Date: September 29, 2023

Grade: 106

Number of Students: 18

Grade: 106

Subject: Physics

Unit Topic: Mechanics

Lesson Topic: Density

General Objectives:

Students should make observations and measurements to identify materials based on their

properties.

Specific Objectives:
At the end of the lesson on density students should be able to:
1. Cognitive: Explain in terms of density why some objects float and why some objects
sink.
2. Psychomotor: Design and execute an experiment to test for relative density.
3. Affective: Classify everyday objects based on their density relative to water

Previous Knowledge:
Students should be aware of the lab rules and be able to conduct themselves properly when
carrying out experiment.
Resources
Technology Utilized

( ) Chalkboard/ White Board ( ) Overhead Projector ( ) Computer

( ) Radio

( ) Video ( ) Tape recorder ( ) Photocopied material ( ) Visual Transparencies

( ) Multimedia Projector

Others:
___________________________________________________________________________
Teacher Strategies/ Student Activities

( ) Brainstorming ( ) Puzzle ( ) Question & Answer ( ) Oral

Presentation ( ) Video

( ) Discussion ( ) Research ( ) Photograph Usage ( ) Skills worksheet

( ) Music

( ) Experimenting ( ) Handouts ( ) Co-operative Learning ( ) Case Studies

( ) Games

( ) Learning Logs ( ) Portfolio ( ) Newspaper Article/ Stories ( ) Field trip

( ) Poetry

( ) Role Play ( ) Drama ( ) Group Work ( ) Report ()

Quiz ( ) Lecture

Key Skills

Observing, Recording, Experimenting and Communicating

Key Vocabulary
Density, Mass, Volume, Relative Density, Matter, Sink, Float, Liquid.

Summary of Content
Experiment shows that the greater the volume of a given material, the greater the mass:
Mass (m) α volume (V) Equation 1
Or
m = p × V Equation 2
The constant of proportionality p is known as density of the material. Density is defined as
the mass per unit volume of a given substance. The units of density kgm-3 (SI) or gcm-3.
Rearranging equation (2) gives:
m
p¿
v
Density is a useful property for comparing materials and for deciding which materials is best
for a given job. Polystyrene has a very low density. It is widely used as fillers for pillows,
mattresses and furniture, and in packaging. The very low density coupled with its unreactive
nature makes it ideal for filling balloons.

Relative Density
The relative density measures how many times a given material is denser than water.
density of material
Relative density =
density of water
Relative Density is a ratio. It is a dimensionless quantity that is it has no units.
Relative density may also be defined as:
Mass of a given volume of material
mass of the same volume of water
Procedure/Activities

Engagement
Teacher will ask a series of questions such as:
 Who likes to go to the swimming pool in the summer? Students will answer by raising
their hands
 What kind of pool toys do you like to play with?
 Why is it that some toys, like noodles or boogie boards, float but some toys, like
diving rings sink?
 Teacher will then explain that today they will be exploring why some objects float in
water and why some objects sink.
Exploration
 Students will have the container of water and various objects at their work stations.
They will individually write in their science journal which objects they think will float
and which ones they think will sink.
 After students have written down their predictions, they will share their predictions
with each other and their reasoning for their predictions.
 Next, the students will test their predictions. They will take each object, one at a time,
and drop it in the container full of water. They will record the results in their science
journals and sort the objects into two categories: “floats” or “sinks.”
 Next, each group will compare their results with their original predictions.
 Students will discuss in their small groups any discrepancies they discovered between
their predictions and their results and why they think there were discrepancies.
  Students will explore any new hypotheses they may come up with as to why some
items float and why some sink.
Explanation
1. Think-Pair-Share: Teacher will ask, “Why did some objects float and some objects
sink? Did the floating items have anything in common? What about the items that
sunk?”
2. Teacher will introduce density and explain that some items sink because they are
denser than water and some items float because they are less dense than water.
3. Teacher will also explain that density is how much matter is in an object or a certain
amount of space.
Elaboration
1. Students will apply their new knowledge to figure out which of three liquids is the
densest and which is the least dense.
2. Teacher will pass out empty beakers of liquids with varying densities to each group of
students. Teacher will explain that the three liquids have different densities and their
task is to determine which is the densest, and which is the least dense.
3. Students will start by brainstorming together as a group how they will test the liquids
for relative density. They will write down their planned experiment in their science
journals. They will be reminded to use all the steps of the Scientific Method.
4. One way to test for density would be to slowly pour each liquid into the tall glass and
see which order they settle in. Another would be to measure out equal amounts of
each liquid and then weigh them.
5. After a group has finished planning their experiment, they will show their plan to the
teacher, who will give them the go-ahead to try their experiment.
6. If the experiment fails or is unsuccessful, students may come up with a new
experiment to test the liquids.
7. Students will write a summary of their test results in their science journals and a short
explanation of what density is and how it affects whether or not an object floats or
sinks.

