Hands-on Science

for Grade K-8 Students

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 Background
Properties of matter: density
Activity Guides:
density totem dancing raisins liquid rainbow buoyant butter

Density is a measure of how compact matter is within a substance. As matter in a substance

introduction to density

becomes more compact, its density increases. As the matter in a substance spreads out more,
its density decreases.

The box on the left has a lower density than the box on the right.

Think of a large, empty room that is filling with people. When there are only three people in
the room, density is low because there is a lot of space between those people, giving them
ample room to move. As more people fill the room, density increases and each person has
less space to move around.

Similarly, if we start with the same three people but put them in a smaller room, there is also
a relatively high density because they have less space to move and there is less space
between each person.

Even if we can’t see density by simply looking at an object, we observe it all around us. Think
of a fluid (a liquid or gas), such as water in a swimming pool or a bathtub. You might have
noticed that some objects sink, others float, and still others hover within these fluids. In a
bathtub, a person, soap, and certain toys sit on the bottom of the tub because they are more
dense than water. (Their matter is more compact than matter in water.) Other objects, like
rubber ducks, toy boats, and bubbles float to the top of the water because they are less dense
than water. Different substances naturally have different densities, causing them to have
distinct positions in fluids.

Different types of substances and objects have characteristic densities. Because density
is relatively easy to measure, it is often used to figure out the identity of a substance.
For example, in a mystery sample we can calculate density to get a better idea of what the
sample might be. In an experiment, there are also times where we can manipulate the
density of samples or mixtures to learn more about their properties. First, let’s see how
density is measured.

Density is the amount of matter in a given amount of space, so to calculate density of a

measuring density
A scale or balance is
substance you need to know two measurements: mass and volume. the most common
instrument used to
Mass is a measurement of how much matter is present in something. To calculate mass, we calculate mass.
can use a variety of instruments, the most common of which is a scale or balance. The units
used to measure mass are milligrams (mg), grams (g), or kilograms (kg).

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 Background ProPerties of matter: density

You have likely determined your own mass on a bathroom scale, or measured the mass of
A fish tank at home will have a
your luggage before boarding a flight. Increasing the amount of matter in a sample will
smaller volume than a shark tank in
an aquarium.
increase its mass. For example, if you add a heavy pair of shoes to a suitcase its mass will
increase, and if you put it on a scale you will see the value increase.

The second measurement we need to calculate density is volume. Volume is a measurement

of how much space a substance takes up. For example, a deflated balloon or beach ball has
a smaller volume than when it is inflated and takes up more space. A mini water bottle has a
smaller volume than a large water bottle. And a fish tank at home will have a smaller volume
than a shark tank in an aquarium.

There are a few ways to calculate the volume of an object. If you are measuring a liquid,
you can use a graduated cylinder or a beaker. A more precise tool—such as a graduated
pipette—can also be used to measure volume.

These instruments come in a variety of shapes and sizes, and have volume measurements
along the side. When a liquid is poured into one of them, you can tell the volume by where
the top of the liquid is and what number it is touching. After pouring a liquid into a
graduated cylinder or beaker, position yourself so your eyes are at the level of the surface
of the liquid. This is the most accurate way to read volume. Imagine reading the
measurement while standing above the glass or far below it; it would be difficult to read
the measurement accurately.

When looking at the top of the liquid, you will notice a slight downward curve at the surface.
This curve is called the meniscus. Read the measurement from the bottom of the meniscus.
A way to remember this is to “read the tip of the dip,” meaning you should take the
measurement from the lowest point of the liquid’s surface. Notice that the units used to
measure the volume in a liquid are milliliters (mL) or liters (L).

How do you calculate volume if the substance is not a liquid and cannot be poured into one
of these instruments? If you have a solid that is a regular shape (like a cube or a rectangular
prism), you can calculate the volume using a formula. For example, a rectangular prism is
essentially a 3-dimensional rectangle with six faces, like a pack of cards or a box of pasta.
You can find the volume of a rectangular prism by multiplying the length, width, and height
as shown in the formula below.
____________________________________________________________________________________________

Volume (V) = length (l) x width (w) x height (h)

V=lxwxh
____________________________________________________________________________________________

Length, width, and height can be found by using any tool that measures distance. Meter
sticks, tape measures, and rulers are some examples.

The meter (m) unit of a meter stick is divided into centimeter (cm) and millimeter (mm)
units. To get the volume of a rectangular prism, measure each side using the same units
(all mm, all cm, or all m). Then multiply the side lengths together to get the volume. Since
the units are multiplied together three times, the units for volume in a solid will end up
being a cubic millimeter (mm3), cubic centimeter (cm3), or cubic meter (m3).

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 Background ProPerties of matter: density

____________________________________________________________________________________________

Length (l) x width (w) x height (h) = mm x mm x mm = mm3

____________________________________________________________________________________________

In the example above, the volume of the solid is measured in cubic meter (m3).

Note that one cubic centimeter is equal to one milliliter (cm3 = mL), which is the same unit
used to measure the volume of a liquid in a beaker or a graduated cylinder.

If you have an object that is a different three-dimensional shape—such as a triangular prism,

cone, sphere, or cylinder—you can also calculate the volume with other formulas that involve
a bit more computation. These are great extension activities for students who are ready
for more advanced math and measurement!

If you have an object that has an irregular shape, a trick for how to measure the volume is to
completely submerge it in water and measure the change in volume—or displacement—of the
water, which is equal to the object’s volume. Think about when you get into a full bathtub, or
when you pour a box of pasta into boiling water. The water level rises when objects are added.
To measure volume using displacement, first measure the volume of the water without the
object. Then completely submerge the object in the water and measure the volume of the water
again. The volume should be higher this time. Subtract the original measurement from the final
one and you will have the volume of the object. You can try this in the classroom by dropping
small rocks, marbles, or small plastic toys into a graduated cylinder to watch the water rise.

BEFORE RING ADDED: AFTER RING ADDED:

Volume of water = 50.0 mL Volume of water = 60.0 mL
Volume of ring = 60.0 mL - 50 mL = 10.0 mL

Now that we know how to measure mass and calculate volume, we can determine the density
of a substance. Mass is a measurement of how much matter, or stuff, is in something. Volume
shows how much space it takes up. To get the amount of matter per amount of space, we can
divide mass by volume. The formula for density is
____________________________________________________________________________________________

Density (D) = Mass (m) ÷ Volume (V)

____________________________________________________________________________________________ A trick to remember this formula is that
the m/V looks like a heart cut in half!
Remember the units for mass and volume? Mass is typically measured in grams, and volume
is measured in cubic centimeters (for solids) or milliliters (for liquids). This means that density
is typically in grams per milliliter (g/mL) or grams per centimeter cubed (g/cm3).

