Summary
This activity recreates an experiment that can be difficult to carry out in the classroom because of the expense and mess. The first screen shows four measuring cylinders each containing three litres of a common liquid. Pupils drop the ball into the cylinder and time how long it takes for the ball to sink to the bottom. It is possible to hide the stopwatch so that pupils can do the timing manually. Use your whiteboard pen to cover up the names of the liquids to promote further discussion. Ask the pupils to predict the times the ball will take in each liquid. Ask them to time it manually and compare their accuracy with the on-screen stopwatch. Get them to record their results in a table. Suitable for
Year 3-6 Using a non-interactive whiteboard
This will run perfectly well on a projector using a "normal" screen where mouse control can replace the interactive pen. Prior learning required
How to use a stopwatch
How to draw a bar graph Aims and objectives - to compare everyday materials
- to understand that the same property of a material can be tested in different ways
- to relate the properties of liquids to their use
- to give experience of graphing results and the importance of ranking results
Timings
Allow 20 minutes to predict and run the experiment simulation, 40 minutes more to draw the graph, do the plenary and write down the key statements about the relationship between time to sink and thickness of liquid. Suggestions for group activities
The activity can be divided into these distinct phases to allow a staggered group organisation if desired: - Run the simulation
- Graph the results
- Rank and re-graph
- Conclude
- Extension problems
- Alternative experiment on a slope
Suggestions for differentiation
SEN pupils would benefit from being provided with a pre-drawn table in which to record the results and pre-marked axes for the graphing exercise. As an extension activity, use the times obtained from the simulation to explore other possibilities. - Find out the depth of the deepest ocean. How long would the ball take to reach the bottom?
- If a submarine sinks at twice the rate as the ball, how long would it take the submarine to reach the bottom of the ocean?
Further activities
After you have done this, try the same four liquids running down a sloping surface such as a piece of Formica-coated hardboard. What is the relationship between the distance moved in five seconds and the thickness of liquid, or between the angle and the distance moved? Curriculum links
Scientific enquiry
3 Investigative skills 2, 3, 8, 9, 10, 11, 12, 13 Materials and their properties
1 Grouping and classifying materials To compare everyday materials
To understand that the same property of a material can be tested in different ways
To relate the properties of liquids to their use | 