Evaluation 1
Students will then complete the following worksheet
Date: 2020

Grade: 103+6

Subject: Physics

Unit Topic: Mechanics

Lesson Topic: Density

General Objectives:
Students should make observations and measurements to identify materials based on their

properties.

Specific Objectives:
At the end of the lesson on density students should be able to:
4. Cognitive: Explain in terms of density why some objects float and why some objects
sink.
5. Psychomotor: Design and execute an experiment to test for relative density.
6. Affective: Classify everyday objects based on their density relative to water

Previous Knowledge:
Students should be aware of the lab rules and be able to conduct themselves properly when
carrying out experiment.
Resources
Technology Utilized

( ) Chalkboard/ White Board ( ) Overhead Projector ( ) Computer

( ) Radio

( ) Video ( ) Tape recorder ( ) Photocopied material ( ) Visual Transparencies

( ) Multimedia Projector

Others:
___________________________________________________________________________

Teacher Strategies/ Student Activities

( ) Brainstorming ( ) Puzzle ( ) Question & Answer ( ) Oral

Presentation ( ) Video

( ) Discussion ( ) Research ( ) Photograph Usage ( ) Skills worksheet

( ) Music

( ) Experimenting ( ) Handouts ( ) Co-operative Learning ( ) Case Studies

( ) Games

( ) Learning Logs ( ) Portfolio ( ) Newspaper Article/ Stories ( ) Field trip

( ) Poetry
( ) Role Play ( ) Drama ( ) Group Work ( ) Report ()
Quiz ( ) Lecture

Key Skills

Observing, Recording, Experimenting and Communicating

Key Vocabulary
Density, Mass, Volume, Relative Density, Matter, Sink, Float, Liquid.

Summary of Content
Experiment shows that the greater the volume of a given material, the greater the mass:
Mass (m) α volume (V) Equation 1
Or
m = p × V Equation 2
The constant of proportionality p is known as density of the material. Density is defined as
the mass per unit volume of a given substance. The units of density kgm-3 (SI) or gcm-3.
Rearranging equation (2) gives:
m
p¿
v

Density is a useful property for comparing materials and for deciding which materials is best
for a given job. Polystyrene has a very low density. It is widely used as fillers for pillows,
mattresses and furniture, and in packaging. The very low density coupled with its unreactive
nature makes it ideal for filling balloons.

Relative Density
The relative density measures how many times a given material is denser than water.
density of material
Relative density =
density of water
Relative Density is a ratio. It is a dimensionless quantity that is it has no units.
Relative density may also be defined as:
 Mass of a given volume of material
mass of the same volume of water
Procedure/Activities

Engagement
Teacher will ask a series of questions such as:
 Who likes to go to the swimming pool in the summer? Students will answer by raising
their hands
 What kind of pool toys do you like to play with?
 Why is it that some toys, like noodles or boogie boards, float but some toys, like
diving rings sink?
 Teacher will then explain that today they will be exploring why some objects float in
water and why some objects sink.
Exploration
 Teacher will show a simulation experiment on density. They will individually write in
their science journal which objects they think will float and which ones they think will
sink.
 After students have written down their predictions, they will share their predictions
with each other and their reasoning for their predictions.
 Next, the students will test their predictions. They will take each object, one at a time,
and drop it in the container full of water. They will record the results in their science
journals and sort the objects into two categories: “floats” or “sinks.”
 Students will discuss any discrepancies they discovered between their predictions and
their results and why they think there were discrepancies.
 Students will explore any new hypotheses they may come up with as to why some
items float and why some sink.

