UNIT OVERVIEW

This unit integrates the Mathematics and Science in the areas of density and units of
measurement. The unit explores the concept of density; it consists of different engaging
activities to help students understand the concept and application of density. Students will be
able to grasp the ideas associated both mathematics and science associated with density, mass
and volume. The unit follows AUSVELS curriculum and integrate different ICT applications to
help achieving teaching and learning outcome. A variety of teaching approaches and theories
will also be reflected in the teaching progress following this Unit Guide.
Density in the Middle Years Science and Mathematics Curriculum This unit of work has been
designed to promote students understanding of density. Density is a topic studied in the Middle
Years Science curriculum, but conceptual understanding of density requires understanding of
many topics associated with the Middle Years Mathematics curriculum. Such mathematics
topics include mass and volume as well as number sense and mental computation. Other
knowledge and skills located in both the Middle Years Science and Mathematics curriculum
include data gathering, data analysis, interpretation of data, graphing, measuring, using
measuring instruments, problem solving, problem posing, conducting experiments and
controlling variables.

Aims
Students will be familiarized with the different terms used to refer to the units of
measurement and the international standard units used to identify units of measure. The class will
also be introduced to quantities and units of measure. The following are the chief objectives the
lesson intends to achieve:

Students should be able to identify all symbols, operations, relation, and basic

mathematical language relevant to units of measure

Provide clear a concise definition of terms that will be used in the topic
Students be able to identify several units of measure
Students be in a position to clearly define units of measure and match them with their

standard units
Students will be able to predict the differences exhibited by two similar objects as

presented by their differences in the measure of their quantity.

Second lesson aims at introducing students to the measurement of volume, mass, and

density of substances. By the end of this lesson;

Students should be able to define volume, mass and density clearly
Students should draw the relationship between volume, mass, and density
Students should be in a position to identify the units used to indicate volume, mass, and

density
Students should also be in a position to use different methods to obtain accurate measure
of mass, density and volume

Learning Outcomes

Each quantity whether derived or basic has a unit of measure

Some basic mathematics operations are used to obtain quantity measures
Measurements can be recorded using different units
Units of measurement can be converted from one unit to another using mathematical
methods

The measure of density, volume and mass can be obtained using mathematical methods
There is a relationship between volume and density
Density, volume, and mass are all derived scalar quantities

Teaching strategy
The strategy for teaching this class will take the following form:
Lecture: Each lecture session will take 45 minutes (3 lectures)
To introduce the topic of units of measurements to the class, a lecturer will be necessary.
This is important since at the introductory period of the unit a lecturer will be able to gather
information on what students already know about measurements. Following are the main
activities of the class:

Welcome students and encourage them to develop positive attitude towards learning the

unit
Address any potential issue likely to arise during the lesson
Try to explain the purpose of studying the topic to the students
Introduce some symbols, basic operations, relations and some basic mathematics
language that is necessary for student to understand units of measure

Guided practice: A single 45 minutes lesson

The strategy with focus on the whole class as a group and all the activities conducted during the
practice will be guided by an instructor. In this session, the instructor will simply engage students
to understand their skills and knowledge on the unit. The following main areas will be addressed
in this activity:

Start with lesson preparation: make all the materials required such as handouts with notes
on the unit available for students.

Analyze the topic of on unit conversion critically concentrating on areas of symbols,

relations and mathematical language needed for understanding physical quantities, unit

conversion, and classification of physical quantities to scalars and vectors.

Actively engage the class using simple practice exercises on unit conversion.
The session with also include a PowerPoint presentation to facilitate clear understanding
of the methods of unit conversion.

