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

Activity

To quantitatively determine the density of pennies, dimes, and nickels and

rank them from least dense to most dense.

Objectives Students accurately determine the density of three types of coins by using

the water displacement technique to calculate the density.

Lesson Title The Density of U.S. Currency

Materials Needed:

Electronic balance

Room temperature freshwater

3 – 100 mL (or 50 – mL) graduated

cylinders per group

5 pennies, 5 dimes, and 5 nickels per

group

1 Calculator/group

Waste disposal area for water after

completion of exercise

Paper towels

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

General Outline of Lesson Plan:

The 5Es

Teacher

Action/Direct

Instruction

Student

Action/Activity

Anticipated

Student

Responses

Time for Each

(minutes)

Engage Tell Archimedes story

to students

Develop a prediction

about the density of

coins

2 minutes

Explore

Instruct students to

complete density

exploration of coins

Density exploration of

coins 7 minutes

Explain

Groups report the

volume displacement

of each of their coins

Students would

discuss their

results with

another group

2 minutes

Elaborate

Introduce the density

formula and the

complex units that

1.5 minutes

Page 2 of 6

accompany each

density value.

Evaluate

Students will calculate

the density of the five

coins and then each

individual coin.

Students use the

density formula

D= mass (g)

volume (mL)

2.5 minutes

Implementation of Lesson Plan:

Learning Context Introductory exercise to properties of matter unit by exploring the physical

property of density.

Procedure

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?

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

Instruction None

Sample Student

Products

Collaboration Have the students work in groups of 3

Time Allotment 15 minutes

Author’s Comments &

Reflections

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

Students could investigate the density of different coins and possibly

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.

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.

Students’ Prediction:

Students’ Hypothesis:

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?