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 Background ProPerties of matter: density

Density is part of the identity of any pure substance. At the same temperature and pressure,
density as a Physical Property of matter

a cup of distilled (pure) water in your kitchen has the same density as a cup of pure water in
a scientist’s laboratory, which has the same density as pure water at school, and so on. A
stick of butter in the supermarket and a stick of the same type of butter at a restaurant will
have the same density.

The density of any specific pure substance (like pure water) can’t change, but the density of
an object or a sample of that substance can change. Look at the density formula – can you
think of any ways to change density of a sample?

One way to increase density is by increasing the mass of a substance. Think back to the
factors affecting the density of a sample

example of the suitcase. In this example, the volume (size of the suitcase) stays the same,
but we can increase the mass by adding more items into the suitcase. Similarly, if you have
a container with a few marshmallows and add more, you are increasing the mass. This means
that in the container there is more matter packed into the same amount of space, so density
increases. In our density formula the numerator (mass, the number on top) increases, which
means the density will also increase. Conversely, if the mass is decreased and the volume
remains the same, the density of the sample will also decrease.

Another way to increase density is to reduce the volume. Think of a large room with a group
of 20 people in it. What happens if the whole group is moved to a room of half the size? The
number of people (mass) does not change, but they are now in less space (lower volume).
With lower volume the density increases because the people are more tightly packed together.
In this case, we are making the denominator (volume, the number on bottom) in the formula
smaller, so density will increase.

Conversely, think of moving those 20 people to a larger room instead. The mass has not
changed, but they have more space to move around. If we increase the volume but the mass
remains the same, the density of the sample will decrease.

Two other factors that can affect density of gases are pressure and temperature, though we
will not go into this in detail at this level.

Density determines if a solid, liquid, or gas will sink or float in a fluid (liquid or gas). If a
applications of density

substance is denser than a fluid it will sink, and if it is less dense it will float.

Think about learning to swim. A person is more dense than water, so they should sink. Children
often learn to swim with floatation devices, such pool noodles, rafts, or tubes. These devices

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 Background ProPerties of matter: density

are usually filled with air or foam, so they

have a low mass (very light) and high
engage your students
volume (take up a lot of space). This
means they float in water. The density of a
before beginning any of these activities, use the

person is more than the density of water,

following ideas to engage your students about density:
but the density of a person plus a pool  To show how mass and density can change in a given volume, use tape to draw a
noodle together is less than the density of square on the floor. First, have just two students walk around randomly in the
water. A person on their own may sink, but square. Then add another student, and then another until there is no more room to
a person with a pool noodle will float. move within the square. You can try this again but this time move the tape to adjust
the volume. How does this change how much space each student has? Provide the
Similarly, the items used to make a boat definition for mass, volume, and density, and ask the students to define each in
and all of the items on the boat have a very terms of this exercise. Ask them to explain when and how mass, volume, and
high mass. Engineers and architects have density change in each scenario.
to make sure that the volume of the boat is
large enough that it floats on the water
despite its high mass.  Create a “pop aquarium!” Fill a large, transparent tub or fish tank with water and
ask students to make predictions about whether a variety of closed, full cans of
We can also see density in nature. When a soda pop will sink or float. Be sure to use some regular and some diet sodas for
freshwater stream meets the salty ocean, this example. After students have made their predictions, drop the soda pop cans
the fresh water will rest on top of the ocean into the water and ask them to share their observations and predictions as to why
water before mixing because it has a lower they behaved differently.
density.
 Create a setup like the pop aquarium, but instead of soda pop use two similarly-
As the weather changes, humid (water- sized oranges. Peel one and leave the peel on the other. Ask students to predict
filled) air blows in that is more dense than whether the peeled orange will sink or float, then drop it into the water. Based on
dry air, so humid air stays lower to the Earth their observations, ask them to make a prediction for the unpeeled orange. Drop it
than the less-dense, drier air. in and observe.

You can see density in your kitchen, too!  Provide learners with a variety of candies and water (in a cup, pitcher, or tank
Think about a pitcher of ice and tea, a depending on group sizes). Ask them to predict whether each candy will sink or
container of pulpy orange juice, a mixture float and why, then test their predictions. Are there any patterns they notice?
of chocolate syrup and milk, or an oil and
vinegar salad dressing. The reason each  Show a variety of examples of large objects floating (e.g., boats, giant rubber
substance separates out into different ducks), and small objects sinking (e.g., pebbles, pennies). Ask students to explain
locations is due to differences in density. how this is possible.

Raw milk naturally separates into layers:  Show students a container with a mixture of olive oil and vinegar. Shake the
creamy milk fat on top and watery milk on container, and watch the substances separate again so that that vinegar is on the
the bottom. If you drink skim milk, you are bottom and olive oil is on top. Ask students to explain why the two liquids always
consuming milk where the less dense layer this way.
cream has been skimmed off the top to
lower the fat content.

Another example is inflating a balloon.

As more gas—air or helium—is pushed into
the balloon, the volume increases.
If you use helium you will find that the
balloon rises and floats in the air. This is
because the helium-filled balloon has a
lower density than the air around it. Helium
atoms are smaller and have a much lower
mass than most particles in the air. The low
mass leads to a smaller density and the
balloon rises.

Let’s try some activities so you can

experience density in action!

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 density totem
Section ProPerties of matter Topic density
Estimated Time  Setup: 5 minutes; Procedure: 10-15 minutes

oVerView materials
Students will layer a variety of liquids to understand how density can be observed and how For one setup:
relative densities of different substances can be predicted through a series of tests.
 16-oz plastic or glass container
with lid
We can use the physical property of density to explain why liquids settle in different layers
when put together. In this activity, students mix the following samples together two at a time:  7 clear plastic cups
vegetable oil, light corn syrup, and water. Based on their observations they predict how to make  3 spoons
a “density totem,” where the liquids are stacked in a container in order of increasing density  Measuring cup – 1/3 cup
from top to bottom.  Food coloring – blue and red
 Vegetable oil
 Light corn syrup

inquiry questions  Water

Getting Started:
 Do different liquids have different properties?

