Teacher Anticipated
Student Time for Each
The 5Es Action/Direct Student
Action/Activity (minutes)
Instruction Responses
Develop a prediction
Tell Archimedes story
Engage about the density of 2 minutes
to students
coins
Instruct students to
Density exploration of
Explore complete density 7 minutes
coins
exploration of coins
Students would
Groups report the
discuss their
Explain volume displacement 2 minutes
results with
of each of their coins
another group
Introduce the density
Elaborate formula and the 1.5 minutes
complex units that
 Page 2 of 6

accompany each
density value.
Students will calculate Students use the
the density of the five density formula
Evaluate 2.5 minutes
coins and then each mass (g)
D=
individual coin. volume (mL)

Implementation of Lesson Plan:

Introductory exercise to properties of matter unit by exploring the physical

Learning Context
property of density.

Density of Coins Inquiry Activity

Engage (2 minutes)
 Tell the story of Archimedes’ discovery – how to determine if the crown
was constructed purely of gold or if a portion of the crown’s material was
substituted with silver. Describe the discovery of water displacement as
Archimedes sat in the bathtub and observed the water rising deduced a
method for determining the density of an object – the gold crown versus
a pure gold brick – the gold brick had a larger displacement in the water
than the crown leading Archimedes to conclude the crown was gilded
with silver and gold.
 Pose the questions/ideas: Using Archimedes’ principle of water
displacement can we determine the density of coins? And if we can,
which coin do you think will have the largest density?
Procedure  Have the students develop predictions regarding the density of the coins.
Which ones will have a larger density and displace the water more? Have
the students rank the density of the coins based on what they think.

Explore (7 minutes)
 Exploration Question: Which coin (penny, dime or quarter) has the
greatest density? Students should develop a hypothesis combining their
prediction and think what they
 Develop an if ___________ then ___________ because…
statement
 Have the students complete the exploration of density by measuring the
water displacement of each of their coins.
 During the gathering of their data the students will fill-out the
corresponding worksheet on page 5.
 The students need to record their final and initial volumes and the mass
of the coins provided.
 Page 3 of 6

Explain (2 minutes)
 Have the students report their water displacement values to another
group.
 Topics could include:
 The coins with the largest mass and volume
 How the make-up of the coin dictates the displacement of the
water

Elaborate (1.5 minutes)

 The density calculation should be introduced now that the students have
the two pieces of information they need to calculate the density of the
coins, the mass and volume determined by the displacement technique.
 Explain the technique to calculate the density of the five coins and then
how to find the density of each individual coin.

Evaluate (2.5 minutes)

Assessment Breakdown (10 points total)
 Have the students calculate the density of:
 The 5 pennies (1 point) and each individual penny (1 point)
 The 5 nickels (1 point) and each individual nickel (1 point)
 The 5 dimes (1 point) and each individual dime (1 point)
 Have the students rank the density of each coin correctly (2 points)
 Explain why the coins have different densities (2 points)

Further Explorations (Next possible step in lesson plan)

 Now that the students understand density, could introduce the idea of a
density column – stacking liquids based of the most to least dense (bring
in samples). Could show students different ways densities could be used
in calculations.
Differentiated
None
Instruction
Sample Student
Products
Collaboration Have the students work in groups of 3
Time Allotment 15 minutes
 If had more time to discuss topic of displacement in the future could
show the following TED animation talk - http://ed.ted.com/lessons/mark-
salata-how-taking-a-bath-led-to-archimedes-principle#review
Author’s Comments &
 Students could investigate the density of different coins and possibly
Reflections
coins from different countries so, the students can observe how different
materials can affect the density of objects.
 Page 4 of 6

Standards & Assessment:

Standards Next Generation Science Standards (NGSS)

 HS-PS1-3
 HS-PS2-6
 HSN-Q.A.1

Assessment & Rubric 10 Points total for the inquiry activity

 6 points total for calculating the density of 5 coins and then the
individual density for each.
 Pennies (2 pts)
 Nickels (2 pts)
 Dimes (2 pts)
 4 points total for the following two questions:
1. Rank the densities of the three different types of coins from
least to most dense
2. Why do the three coins have different density values
 Page 5 of 6

Name: _________________________________
Date: _______________
Period: _____________

Procedural Steps to Determine the Density of Coins: Record all of your data on the provided data
worksheet
1. Take the mass of 5 pennies on an electronic balance, record the mass on the data worksheet.
2. Using one of the graduated cylinders, fill the graduated cylinder to an initial volume of 35 mL
and record the volume in mL to the nearest tenth in the data worksheet.
3. Gently place the coins in the graduated cylinder and record the new volume in mL to the
nearest tenth
4. Determine the displacement of the water in mL.
5. Repeat steps 1 – 5 for nickels and dimes.

Students’ Prediction:

Students’ Hypothesis:

Data Table Title:

Pennies Nickels Dimes

Mass of Coins (g)

Volume of Water (mL)

Volume of Water +
Coins (mL)

Volume of Coins (mL)

Discussion: Once you have collected all of your data with your group members, you need to discuss
your results with another group of three.
 Page 6 of 6

Calculation Table Title: The density calculations

Pennies Nickels Dimes

Mass of coins (g)

Volume of coins (mL)

Density of 5 coins
(g/mL)

Density of 1 coin
(g/mL)

Question Time

Rank of Individual Coin Densities:

Why do you think the coins have different densities?