An investigative approach
This unit takes an investigative approach to the topic of density where learning
experiences are designed for active student participation to foster rich conceptual
understanding. An investigative approach means that students are provided with
opportunities to learn and apply key mathematical and scientific skills in meaningful
contexts, rather than being provided with de-contextualized practice exercises that they
then apply to realistic situations. An investigative approach is a guided discovery
approach where formulae derive from experience and gentle teacher scaffolding.
THE P-O-E used throughout the unit of work

Mathematics and Science Integration

This unit is designed as a unit that can be implemented equally with both Middle Years
mathematics and science classes. That is, the unit is designed so that both mathematics and
science core learning outcomes for the middle years are being targeted simultaneously. The
activities can be identified specifically as being either science or maths activities, but they have
been interwoven throughout the unit to build key knowledge, skills and concepts required for an
understanding of density. The unit is designed for implementation either in junior secondary
mathematics classes, junior secondary science classes, or integrated upper primary classes.
Purpose
This unit of work has been designed to be a truly integrated mathematics and science unit for
students in the middle years of schooling. The underlying conceptual emphasis is on density, but
consolidation of the concepts of volume and mass, which are traditionally located in the
mathematics syllabus, are also part of the unit.
The development of the unit was based on the premise of integrating science and mathematics in
a way that equally favored the core learning outcomes of both these key learning areas. The
entire unit has been designed, therefore, to be taught in either the science classroom, or the
mathematics classroom, or in the integrated numeracy class

Use of ICT
ICTs have been integrated within the lessons of this unit. Each lesson will be collaborated with
some form of ICT to engage students .Whole unit will have range of online resources to enhance
students understanding. Online videos, quiz, games, puzzles were created to make learning
interesting and to involve students. This will cover different online video tutorials aimed at

giving the student a clear understanding of the units of measure topic. The activity tutorials will
mainly aim at familiarizing students with symbols, operations, relations and other fundamental
mathematical language significant in the understanding the units of measure. The tutorials will
also provide information about definitions some important concepts used in the topic such as
defining physical, scalar and vector quantities. Moreover, the tutorials will seek to provide
students with adequate knowledge about the agreed units in the international system (SI units).
The instructor in this activity will actively engage student using questions on the topic to
advance their understanding of the units of measure. It is also important for the instructor to use
random questions to assess the students understanding of what was covered in previous lessons.
The following question will be used to evaluate students understanding of the topic.

What are the different types of measurements?

What is meant by SI units?
What are the SI units of the basic units of measurements?
Study.com website is used for density, mass and volume to deliver lesson, send
assignment, worksheet, and engage students with quiz.
Interaction during learning

So as to promote a conducive learning environment, these levels of interaction will be employed:

Teacher-Whole Group:
This level will involve the instructor guiding the whole class on the calculations involved
on converting units from one unit of measure to another. The interactive activities at this level
will entail giving quick tests to students and checking the progress of each student.
Student individual:
At this level of interaction, students will be expected to handle their own studies
especially on anchor activities such as researching key terms used in the unit.

Students-students groups:
This level of interaction will involve students being paired into groups to carry out
computer research on unit of measure.
Working on hypothesis
Students will work in groups and individually on hypotheses that can be investigated
scientifically.
Planning and conducting
Plan, and collect relevant data and use of appropriate methods, assess risk assessment
Use of digital technologies, to systematically and accurately collect and record data.
Processing and analyzing data and information
Analyze patterns and trends in data, including describing relationships between variables and
identifying inconsistencies.
Evaluating
Evaluate conclusions, including identifying sources of uncertainty and possible alternative
explanations, and describe specific ways to improve the quality of the data.
Critically analyses the validity of information in secondary sources and evaluate the approaches
used to solve problems.
Communicating
Communicate scientific ideas and information for a particular purpose, including constructing
evidence based arguments and using appropriate scientific language, conventions and
representations.

Teaching strategy
Teaching this lesson will involve the following activities
Sponge Activity
Before getting started on the lesson, individual students will be instructed to use resources in the
library to review and extend their knowledge of the units of measurements. Students should
particularly focus on familiarizing themselves with types of derived scalar quantities. Students
should also review their knowledge the basic operations and relations used in measurements.
Lecture: Three lectures each 45 minutes
Utilizing lecturers in this lesson is important. The lecturer will be significant especially in
introducing the three quantity measures in class. The lecture will be used to connect with
students and actively engage them to understand their know-how on the topic of derived
measures. The main activities during the lecture include:

Welcoming the students

Actively engaging students to designate any problem they might have experienced in the

previous lesson
Address any potential challenge that may emerge
Inform the class on the significance studying the topic
Use PowerPoint to introduce the definitions of mass, density, and volume