Learning More:
 What properties of liquids can be used to distinguish different samples from one
This activity is good for:
actiVity notes
another?
 Pairs
Diving Deeper:  Small groups
 How can we predict and calculate density of a liquid?  Project or take-home assignment
 Concept introduction

Safety Tips & Reminders:

This activity covers the following content topics: measurement, density, properties of
content toPics
 Oil should be disposed of in the trash,
matter, physical properties of liquids, mixtures, miscibility and immiscibility, heterogeneous not down a sink or drain.
and homogeneous mixtures, emulsions, polarity  Review the Safety First section in
This activity can be extended to discuss the following: environmental science (weather, the Resource Guide for additional
oceans), separation techniques, ideal gas laws, particulate nature of matter, intermolecular information.
forces, physical versus chemical changes

This activity can be used to achieve the following Performance Expectations of the
ngss connections

Next Generation Science Standards:

 2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of
materials by their observable properties.
 5-PS1-3: Make observations and measurements to identify materials based on their
properties.
 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.

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 density totem Section PROPERTIES OF MATTER Topic DENSITY

engage  eXPlore 
Use the following ideas to engage your
students in learning about density:
Procedure:

 Present students with the three

samples from phase 3 of the 1. Add 1/3 cup of water to each of two clear plastic cups. Add two drops of blue
Phase 1

procedure. Ask students to observe food coloring to each cup and stir.
and record the physical properties of
the three liquids and to brainstorm 2. Add 1/3 cup of light corn syrup to the first cup of water and 1/3 cup of vegetable
ways to test if the samples are the oil to the second cup of water. Record your observations.
same or different. Have a student 3. Write a prediction about what will happen if the contents of both cups were
close their eyes and place one cup in combined.
each hand. Which one feels heavier?
Which sample do they think it is?
 Provide students with two liquids
with different densities (e.g., water 4. Add 1/3 cup vegetable oil to a third cup.
Phase 2

and oil, or oil and vinegar) and

challenge them to mix the two 5. In a fourth cup, add 1/3 cup of light corn syrup and two drops of red food coloring,
together. Have students discuss then stir until combined.
what is happening and why. Can the
6. Add the corn syrup mixture to the oil. Observe and record the results.
two liquids be mixed? Do they always
settle in the same part of the cup?
 Present students with a variety of
liquids that separate into layers 7. Obtain three new cups. Pour 1/3 cup of vegetable oil into one, 1/3 cup of light
Phase 3
(e.g., salad dressings, juices, corn syrup into the second, and 1/3 cup of water into the third.
lemonade, and tea – anything you
can find!). Ask students to mix them, 8. Add two drops of red food coloring to the cup of corn syrup and stir until combined.
then watch for a few minutes to see
if and how they separate. What is in 9. Add two drops of blue food coloring to the cup of water and stir until combined.
each layer and why do they separate? 10. Based on the results from phase 1 and 2, predict which liquid will be on the bottom,
Leave them out overnight to see if a in the middle, and on top if all three liquids are put together.
more defined separation can be seen
the following day. 11. In a 16-oz container, first pour the sample that you think will be on the bottom.
Second, carefully add the sample that you think will remain in the middle. (If you
See more ideas for engagement in the
are having trouble getting the liquids to layer, try pouring the sample over the back
Density Background section! You can
also look at the Elaborate section of this of a spoon as it goes into the cup. This will slow the speed of the liquid.) Next,
activity for other ideas to engage your pour in the liquid that you think will rest on top of the other samples. Observe and
students. record results. Did you layer them correctly?

12. Make a prediction: what will happen if you mix the three liquids in the container?
Phase 4

Secure the lid on the 16-oz container and shake. What do you notice as the liquids
mix and settle?

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 density totem Section PROPERTIES OF MATTER Topic DENSITY

data eXPlain 
collection
First review the Density Background section to gain a deeper understanding of the scientific
what’s happening in this activity?
& analysis 
Analyze and discuss the results principles behind this activity.
of this activity using the following
questions: Density is a property of matter that describes the compactness of a substance. In simple
terms, it is how spread out or how closely packed together the matter is in a given amount of
• Record your observations and space, or mass per unit of volume. Density is dependent on the volume—the space a substance
draw and label your “density takes up—and mass—the amount of matter present—and can be calculated using the formula
totems” from each phase. D=m/V, where the density is equal to the mass divided by the volume. If there are two
• Which substance is the most substances that take up the same volume, but one has more matter in that space, then that
dense in each phase? one will be more dense. If two substances have the same mass, but in one sample the mass
is more compact and in a smaller space, then it will be more dense. Samples may have different
• Which substance is the most densities based on their chemical makeup i.e., what atoms and molecules they are made of
dense overall? Which is the and in what arrangement) and their conditions (i.e., temperature and pressure). When liquids
least dense? and gases with different densities are put together they form layers based on density, with the
densest substance on the bottom and least dense substance on top.

In this activity, there are three liquid samples: water, light corn syrup, and vegetable oil.
When they are put together they make distinct layers based on differences in density. The
density of each substance differs because each has a different chemical makeup—each is
Fun Fact #1 made up of different molecules with varying sizes, atomic weights, and molecular
arrangements. If you calculate or research the density of each liquid sample, you will find
Floating in water that has a that the light corn syrup has the greatest density, followed by water, then vegetable oil.
higher salt content is easier than This aligns with what you saw: the light corn syrup forms the bottom layer, with water in
floating in fresh water. The addition the middle, and vegetable oil on top.
of salt increases the density of the
water, and the higher the density
the easier it is to stay afloat.
Check out the Liquid Rainbow
activity to learn more about this!

Sample Density (g/mL)

Vegetable oil 0.92
Water 1.00
Light corn syrup 1.33

But why do the liquids form layers instead of mixing together? And why do the samples
separate out again after they are mixed together? This happens because of a property of
matter called miscibility. If two substances are miscible (think of “mixable”) it means that
they easily mix together to form a homogenous mixture, where there is a uniform
appearance and composition throughout. Think of juice and water, vinegar and water,
coffee and milk—these all make homogenous mixtures.

Conversely, a heterogeneous mixture is not uniform, and a sample from any area within
the mixture could yield different results. Examples include oil and vinegar, oil and water, or
sand and water.

Whether or not two substances are miscible depends on their chemical makeups. In this
example, water, light corn syrup, and vegetable oil are immiscible (not miscible) so they
form layers when poured together.