Explanation
4. Think-Pair-Share: Teacher will ask, “Why did some objects float and some objects
sink? Did the floating items have anything in common? What about the items that
sunk?”
5. Teacher will introduce density and explain that some items sink because they are
denser than water and some items float because they are less dense than water.
6. Teacher will also explain that density is how much matter is in an object or a certain
amount of space.
Elaboration
8. Students will apply their new knowledge to figure out which of three liquids is the
densest and which is the least dense.
 9. On the same simulation students will observe three beakers of liquids with varying
densities. Teacher will explain that the three liquids have different densities and their
task is to determine which is the densest, and which is the least dense.
10. Students will start by brainstorming how they will test the liquids for relative density.
They will write down their planned experiment in their science journals. They will be
reminded to use all the steps of the Scientific Method.
11. One way to test for density would be to slowly pour each liquid into the tall glass and
see which order they settle in. Another would be to measure out equal amounts of
each liquid and then weigh them.
12. After they have finished planning their experiment, they will read aloud their plan to
the teacher, who will give them feedback.
13. If the experiment is not measureable, students may come up with a new experiment to
test the liquids.
14. Students will write a summary of their test results in their science journals and a short
explanation of what density is and how it affects whether or not an object floats or
sinks.

Evaluation 1
Students will complete the following worksheet

Name: _____________________________
Grade: _____________________________
1)
Daniel wants to determine the density of steel. He measured the mass of ten steel
marbles. He measured the volume of the ten marbles by placing them in a measuring
cylinder filled with 50cm3 of water.

His findings are listed below:

 Mass of ten steel marbles = 336g
 Initial volume of water in measuring cylinder = 50cm3
 Final volume of water in measuring cylinder = 92cm3
a) Explain what is meant by the term ‘Density’ and state its SI units.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________

b) State the mass of the one steel marble in kg.

_____________________________________________________________________
_____________________________________________________________________
 _____________________________________________________________________
_____________________________________

c) State the volume of the one steel marble in m3.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________

d) Calculate the density of steel in kgm-3.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________

e) Calculate the relative density of steel, assuming that the density of water is
1000kgm-3

_____________________________________________________________________
___________________________________________________________________________
______________________________
f) If 325g of mercury of density 13.6gcm-3 occupies a certain space, determine the
volume of the space.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________

g) Calculate the density of gasoline which occupies 150cm3 of space and has a mass of
102g.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________

Evaluation
All students were in attendance and came to class early. The class lasted for an hour
and started on time. Teacher started the lesson by asking some real life questions on
their experiences on swimming. Some students shared their experience which was
very interesting to listen to while students interacted with each other. Teacher
narrowed the lesson to the topic density while linking it to the student’s experiences.
Teacher asked what some factors are based on their experience that can affect density.
They answered correctly by stating it was mass and volume. Teacher showed them
how to formulate a definition based on the formula for density and told them that it
can be done in an exam situation that if they only remember the formula for a specific
quantity they can formulate their definition for it depending on the type of
mathematical operation that both factors are doing.

Students were active participants throughout the lesson. All objectives were not met
as time ran out, however teacher gave them the task in groups of three to select three
liquids of different densities to determine which was the densest and which was less
dense, using the scientific method process. Their objective was to devise an
experiment to determine the density of each liquid. The worksheet was not given to
students because teacher wanted to ensure that students concretized the topic. For the
next class teacher will use the first hour to go through the experiments that students
came up with and to go through which objects sink and float. Overall based on
students’ response eighty percent of students demonstrated that they understood the
concept. Along with designing experiment students were told to do additional reading
on the topic.