Educational video
The educational video will help students to learn the various method of obtaining mass, volume,
and density of different objects. The video will specifically focus on the many experiments
carried out by instructors to show students how to measure mass and how to derive volume and
density of substances. The video will also educate students about the instruments involved

measuring the three quantities. During the video, the students are encouraged to fill KWL charts
which the instructor can later use to evaluate their understanding of the topic.
Materials and Equipment

Relevant text books

Blank KWL charts
Videotape and player
Pencils/ rubber/ ruler
Lecturer's whiteboard and markers
Calculators
PowerPoint presentation

WEEKLY OUTLINE
Week 1
Topic
Lesson aim
Lesson
45
minutes

Activity

Resources

Unit of
measure

ment

Identify the units of

measurement for
length, mass,
volume, density and
temperature in the
metric system
Define meter and
discuss the prefixes
kilo-, cent- and
milliDifferentiate
between mass and
weight
Understand how to
find the density of an
object

From the video ,quiz

and worksheet students
will :

Presents the

https://study.com/academy/les

students with

son/the-metric-system-units-

several

and-conversion.html

scientific
symbols and ask
them to identify
them
Students will
watch video,
and then play a
lesson quiz and
provide them
with a
worksheet.

Lesson 1
Continue

Making
connections - use
understanding of the
metric system to
draw conclusions
based on an object's
density

Explain to
students the
symbols used to
represent
numbers, those

Interpreting
information - verify
that you can read
information
regarding the metric
system and interpret
it correctly

represent
physical
quantities and

Defining key
concepts - ensure
that you can
accurately define
main phrases, such
as density and
volume
Knowledge
application - use
your knowledge to
answer questions
about various metric
measurements

The quiz will help you

practice working within the
metric system. But you can
also teach yourself the
different subtleties of the
subject through the
associated lesson, The
Metric System: Units and
Conversion, which covers
these topics:

used to

the symbols
used to indicate
mathematical
operations or
relationships
such as the

greater than sign

Teach students
about the
typographical
conventions
required in
representation

Understanding
metric measurement

of numbers used

Exploring length

and symbols

in measurement

Conversi

on of unit

Clearly
explain to
student the
easiest way
of unit
conversion
based on the
algebraic rule
of
multiplying
anything by
1 without
causing value

change
Illustrate this
using a
simple
example of
conversion of
kilograms to
grams
1kg = 1000g,
1=
1000g/1kg
Sources

Cardarelli, F., 2012.

Scientific unit
conversion: a
practical guide to
metrication.
Springer Science &
Business Media.

Scalar
and

vector
physical

quantities
and SI
units

Study the metric system

and learn to convert
among the most
common metric units.

Clearly

http://physics.nist.gov/

explain the

cuu/Units/units.html

meaning of

Describe characteristics
of different types of
vectors.

scalar and

Define scalars and

vectors and explain
their differences.

physical

vector

quantities to
the class and
ask students
to give
examples for
each.
Provide with

http://study.com/academy/pra
ctice/quiz-worksheetscalar.jpg

quiz from
study.com
Introduce the
concept of
international
system of
units (SI
units) and
ask students
to obtain the
names of SI
units given to
all the base
quantities
The
following
website link
will assist
students in
obtaining the
names
Ensure that
students are
aware of the
seven basic

units that can

be used to
express all
physical
quantities
They
include:
length, mass,
time, electric
current,
temperature,
amount of
substance
and luminous
intensity
Sources
Aris, R., 2012.
Vectors, tensors and
the basic equations
of fluid mechanics.
Courier Corporation.

Topic: Mass, Volume and Density

Lesson 2
Week 2

TOPIC

LEARNIN Activity

Lesson

Density

G AIM
Diagnostic

, mass,

pretest to

45

and

check

MINU

volume

previous

TES

RESOURCE

Ask the students to define

http://www.teac
hertube.com/vid

mass
How to obtain mass of
different objects using
scale balance in grams

knowledge

eo/measuringmass-volumeand-density167069?
utm_source=vid
eo-

Instruct every student to

google&utm_m

be in possession of a

edium=video-

notebook and a pen to be

view&utm_term

adequately prepared for

=video&utm_co

the educational video

ntent=video-

activity
Ask students to name

page&utm_cam

instruments that can be

used to measure mass of

objects
Introduce the concept of

volume to the class

After the video session,

paign=videoview-page

require that student in

groups if two people to
submit not clearly
describing small
experiments used to obtain

volume of objects
Ensure that every student
can be able to use the
following relation in
obtaining the value of one
quantity having the value
of the other two

Mass = Density volume

For further studies on

measuring mass and
volume, students should
use computers to access
the following video link.