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 density totem Section PROPERTIES OF MATTER Topic DENSITY

eXPlain  continued notes 

Water and vinegar and miscible and mix evenly to form a homogenous mixture. Oil and vinegar
________________________________________________________
are immiscible and do not mix. Instead, they form distinct layers when put together.
________________________________________________________

________________________________________________________
Water and vinegar
are miscible and ________________________________________________________
mix evenly to form a
homogenous mixture.
Oil and vinegar are ________________________________________________________
immiscible and do not
mix. Instead, they ________________________________________________________
form distinct layers
when put together.
________________________________________________________

Diving a bit deeper into atomic structure, miscibility is dependent on the polarity in a molecule.
________________________________________________________
Polarity means that the molecule has partial negative and positive charges. These slight
charges are caused by varying electron density throughout the molecule, which means that
________________________________________________________
charge is unequally distributed. The rule with polarity and miscibility is that “like dissolves like,”
which means
________________________________________________________
• polar liquid + polar liquid = miscible
• nonpolar liquid + nonpolar liquid = miscible ________________________________________________________
• polar + nonpolar liquid = immiscible
________________________________________________________
Water is a polar substance and oil is nonpolar. In this example, you see that water and
oil are not miscible. As a result, they don’t mix and instead they form layers based on their ________________________________________________________
densities.
________________________________________________________
When the three samples are forced together through shaking or mixing the container,
you might have noticed that they briefly seem to mix. This unstable mixture is called an ________________________________________________________
emulsion. An emulsion is when substances that are immiscible are forced together, and
one substance forms droplets within the other. It might have looked like there were ________________________________________________________
“bubbles” of light corn syrup, oil, and water in the container. In time, the three substances
separate back into layers based on their densities. ________________________________________________________

________________________________________________________

You can differentiate this activity for students of different grade levels by focusing on the
differentiation for younger or more advanced students
________________________________________________________
concepts outlined below.
________________________________________________________
getting started diVing deePer
________________________________________________________
For younger students, emphasize the For more advanced students,
following concepts: emphasize the following concepts:
________________________________________________________
• Introduction to density • Density formulas, calculations and
• Physical properties of liquids predictions
________________________________________________________
• Converting between units
• Miscibility and emulsions ________________________________________________________
• Polarity and types of bonds, and
how they affect which substances ________________________________________________________
can mix
________________________________________________________

________________________________________________________

________________________________________________________

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 density totem Section PROPERTIES OF MATTER Topic DENSITY

Fun Fact #2 elaborate 

Elaborate on your students’ new ideas and encourage them to apply them to different
The density of ice is 0.92 g/mL situations. The section below provides some alternative methods, modifications, and
which is less than that of water, extensions for this activity.
1.00 g/mL. This is why ice cubes
float in glass of water. Most solids • Students can make predictions about a variety of solids and what their densities
are denser than their liquid form, might be. These can include things like candies, buttons, rocks, or paper clips—
but water’s unique molecular anything you don’t mind dropping into the samples! After making predictions they
structure causes particles to be can drop each sample into the “density totem” and record their observations. Or,
more spaced apart as a solid, and drop different candies into a glass of water and see if they settle in different
closer together as a liquid: locations.

• Students can calculate the mass and volume of the samples with a scale and a
graduated cylinder. What do they notice about the mass and volume of each
sample? Does this explain the order in which they were layered? Now change the
volume of each liquid: make one less, one greater, and keep one the same. Have
students record whether the mass or volume changed for each sample—or if both
changed! Ask students if this will this change how they layer (their densities). Try
it! Introduce the density formula and see if that provides a reliable way to make
predictions in this situation. Although the volume will be changed, students will find
that the density remains the same.

• Have a completed density totem “rainbow” at the front of the class at the beginning.
Solid
After students have done part of the activity, ask them to guess which color you
put in which liquid.

• Set up a lava lamp in the room and ask learners to speculate as to how it works and
why the substances inside are moving around: what makes them fall and rise? Lava
lamps are made up of two immiscible liquids with very similar densities. The heavier
liquid settles at the bottom, but when it is heated it rises to the top of the lamp. The
liquids never mix because they are immiscible and therefore never dissolve in one
another.

eValuate 
• As a take-home assignment, challenge students to a competition of who can make the
Liquid

“density totem” with the most different substances. They can draw a diagram with labels
for each sample in the totem. To verify their results ask them to research or calculate
the density of each sample and add that to their diagram.

• Provide three new samples of liquids that were not used in the original activity, or have
students find examples at home. Ask them how they would make measurements to
correctly predict the relative densities and what units they would use. You can provide
scales and graduated cylinders to assist with making accurate measurements, or they
can make estimates based on the liquids being filled to the same height in a cup and
feeling which one seems heavier than the others. Ask them to write or draw a prediction,
explain their thought process, get it checked by their educator, and then test their
prediction.

Gas
• We see density all around us! A notable example is in the ocean, where animals, plants,
debris, boats, ice, and even the sea water will settle at different heights based on density.
Ask students to find a photo online that shows this, and to write a description of what
is happening in the photo in terms of density.

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 density totem Section PROPERTIES OF MATTER Topic DENSITY

chemistry in action  notes 

Share the following real-world connections with your students to demonstrate how chemistry
is all around us. ________________________________________________________

________________________________________________________
real-world applications
________________________________________________________
Oil is less dense than water. When Helium-filled balloons
an oil spill happens in water, part of ________________________________________________________
rise and float in the
the cleanup process involves
skimming the less dense oil off the air because helium ________________________________________________________
surface of the water.
gas is less dense
________________________________________________________
than air (a mixture
of nitrogen, oxygen, ________________________________________________________

argon, carbon ________________________________________________________

dioxide, and more).
________________________________________________________

________________________________________________________
Different types of milk—such as whole
milk, 2% milk, and skim milk—are made ________________________________________________________

by separating liquids based on density. ________________________________________________________

The fat in milk has a lower density than
the rest of the milk, so fat molecules will ________________________________________________________

eventually rise to the surface. To lower ________________________________________________________

the fat content, this layer of milk fat is
skimmed off of the surface. This is why
________________________________________________________

lower-fat milk is called “skim milk.” ________________________________________________________

________________________________________________________

careers in chemistry ________________________________________________________

• Environmental chemists that study icecaps are interested in water displacement and
the impact of melting snow and icebergs. There is a common misconception that when ________________________________________________________
the icecaps melt sea levels will rise, but we know that water has already been displaced
by the ice floating in the water, so whether they are solid or liquid the water levels will ________________________________________________________
not change. But the melting ice and snow that is on land could change the water levels
and the salinity of the water, since more water in the oceans means changing ________________________________________________________
concentrations of salt in the water.
________________________________________________________
• One option for astronauts to return to Earth after a mission
is a splashdown, which is when the space capsule lands in ________________________________________________________
the water. Scientists must design a space capsule that is
strong enough to protect the astronauts, but also able to ________________________________________________________
float in the water.
Picture from NASA’s Gemini 11 ________________________________________________________
splashdown and recovery in 1966.
________________________________________________________

