Probe 2

Understanding Neutral Buoyancy and Error Analysis

Part 1. If we replace the mixture of water and salt for the following list of liquids. In wich cases
will the egg sink to the bottom of the container?
Remember the density of the egg = 1.04 g/cm^3
Liquid Density (g/cm^3) Sink or Float. Explain
Vinegar 1.05


Glucosa 1.35


Milk 1.02


Sunflower Oil 0.92



Part 2. In order to have neutral buoyancy (see figure 1), the density
of the tap water + density of the salt combined must be equal to the
density of the egg. The following is the equation:

Where X = mass of the salt
Is the above equation equal to (select the correct choice/s):

1)

2)

3)

Figure 1: Neutral Buoyancy
4)

Part 3. When submerging the egg in tap water, the water raised its level by 50 ml. This is the
corresponding volume of the egg; the mass was 52 g (measured using a scale).
Thus, the equation found was

If we pick another egg that displaces more water, for example 60 ml, but we do not want to
change its density (where Y = mass of the egg), how would the equation need to be set up:
1)

2)

3)

4)

Explain:_______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
On the above selected equation, how would that the mass of the egg Y change in relation to its
original mass?
5) Y > 52
6) Y < 52
7) Y = 52
8) X = 52
TEKS Grade 9-12
111.32. Algebra I
(a) (6) Underlying mathematical processes. Many processes underlie all content areas in
mathematics. As they do mathematics, students continually use problem-solving, language and
communication, and reasoning (justification and proof) to make connections within and outside
mathematics. Students also use multiple representations, technology, applications and modeling,
and numerical fluency in problem-solving contexts.
(B) (4) Foundations for functions. The student understands the importance of the skills required
to manipulate symbols in order to solve problems and uses the necessary algebraic skills required
to simplify algebraic expressions and solve equations and inequalities in problem situations. The
student is expected to:
(B)(4)(C) use the commutative, associative, and distributive properties to simplify algebraic
expressions

NCTM Math Standards
Grades 9-12. Number and operations, Algebra.
Judge the reasonableness of numerical computations and their results
Use symbolic expressions to represent relationships arising from various contexts
Draw reasonable conclusions about a situation being modeled
Common Core Standards
CCSS.Math.Content.HSA-SSE.A.2 Use the structure of an expression to identify ways to
rewrite it. For example, see x
4
y
4
as (x
2
)
2
(y
2
)
2
, thus recognizing it as a difference of squares
that can be factored as (x
2
y
2
)(x
2
+ y
2
).
CCSS.Math.Content.HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest,
using the same reasoning as in solving equations. For example, rearrange Ohms law V = IR to
highlight resistance R.
CCSS.Math.Content.HSA-REI.A.1 Explain each step in solving a simple equation as
following from the equality of numbers asserted at the previous step, starting from the
assumption that the original equation has a solution. Construct a viable argument to justify a
solution method.

Examine Student work

Part 1. The distracters may reveal common misunderstandings regarding the conceptual
understanding of the concept of buoyancy. Students are should be able to quickly identify if the
egg would sink or float based on the observed differences in densities.
The density of vinegar (1.05) is higher that the density of the egg (1.04), therefore the egg
will float. 1.05 > 1.04.
The density of glucose (1.35) is much higher than the density of the eggs, thus the egg
will float. 1.35 > 1.04.
The density if the egg is higher that the density of milk, then the egg will sink. 1.04 >
1.02.
The density if the egg is higher that the density of sunflower oil, then the egg will sink. 1
> 0.92.
Part 2. In this part, the distracters may reveal misconceptions about symbol manipulation and
skills required to simplify algebraic expressions. Common errors may be related to the lack of
knowledge about the properties that govern real numbers.
Students who choose equation 1 typically do not understand that every part of the
numerator not only is being divided by its correspondent volume but also by the volume
of the other element. Thus,

Same as above but in relation to

.
This the correct answer which shows proper use of the distributive property of
multiplication over addition.
Students who choose equation 4 lack conceptual understanding of the distributive property of
numbers.
Part 3. The distracters may reveal a lack of judgment about the reasonableness of the numerical
computations.
Students who choose equation 1 did not pay attention to the variable being used to represent the
mass of the egg (Y).
Students who choose equation 2 have a wrong conceptual understanding of the meaning of
density in relation to its formula: Density = mass / volume. This equation defines density =
volume / mass.
Equation 3 shows the correct relationship between density, mass, and volume after some
algebraic manipulation.
Students who choose equation 4 have a wrong conceptual understanding of the meaning of
density in relation to its formula: Density = mass / volume. This equation defines density =
volume * mass.