Sources
Chao, A.W., Mess, K.H., Tigner,
M. and Zimmermann, F. eds.,
2013. Handbook of accelerator
physics and engineering. World

scientific.
Halloun, I.A. and Hestenes, D.,
1985. The initial knowledge state
of college physics students.
American journal of Physics,
53(11), pp.1043-1055.
5

Concep

Introduce the concept of

https://study.com/acade
my/lesson/mass-and-

volume to the class

Show video and provide

them to do worksheet
.
Explain to the class how

t of
density

the relationship between

volume, density, and mass
explained earlier is used to

obtain density of objects

Density = Mass/Volume
Explain why density is
classified as an intrinsic

physical property
Explain to class the
principle of buoyancy as
associated with density.
For an object to float on a
given liquid, it has to have
lower density as compared

volume-formulas-unitconversion-practiceproblems.html

to the liquid

Sources
Hawkes, S.J., 2004. The concept
of density. J. Chem. Educ, 81(1),
p.14.
6

Density

Referencing the

https://study.com/acade

of

experiments illustrated in

my/lesson/how-to-find-

liquids

the video, ask students to

the-density-of-a-

mention methods that can

gas.html

be used to measure density

of liquids
One of the methods of
density measurements in
liquids illustrated in the
video is the use of a
hydrometer. The
hydrometer is observed to
float at a high level in
liquids with higher density

while it floats at a lower

level in lower density
liquids

Sources
Tritton, D.J., 2012. Physical fluid
dynamics. Springer Science &
Business Media.
Lesson1Introductory Activity Diagnostic Pretest
Overview
The diagnostic pretest is designed to provide a quick survey of students current knowledge of
density, mass, volume. This is a pen and paper test that includes tick a box items, true/false
items and some items that encourage the use of drawings or diagrams to express meaning.
Students should be allowed 20 minutes for the test completion. Teachers will be able to quickly
glance through students responses on particular items to gauge prior knowledge of density.
Formal scoring and recording of students responses can be undertaken for a more detailed
analysis.

Purpose
To provide a snapshot of students prior knowledge of density
Time 20 minutes
Materials Copies of Diagnostic Pretest (Appendix 1)
Procedure 1. Ask students to prepare themselves for a quick quiz.
2. Ensure students have a pen to write their responses to each item.
3. Instructions to students:

This is not a test Your results will not affect your report card Dont worry if you are

unsure of how to answer some questions

Just do your best and try to show your thinking
Do your own work because I want to know what you know, not how well you can copy
what your neighbor has written If youre unsure, just leave that question and go on to the
next one

4. Provide students with maximum 20 minutes to complete the test.

5. Collect and peruse.

Lesson 2:
Intro to Mass and Volume
2 double period___ 100 minutes

Lesson Goal:
The purpose of this lesson series is to introduce students to the concepts of density, mass and
volume and prepare them to complete a performance task in which they must use their
knowledge of these concepts.

Concepts to be developed:
1. Density is the measurement of the compactness of an object.
2. Density is a property that is determined by the ratio of a substances mass to its volume.
3. Mass is how much matter is inside of an object.
4. Volume is how much space something takes up.

Skills to be developed:
1. Students will use a balance to measure mass.
2. Students will describe a scientific concept in writing using their own words.
3. Students will use logic and scientific guessing to find objects of the same mass.

Objectives:
1. Students will describe the concepts of mass and volume in a letter.
2. Students will calculate the mass of objects using a balance.
3. Students will use scientific reasoning to find two objects with identical masses.

4. Students will measure and record objects that have identical masses, but different volumes.
5. Students will observe objects that have identical volumes, but different masses.