________________________________________________________

________________________________________________________

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 buoyant butter
Section ProPerties of matter Topic density
Estimated Time  Setup: 5 minutes; Procedure: 5–10 minutes

oVerView materials
Students will discover the connection between density and whether an object will sink or float. For one setup:
 1 Stick of butter or margarine,
How can we determine if an object will sink or float in water? In this activity, students will
with wrapper
calculate the density of butter and compare it to the density of water. They will make predictions
about whether the butter will float or sink in the water based on their calculations and then  Metric ruler
test these predictions.  Large bowl or container
 Water

Optional materials:
 Scale
inquiry questions
Getting Started:
 Do solids float or sink in liquids?

Learning More:
 How can we make predictions as to whether an object will sink or float in a liquid?

Diving Deeper: This activity is good for:

actiVity notes
 What forces cause an object to sink or float in a liquid?  Individuals
 Pairs
 Small groups

This activity covers the following content topics: instruments, measurement, precision vs.
content toPics
Safety Tips & Reminders:
accuracy, density, displacement  To reduce the mess, use a frozen stick
This activity can be extended to discuss the following: environmental science (weather, of butter. Alternatively, you can use
oceans), engineering design, forces, buoyancy any rectangular prism that can be
easily cut, such as paraffin wax.
 Only adults should handle the knives
if the butter needs to be cut for the
activity or modifications.
This activity can be used to achieve the following Performance Expectations of the
ngss connections

Next Generation Science Standards:  There is no eating or drinking in the

laboratory—even when we are working
 2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of
with normally edible materials.
materials by their observable properties.
 Review the Safety First section in the
 5-PS1-3: Make observations and measurements to identify materials based on their
Resource Guide for additional
properties.
information.
 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.

Fun Fact #1
The only soap that is known to float on the
surface of water is Ivory soap! This is possible
for Ivory because they whip air into the soap
to decrease its density. Check out the Growing
Soap activity to learn more!

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 buoyant butter Section PROPERTIES OF MATTER Topic DENSITY

engage  eXPlore 
Use the following ideas to engage your
students in learning about density:
Procedure:

 Explain the concept of density using 1. Determine and record the mass of the butter in grams (g). This can be measured on
a visual. For example, use mini- a scale or found on the wrapper label or box.
marshmallows in a clear box to
show how mass can change in a 2. Using a ruler, measure and record the length, width, and height of the stick of butter
given volume. in centimeters (cm).

 Collect different objects and ask 3. Calculate the volume of the stick of butter by multiplying the length times the width
the students if the objects will sink times the height (V = l x w x h).
or float in water. Try to find objects • The answer will be in centimeters cubed (cm3), which is equal to milliliters (mL).
of varying shapes, sizes, and Record the volume in milliliters.
densities. How can one predict
floating or sinking accurately? 4. Calculate the density of the butter.
What factors are important to making • Density is the mass divided by the volume (D = m/V), so divide your answer from
this determination? step 1 by your answer from step 3.
 Ask students whether all rocks sink 5. Determine the density of water. Make a prediction about whether the butter will float,
or float, or if it varies. Collect rock hover in the middle, or sink in the water. Draw a model, and explain your thinking.
samples that are similar in volume
and test it out! Include one rock that is 6. Fill the large bowl or container with water and place the butter in the bowl to determine
pumice, which will float. This will help whether your prediction was correct. Record your observations.
the students to understand that a
variety of factors play into density.
 Place a piece of aluminum foil on top
of the water as a flat sheet. Then
crumple it slightly and put it in the
water again. What happens? Now ball
it up into a tight sphere and ask the
students if it will still float. This will
illustrate that the same mass but in a
smaller space (more dense) will sink
rather than float.
See more ideas for engagement in the
Density Background section! You can
also look at the Elaborate section of this Fun Fact #2
activity for other ideas to engage your
students.

Over 2,000 years ago, ancient Greek mathematician Archimedes made a very
useful measurement observation. As legend has it, Archimedes was tasked with
determining whether a gold crown was a fake or not. It was known that sometimes
goldsmiths would swindle their clients by mixing gold with a less expensive metal,
like silver, to save money while still selling it at an exorbitant rate, but there was
no known way to determine the amount of gold in a sample. On a trip to the public
baths, Archimedes realized that the more he sank into the water, the more the water
level rose and was displaced. He realized that different substances displace water
different amounts, uncovering the forces of buoyancy and different densities of
gold and silver! Realizing this discovery, the story goes that Archimedes leapt out
of the bath and ran through the streets naked crying “Eureka!” (“I’ve found it!”),
though the authenticity of this part of the story is up for debate!

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 buoyant butter Section PROPERTIES OF MATTER Topic DENSITY

data eXPlain 
collection
First review the Density Background section to gain a deeper understanding of the scientific
what’s happening in this activity?
& analysis 
Analyze and discuss the results principles behind this activity.
of this activity using the following
questions: In this activity, we calculate the density of a sample and predict whether it will sink or float
in water. Because density equals mass divided by volume, to calculate density the mass
• Label this diagram and volume of a substance need to be determined. The mass is calculated with a scale or
(representative of the stick of by using the provided mass of the butter. The volume is calculated using the length, width,
butter) with your measurements and height of the stick of butter. After calculating and recording these measurements, we
and show the density calculation: determine that the density of butter is lower than that of water, indicating that the butter
V=lxwxh will float in the water.

If many students are measuring the dimensions of the butter, you’ll notice that not everyone
gets the same measurements or calculations. Scientists are always striving to get
measurements that are both accurate and precise.

