Title of Lesson The Effect of Salinity on the Density Subject Area Chemical or Physical Sciences, Properties of Matter Age or Grade Level Middle school Brief Overview In this lesson student are introduced to three water samples from a river, the ocean, and the dead sea. These water samples have different salinities and as a result different densities. Students practice measuring density, learn about the concept of salinity, and make a hypothesis about how the three water samples will behave when combined. Students get hands on measurement experience, and experience a visually striking demo. Estimated Time One 50-minute class period plus possible follow up discussion in a few days (15 minutes) NGSS Standards MS. Structure and Properties of Matter Disciplinary Core Ideas PS1.A: Structure and Properties of Matter • Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-2.) C Cause and Effect Standards/Unit Goals • Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MSPS1-4) MA Science and Technology/Engineering Standards 6.MS-PS1-7(MA). Use a particulate model of matter to explain that density is the amount of matter (mass) in a given volume. Apply proportional reasoning to describe, calculate, and compare relative densities of different materials. 8.MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Clarification Statements: • Properties of substances include density, melting point, boiling point, solubility, flammability, and odor. Developing and Using Models • Develop a model to predict and/or describe phenomena. (MS-PS1-1),(MS-PS1-4) Essential Questions Skill Objective(s) By end of this lesson, students will be able to Knowledge Objective(s) By end of this lesson, students will know How does salinity affect density? - Measure the density of liquids using a graduated cylinder and an electronic balance. Anticipate behavior of liquids based on their density - The concept of salinity How salinity affects density of water - A demo tank with a removable center divider such as the ones available at this website: http://www.stevespanglerscience.com/store/splitdemo-tank.html Several gallons* of fresh water (ideally from a local lake or river, could also be tap water) Several gallons* of sea water (ideally from an ocean, but could be made by dissolving approximately 30 grams of table salt per liter of water) A gallon* of saturated salt water (ideally from the Dead Sea, or the Great Salt Lake or another natural water body, but could be made by dissolving approximately 300 grams of table salt per liter of water, or as much as you can get to dissolve) *exact water volumes needed will depend on the capacity of the demo tank, and the number of classes. Less “Dead Sea” water is needed because only a small slug is poured into the tank. Conductivity probe, refractometer, or another way of measuring salinity (optional) Graduated cylinder and balance for each student/ pair/small group. - Materials Needed - Technology Tools Used Useful Vocabulary New Vocabulary Word 1 Meaning Salinity Amount of salt dissolved in water Saturated Solution When a solution contains as much of a dissolved substance as it can hold Prerequisite knowledge/skills Students have been introduced to density already conceptually and/or with the D=m/v formula. Students have used graduated cylinders and balances before to measure volume and mass, and may or may not have used these tools together to measure density. A common point of confusion has to do with perspective on the personal experience with buoyancy – many students are Anticipated Student initially confused about why it’s easier to float on sea water if Preconceptions/Misconceptions it’s denser. The key is that your density doesn’t change when you swim in different places, so your buoyancy results from your density relative to the body of water. Instructional Tips/Strategies for the Teacher Opener. Tell the students where the three water samples were collected (or where they could have been collected), and ask them what they know about those locations. What’s it like to swim in ocean vs fresh? Has anyone been to the Dead Sea or the Great Salt Lake, or know what it’s like at those places? The discussion should lead to salinity and temperature, among other characteristics of the water. If anyone has experienced the difference in buoyancy swimming in these types of water, that leads to discussion of the characteristic of density. Swimming in a pool or in a lake, you have to tread water to stay at the surface because you are a similar density to the water. But, in the ocean, it’s easier to float at the surface because both salinity and cold temperatures increase the density, so you are less dense by comparison. Lesson Sequence Development: 1. 2. 3. 4. 5. Ask students if they can tell the difference between the density, salinity, and other properties of the water in the beakers by looking. If they weren’t labeled, how could you tell? Use the conductivity probe to measure salinity and temperature. Have students record these values on the board. If no conductivity probe is available, the values can be reported as approximately: 30% in the dead sea, 3% in the ocean, and 0.03% in the fresh water. Explain how to measure density of the liquids with the cylinder and balance. Model this technique and the calculation of density from the formula for the intermediate (ocean) sample. Have students work in pairs or teams to determine density of the other two samples. With good lab technique, they should be able to detect difference between saturated salt water (~1.2 g/mL) and freshwater (~1 g/mL), but may not be able to detect the difference between fresh and seawater (~1.03 g/mL) – hence it’s use in step 3 above to model. When everyone is done, have the students share their answers for the different samples, record these on the board. Discuss how when salinity measurements are 6. 7. 8. high and density measurements are too, and vice versa. Ask the students to predict what will happen if these three types of water were combined in one beaker. Have them draw a picture of it. Will denser water go to the top or the bottom? Will they mix right away or go into layers first? While they are sketching their hypothesis, pour river water and seawater on the 2 sides of the demo box – divider in place. Put in a few drops of food coloring on each side and mix (yellow=river and blue=ocean). Mix red food coloring into ~1L of saturated salt water in a separate beaker and set aside. As a demo, pull up the divider and observe the river water go on top of the seawater. Discuss how hypotheses are doing so far. Pour the red saturated salt water carefully down the side, it sinks to the bottom! Closure Reinforce that it was DENSITY that made the three types of water stack up in the order that they did. The least dense water was the freshest and it floated on top. Source of demo tank: http://www.stevespanglerscience.com/store/split-demotank.html Resources Weblinks Reproducible Materials References Assessment We found several excellent images on google image search of people floating in the Dead Sea, and of salt crystallizing on the edge of the Dead Sea and the Great Salt Lake. These were very helpful for the students, who had personal experience swimming in freshwater and seawater, but not saturated water. The images of salt crystallizing on the edges of the water was a good illustration of the saturation of the solution. Possibilities include having the students turn in their density calculations or their hypothesis sketch for credit, or another formative assessment to gauge understanding of the density concept. One could explore the effect of temperature on density with a similar demo tank, or even at the same time. Extensions/Explorations Fill petri dishes with water from each of the sites (use the same volume for each) and let the water evaporate. Compare the amount of salt crystals left behind. This reinforces the concept of salinity as the amount of salt dissolved in the water. The salt wasn’t visible, but it was there. To follow up the next day, build a "density tower” with the class. Bring in 5 substances with a range of densities – for example rubbing alcohol, cooking oil, dish soap, corn syrup, and molasses. These substances will form layers when poured into a tall, narrow beaker or glass. Ask the students to predict the order that the layers will be in based on their knowledge of these everyday substances. (Alternatively, look up the densities of the substances you select, and have the students base their predictions on these values.) See if their hypotheses are confirmed. Discussion of relative density in bodies of water that you can swim in leads naturally to a discussion of buoyancy. Reflections Contact Information Hollie Emery [email protected] Wendy Hanlon [email protected]
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