Materials:
For class demonstrations:
Four large brown paper bags
Materials of different densities to fill paper bags (such as Styrofoam, cotton, shredded tissue
paper, container with rocks, cans of paint, heavy metal objects, etc.)
Aquarium or other clear container filled with water
Large piece of pumice

For each group of students:

Small acrylic, wood, and Styrofoam squares, each with the same dimensions
Balance or scale
1 regular soda and 1 diet soda

Safety Procedures: none

Procedure

Activity One:
Foundation

1. Before the lesson, fill two large brown paper bags with light-weight materials, such as
Styrofoam, cotton, shredded tissue paper, etc. Fill two large brown paper bags with heavy-weight
materials, such as container filled with rocks, cans of paint, heavy metal objects, etc. Close the
bags and number each bag. Make the exterior of the bags look the same.
2. As students enter the room have an aquarium filled with water and a large piece of pumice
floating in it. Ask students to explain in writing why this particular rock floats and other rocks
sink. Explain that by the end of the lesson, they will be able to explain why this rock floats, using
the terms mass, volume, and density.
3. Place the four bags next to each other on a table. Ask the students if they can tell anything
about how heavy each bag is by mere observation. Ask them to predict the relative weights of the
four bags. Next, have one member of each group come up and pick up each of the bags and
arrange the bags in descending order of mass. Discuss with students the fact that although the
bags looked very similar and seemed to occupy the same amount of space (volume), they had
different masses. Explain that volume is how much space something takes up.
4. To further demonstrate the concept of volume show the PowerPoint Volume Quiz Show.

Activity 2
Simulation:
Hold up two cans of soda, one diet and one regular. Ask students if they weigh the same and
how they know. (Check for understanding: If students say they weigh the same because theyre
the same size, remind them of what they learned in activity one.)
6. Give students a balance and two sodas for each group (diet and regular). Let them measure
the mass of each. Discuss with students that the cans have the same volume, but the mass of each
is different. Let them share their ideas about why the masses are different. (Note to teachers:

Students may focus on the difference in ingredients between the two sodas without relating it to
the mass of the sodas. Be sure to focus students on the concepts of mass, volume, and density
before giving the following assignment.)
7. When students are finished present them with the following scenario: The Coca-Cola
Company has been getting angry letters from drinkers of Diet Coke. Because their soda weighs
less they feel like theyre getting ripped off. If they pay the same amount for a diet coke it should
have the same amount of soda in it
Activity 3
8. Students should now know that objects can have the same volume but different masses. Now
students will explore objects that have identical masses but different volumes. Challenge each
group to find two different objects in the room with the same masses. They cannot be two
identical items. Students should record their trials in their science journals or on the data sheet
provided.
9. Once each group is finished allow them to present their findings and discuss the rational for
the items that they tried using the information from their data sheet.
10. Discuss with the class that some items have the same masses, but take up more or less space
(volume.) Some items take up the same amount of space (volume) but have more or less mass.
We have come up with a way to talk about the relationship between these two measurements
(mass and volume) and we call it density.
Activity 4:
11. Give students the 3 cubes of different materials. Have them put them predict the order of
density, greatest to smallest and record their predictions. Tell them that tomorrow they will be
able to calculate the density and check their answers.

Evaluation
: 1. Students will be evaluated on the Volume Quiz Show scores, the data recorded for their mass
measurements and the rationale presented in their group for choosing objects of the same mass.
2. Student understanding of mass and volume will be evaluated using their letters to the CocaCola Company.

Differentiated Instruction techniques:

Clearly state essential questions
Continuous assessment and feedback
Adjust content, process, and product in response to student readiness and learning profiles
Shortened and modified assignments
Time extensions allowed
Use of resource room
Notes and/or extra time allowed on tests
Students and teachers collaborate in learning
Goals for maximum growth and individual success are established and maintained Student
ability grouping strategies are used in cooperative learning activities
Stations are used in allowing for different students to work on different tasks
Tiered activities are used to focus on essential understandings and skills at different levels of
complexity, abstractness and open-endedness