• Accuracy means how close a measurement is to a known, standard value. In this

case, we know that a stick of butter typically has a mass of 110 grams, a volume
of 121 mL, and therefore a density of 0.911 g/mL. The closer your numbers are to
these standard measurements, the more accurate they are.
• What is the density of water?
(This can be looked up online or • Precision is how close a measurement is to others that were taken, or how easy it
in a textbook, or calculated by is to get the same value multiple times. If you measure the length of a stick of
measuring the volume and mass.) butter multiple times and get very close to the same number each time, your answer
is precise. It is best practice to repeat measurements until precision is reached.
• We know that the density of
For example, if you measure the length of the butter three times and get the results
water is 1 g/mL. Is the density of
of 8.1 cm, 9.6 cm, and 6.0 cm, your measurements are not very precise. If you get
the butter less than, equal to, or
measurements of 8.2 cm, 8.1 cm, and 8.3 cm, your measurements are more
greater than the density of
precise. You can take the average of these numbers to use for your calculations.
water? Does this mean that the
If your measurement is precise, it is less likely the result of experimental error, and
butter will float, hover in the
more likely to be accurate.
middle, or sink if we put it in the
bowl of water?
The goal is always to get a measurement that is both accurate (close to the correct value)
• Draw a model of where the butter and precise (consistent in your measurements).
will go when added to the water.
Was your prediction correct? While conducting this experiment you might observe that when a stick of butter is added
to water, some of it remains above the water line and some is below. The butter comes to
rest in this position due to the force of buoyancy. Buoyancy is the upward force that a fluid
(liquid or gas) exerts on an object.

notes 
________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________
The strength of the force of buoyancy of a fluid is dependent on its density: the denser it is,
________________________________________________________ the stronger buoyancy is, too. An example of this is swimming in fresh water versus salt
water. The Dead Sea is a body of water with a high salt content, which makes it easier for
________________________________________________________ people to float in the water. The high salt content gives the liquid a greater density because
there is more mass per volume in the water. This means a stronger buoyant—or upward—
________________________________________________________ force, making it easier for people to float.

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 buoyant butter Section PROPERTIES OF MATTER Topic DENSITY

eXPlain  continued elaborate 

Elaborate on your students’ new ideas and encourage them to apply them to different
The force of gravity—which is dependent
situations. The section below provides some alternative methods, modifications, and
on the mass of an object and therefore on
extensions for this activity.
the density of the object—pulls objects to
the Earth’s center, and buoyancy pushes in • Skip the calculations and ask students to make predictions as to whether a variety
the opposite direction. Depending on the of objects will sink or float. Do they notice anything that is similar between all of
strength of these forces, the object may the objects that float and all of the objects that sink? What factors seem to cause
sink, float, or rest at a specific place within something to sink or float?
the fluid. Ultimately, the force of gravity is
directly related to the density of the object • Cut the butter into various sizes so every sample is a different volume. Ask students
and the buoyant force is directly related to to first make predictions as to which sample of butter will sink or float based on the
the density of the fluid, so both forces size and shape. Use a scale to measure the mass and calculate the volume by
determine whether an object will float or calculating the height, width, and length of each sample. After they do some
sink in a fluid. calculations they can make a prediction and test it by dropping their sample into water.
Then have each group share the density they found with the whole class.
If you conducted this experiment in a
narrow container, you might have noticed • Use a variety of objects that have the same volume but different masses (e.g., a
that the water level rose when the butter cube of cream cheese, hard cheese, soft cheese, butter, margarine, various fruits,
was added. If you push the butter deeper etc.; or inedible samples such as wooden and plastic blocks). What makes some
into the water you see that the water level of these objects float, and others sink?
continues to rise until the butter is fully
submerged. This is a demonstration of • Have students calculate the density of water by measuring the mass and volume
of a sample of water. How close are they to 1.00 g/mL? Ask them to brainstorm
displacement, which is when an object
ways to make their measurements more accurate and precise.
takes up space in a fluid and pushes the
fluid that was there out of the way. As the • Use the data collected by the class to plot the mass versus volume of the stick of
butter moves into the space where the butter on a graph. Is there a pattern? Now do the same but with sticks of butter of
water used to be, the water is forced out of different sizes (and shapes for more complicated volume calculations!). Is there
the way—or displaced—and the volume of still a pattern? Do you see a constant slope on the graph? What does that mean for
the system (water and butter) increases. the density of each sample? Remember that density is a ratio of mass to volume (D
= m/V), so for any given sample of butter the density should be the same, which is
why you see a constant slope (density) on the graph.

• Conduct the activity in a variety of liquids (e.g., oil, milk, soda water) or try different
differentiation for

samples of water with a different amount of salt dissolved in each. Students can
younger or more

You can differentiate this activity for calculate the density of each liquid or just observe whether the butter floats or sinks.
advanced students

students of different grade levels by Ask students to design a method to make the butter sink in a liquid. Hint: If they
focusing on the concepts outlined below. can’t find a liquid that is less dense than butter, is there a way to increase the mass
per volume of the butter? Can they add a heavy object to the butter to make it sink?
getting started Ask students to calculate the new density.
For younger students, emphasize • Get an air-tight container that can float in water. Have a variety of objects to put inside
the following concepts: to change the overall mass. Ask the students to hypothesize which objects will cause
• Testing predictions the container to sink to the bottom of the water. Can they make a calculation that
• Instruments and units of accurately predicts how much more mass needs to be added for it to sink? You can
measurement also have two containers with different surface area but the same internal volume. Ask
the students if the shape of the container will affect its ability to remain afloat. How
do buoyancy and displacement change as more objects are added?
diVing deePer
For more advanced students,
emphasize the following concepts:
• Density of solids and liquids
• Buoyancy: buoyant forces and
the force of gravity
• Displacement

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 buoyant butter Section PROPERTIES OF MATTER Topic DENSITY

chemistry in action  eValuate 

Share the following real-world connections with your students to demonstrate how chemistry • Provide students with a series of
is all around us. rectangular prisms or cubes. You
can use matchboxes with different
objects in them, various wood
samples, or anything else that can
real-world applications
readily be measured for mass and
Challenge your students to determine Single-stream recycling
processes rely on
volume. Ask students to conduct
how huge boats made of metal can
different densities to their measurements, calculate
float. Then, explain that the massive
separate each type of density, and see if they can
weight of the boat is spread out over
material, or different accurately predict whether the
a large area, thus it has a large
plastics from one another. Machines objects will sink or float in water.
volume, making it possible to float in
move objects to different parts of the
water. The concepts of density and
process based on their densities so • Challenge students to go home
buoyancy are vital to the development they can be recycled and reused in and make a list of objects that
of large ships such as aircraft carriers, the appropriate way. sink, float, or hover around the
cargo ships, and cruise ships. middle of a glass of water. They
can draw their answers in a
diagram and label the picture, or
Buoys are used in the water as make it into a matching or fill-in-
anchored floats to help with the-blank game they can play with
navigation or to mark hazards in a partner in class the next day.
the water, among other uses. A Were there any that surprised
floating buoy must be designed them? Why?
so that part of it stays below
water, and other parts above • Design a research project to
Life jackets are made better understand how engineers
water. Different shapes,
in different sizes to create ships that stay afloat in
accommodate different
materials, and masses
are used to achieve the water. Ask students to
sized people. As your
the ideal density and research the materials used on
mass increases you
buoyancy. ships and the properties of the
want to have the right
materials. What are the densities
jacket on to keep you
of the metals used? Where can
buoyant in the water.
this information be found online?
What precautions are taken to
ensure that the ship stays afloat
in the water? Challenge them to
design their own ship that can
careers in chemistry
• Soap manufacturers use chemistry to figure out if their soap will sink to the bottom of a carry a 1 kg weight without
tub or float on the surface. Some soap has extra air whipped into the formula so it will sinking. Who can do this using
float in water and it is easier to retrieve dropped soap from a tub! the cheapest materials? The
least amount of materials? With
• Anything that goes in the water is designed by scientists with density and buoyancy in mind: the smallest ship?
boats, buoys, submarines, floating piers or docks, diving equipment, and more. An example
is a “buoyancy compensator,” which is a piece of equipment used for professional underwater
diving. The device has a bladder that can hold air, and the diver adjusts the bladder to
establish the right amount of buoyancy during a dive so they can either descend into the
water or float to the top.
Fun Fact #3
Sulfur hexafluoride (SF6) is
a gas that is almost five times
as dense as air. It is so dense
that a solid sheet of aluminum
can float on top of it!

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 liquid rainbow
Section ProPerties of matter Topic density
Estimated Time  Setup: 15 minutes; Procedure: 15–20 minutes

oVerView materials
Students will explore the properties of density and solubility through a challenge to make a For one setup:
liquid rainbow.
 6 clear plastic cups

How can we determine relative densities of saltwater solutions? In this activity, students will  Food coloring – yellow, green, red,
try to layer different colored saltwater solutions in a straw. If they layer the solutions correctly blue
they will create five distinct layers of color to make a liquid rainbow!  Measuring cups – ½ cup and 1 cup
 Measuring spoons – ½ teaspoon
and 1 teaspoon
 Transparent drinking straws
 Salt
inquiry questions
Getting Started:
 How do properties of a liquid change when it is mixed with other substances?
Optional materials:
Learning More:  5 pitchers or large containers
 How can we determine relative densities of liquids?

Diving Deeper:
 What happens at the molecular level when salt is added to water to create a solution?
This activity is good for:
actiVity notes

 Pairs
 Small groups
This activity covers the following content topics: measurements, instruments, density,
content toPics
 Advanced students
properties of matter, solubility, miscibility
This activity can be extended to discuss: environmental science (weather, oceans), Safety Tips & Reminders:
polarity, properties of solutes and solvents, saturation  This activity requires some dexterity
and quick hands! It might not be
appropriate for young students, but
can be done as a demonstration for
them instead.
This activity can be used to achieve the following Performance Expectations of the
ngss connections
 Be sure to do this activity on a
Next Generation Science Standards:
waterproof surface and to have
 2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of
paper towels nearby.
materials by their observable properties.
 Review the Safety First section
 5-PS1-3: Make observations and measurements to identify materials based on their
in the Resource Guide for additional
properties. information.
 MS-PS1-1: Develop models to describe the atomic composition of simple molecules
and extended structures.

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 liquid rainbow Section PROPERTIES OF MATTER Topic DENSITY

engage  eXPlore 
Use the following ideas to engage your
students in learning about density:
Procedure:
Prepare five salt solutions as described below, choosing an option on the basis of
 See if it is easier for different objects the group size and whether students will perform this activity individually or in teams.
to float in some solutions than in If preparing the solutions in large pitchers, fill the clear cups from the pitchers to a
others! Prepare the solutions from depth of at least 5 cm.
the procedure and try out a variety of
objects to see which will float or sink
in different solutions. Tell students
oPtion 1 oPtion 2
that all solutions are a mixture of salt Cup # and food coloring Water Salt Pitcher # and food Water Salt
and water, and ask them to discuss (3–5 drops) (cups) (tsp) coloring (25–40 drops) (cups) (tsp)
and explain why some objects 1 – yellow 1 0 1 – yellow 16 0
behave differently in different 2 – green 1 1.5 2 – green 16 1.5
solutions. A raw egg, for example, 3 – none (clear) 1 3 3 – none (clear) 16 3
will float in the saltwater solution 4 – red 1 4.5 4 – red 16 4.5
with the highest density, but not in 5 – blue 1 6 5 – blue 16 6
the solution with lowest density.
Note: 16 cups of water is equal to 1 gallon of water.
 Ask students what happens when you
drop an ice cube into a glass of Provide each student or group with six cups total, five filled with each of the solutions
water. Explain that the ice cube first prepared as outlined above, and one empty as a “waste” cup. Do not indicate to
will drop into the water due to gravity, students the amount of salt that is in each cup. Instruct students to layer the different
but then will rise up to the surface colors inside a straw to create a liquid rainbow using the following steps:
because of the buoyancy of the ice in
the water and the differences in 1. Take a straw and press your thumb over the opening on one side.
density. Ice is less dense than water,
2. Holding the straw straight down, place it into the first cup so the open end of
so it will float.
the straw is close to touching the bottom of the cup.
See more ideas for engagement in the
Density Background section! You can 3. While holding it in place perpendicular to the bottom of the cup, quickly lift your
also look at the Elaborate section of thumb off of the opening and cover it again. This should allow a small amount
this activity for other ideas to engage of the liquid to go into the straw. This might take some practice to get right!
your students. 4. With your thumb still over the top of the straw and some of the first solution
inside, carefully remove the straw from the cup and place it straight down into
the second cup. Again, remove and replace your thumb quickly over the straw
opening so a small amount of liquid goes into the straw.
5. Observe what occurs between solutions and record your observations.
• If the second solution is less dense, it is likely to mix with the first solution as
it attempts to move to the top of the first solution.
6. Discard the 2 solutions in the waste cup.
7. Continue this process until you are able to layer all five solutions in a straw. Test
Fun Fact #1 2 or 3 solutions at a time and use those comparisons to determine the order of
the solutions from least to most dense.
Salt is used to keep sidewalks free
• Each layer pulled into the straw will be smaller than the first, because the
of snow and ice in cold climates.
pressure of the layers already in the straw will only allow a small amount of the
The more salt that is added to
next solutions to enter the straw.
water, the lower the freezing point.
With the maximum amount of salt • To layer all five solutions, you should begin layering with the least dense
dissolved in water, the freezing solution and end with the densest solution.
point can be as low as 0 °F or −17.8
°C. That means that even when the
temperature outside is below the
freezing point of water, the salt on
the sidewalk will make the snow
and ice into a liquid!