Lesson 3
Overview

This activity gives students the chance to explore the phenomenon of sinking and floating and
the factors that influence it. This activity is designed to augment the Diagnostic Pretest and
further explores students prior knowledge on the topic. During this activity, try to resist any
temptation to tell students current science and mathematical ideas. This opportunity comes later
when the students are immersed in activities that will help them develop their ideas. The primary
aim of this activity is to discover how students are thinking about the concepts of mass and
volume. The secondary aim is to find out whether students can think qualitatively about
proportional relationships and to unearth possible student misconceptions about density. Lastly
the activity will uncover students ideas about density. The unit is written to introduce the
concept of density but can be readily adapted to elaborate the understandings of students who
have prior knowledge of the concept.
Purpose
Exploration of factors influencing sinking and floating of objects in water
Time 15 minutes
Materials
Collection of four objects of the following criteria
A large object that floats (e.g., apple)
A large object that sinks (e.g., potato of similar size as apple)
A small object that floats (e.g., 2cm plastic cube)
A small object that sinks (e.g., pebble of similar size as cube)

Collection of other objects that may sink or float.

 Plastic bucket (10 Liter) or transparent container of similar size (storage box)
Procedure
1. Orient students to the focus of the lesson by asking students to suggest three objects that sink
and three objects that float in water.
2. Draw a table on the board and have students create a similar table in their books. Ask students
to volunteer other objects that can be listed in the appropriate columns:

3. Pose the question:

What makes objects sink or float in water? Note students responses on the board, organizing
words, terms, phrases that particularly refer to either mass (heaviness), or volume (size) in one
part of the board and putting other words, terms, phrases in another part (e.g., type of material,
color). Indicate that all these variables will be tested in this activity.

Procedure
4. Show students the collection of 4 objects (apple, potato, cube, and pebble), informing them
that they will be testing these objects to see whether they sink or float. Draw students attention
to the shape of each object and the similarities and differences between them. Ask students to
construct another table in their books
Object Prediction (sink or float)
5. Distribute a collection of 4 objects to each group of students (3-4 students per group) and a
bucket (empty). Instruct students to take each (of the four) objects in turn and record their
prediction of whether it will sink or float. Ensure students record a reason for their prediction.
6. When they have made all four predictions, allow the groups to add water to their bucket and
test their objects, recording their results with explanations.

This is probably the most critical part of the lesson. Encourage students to argue why you cant
just make the general assumption that: Lighter things tend to float. The important thing is the
relationship between mass and volume in consideration of the property of floating/sinking. You
want to know if they can think about both mass and volume at the same time. Identifying the
nature of the proportionality is more important than working with quantifying mass and volume
at the same time. This will be the focus of later activities in the Unit.
7. Provide students with other objects from the second collection and test whether they correctly
predicted if the object would sink or float. Encourage exploration and discussion.
Concluding discussion
8. Bring the class back together at the end of the lesson and have the groups report on what they
have found
Draw up a list of questions that have arisen that remain to be answered. Encourage students to
use the terms mass and volume rather than describing how big and how heavy objects are.
9. Close with the idea that measuring the objects will allow much more confident predictions
and a much more detailed understanding of sinking and floating.
Possible Variations
If time and equipment is an issue, this activity can be undertaken as a demonstration at the front
of the class using a transparent container so that all students can see the result as different objects
are tested.

Sources
Cohen, E.R., 2007. Quantities, units and symbols in physical chemistry. Royal Society of

Chemistry.
Redish, E.F., 2006. Problem solving and the use of math in physics courses. Xiv preprint
Physics/0608268.
Cardarelli, F., 2012. Scientific unit conversion: a practical guide to metrication. Springer
Science & Business Media.
Aris, R., 2012. Vectors, tensors and the basic equations of fluid mechanics. Courier Corporation.
Chao, A.W., Mess, K.H., Tigner, M. and Zimmermann, F. eds., 2013. Handbook of accelerator
Physics and engineering. World scientific.
Halloun, I.A. and Hestenes, D., 1985. The initial knowledge state of college physics students.
American journal of Physics, 53(11), pp.1043-1055.
Hawkes, S.J., 2004. The concept of density. J. Chem. Educ, 81(1), p.14.
Tritton, D.J., 2012. Physical fluid dynamics. Springer Science & Business Media.