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 liquid rainbow Section PROPERTIES OF MATTER Topic DENSITY

data eXPlain 
collection
First review the Density Background section to gain a deeper understanding of the scientific
what’s happening in this activity?
& analysis 
principles behind this activity.
Analyze and discuss the results
of this activity using the following In this activity, we layer a series of samples based on their densities. We know that density
questions: is a measure of how compact a substance is, meaning how much matter is in a certain
Top
• Draw your “liquid amount of space. The greater the density, the more matter is present per unit of volume.
rainbow” and label The smaller the density, the less matter is present per unit of volume. This is also
each layer. represented with the formula Density = mass/Volume, or D = m/V.

• Calculate the density The density of water is 1 g/mL. As we add salt to a sample of water, the mass increases.
of the blue water The mass in the cup is now the mass of the water plus the mass of the salt. It may look
before and after like the salt disappears, but it is dissolved in the water, creating a saltwater solution.
adding the salt.
A solution is a liquid mixture where one substance (called the solute) dissolves into a liquid
• Are the densest
(called the solvent). The solute is evenly distributed in the solvent, so the mixture is the
solutions at the
same throughout the liquid. A sample taken from the bottom of the cup will be the same
bottom or the top of
as a sample taken from the top. A mixture that is mixed evenly throughout, such as a
the straw? Explain
solution, is a homogenous mixture. In this activity, salt is the solute and water is the solvent.
your thinking. Draw
When they are put together, we see that salt is soluble (able to dissolve) in water, and it
a model of what you
makes a homogenous solution of salt water.
think the particles
look like in each
As you add salt to the cup, notice that you do not see the volume increase. This is because
part of the rainbow.
salt is soluble—it breaks down and dissolves in water. When it is a solid on its own, salt
(NaCl) has a crystalline structure. This means that Na+ and Cl− ions are arranged in a large
network. When salt dissolves, this crystal structure breaks down. The Na+ and Cl− ions
dissolved in water take up much less space than the Na+ and Cl− in a crystal structure.
The amount of space the dissolved ions take up is so small that it can be treated as no
change at all.

The mass of the sample increases as salt is added, but the volume does not increase. As
Bottom
more salt is added the density increases because there is more matter (mass) in the same
amount of space (volume). The more salt is added to a cup of water, the higher its density.

notes 
________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

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 liquid rainbow Section PROPERTIES OF MATTER Topic DENSITY

eXPlain  continued notes 

We also know that if we mix fluids (liquids, gases) and they have different densities, they
________________________________________________________
will form layers with the highest density sample on the bottom and lowest density sample
on the top. In this case (and with some practice!) we can layer the saltwater samples on
________________________________________________________
top of one another from lowest to highest density to make a “liquid rainbow!”
________________________________________________________
You might notice that after some time your “liquid rainbow” becomes less defined and the
colors start to mix together. This is because we are working with solutions of salt water,
________________________________________________________
and they are miscible (mixable) with one another. Even though the amount of salt varies,
when put together they easily mix to form another homogenous solution.
________________________________________________________

In the blue solution, there may be some solid salt crystals at the bottom of the cup that did
________________________________________________________
not dissolve. Why does this happen? Even if a substance is soluble in a liquid, only a certain
amount can dissolve in a given volume. The maximum amount of solute that can dissolve
________________________________________________________
in a solvent is the saturation point. If a solution is saturated, that means no more solute
can go into the solvent. Any solute added after a solution is saturated will stay an
________________________________________________________
undissolved solid. Luckily, there are ways to increase the saturation point, like increasing
the temperature of the solvent. You can try it for yourself: can hot or cold water dissolve
________________________________________________________
more salt?
________________________________________________________

________________________________________________________
You can differentiate this activity for students of different grade levels by focusing on the
differentiation for younger or more advanced students

concepts outlined below.

________________________________________________________

getting started diVing deePer ________________________________________________________

For younger students, emphasize the For more advanced students,

________________________________________________________
following concepts: emphasize the following concepts:
• Mixtures—homogeneous and • Solubility, miscibility ________________________________________________________
heterogeneous • Saturation
• Measurements and instruments • Polarity ________________________________________________________
• Density • Solutes and the properties of their
solvent—freezing point depressions, ________________________________________________________
boiling point elevation
________________________________________________________

____________________________________________________

Fun Fact #2 ____________________________________________________

The Dead Sea, which is located in the Middle East, has a very
high concentration of salt. Its density is so great that anyone can ____________________________________________________
float, almost lie, in the water. The reason it has such a high
concentration of salts is because of its extremely low elevation— ____________________________________________________
salts and minerals flow into the Dead Sea, and then remain there
when the water evaporates. ____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

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 liquid rainbow Section PROPERTIES OF MATTER Topic DENSITY

elaborate  chemistry
Elaborate on your students’ new ideas and encourage them to apply them to different in action 
situations. The section below provides some alternative methods, modifications, and
Share the following real-world connections
extensions for this activity.
with your students to demonstrate how
• This activity can be tricky to perform if you do not have steady hands! A modification chemistry is all around us.
for younger students is to make a mini “graduated cylinder” using a few inches of a
clear straw stuck in some clay. You can add each sample into the “graduated cylinder”
real-world applications
carefully using an eyedropper and see if the solutions layer or mix, which will provide
clues to the densities. The density of ice is 0.92 g/mL and
the density of salt water in the ocean
• Students can calculate the density of each sample by measuring the mass on a scale is around 1.025 g/mL. This means
and volume in a graduated cylinder, then dividing the mass by the volume. Have them than an iceberg in the ocean is
make predictions based on their calculations before trying the experiment. slightly less dense than the seawater,
so it should float. Typically, 10% of an
• Conduct the experiment again but try different solutes dissolved in water, such as iceberg is visible above the water, and
sugar, baking soda, or Epsom salt. If you use an equal amount of water and add an the other 90% is hidden below the
equal amount of solute to each sample, what do you notice when you make your surface!
rainbow?

• Calculate saturation point by seeing how much salt you can put into a sample of water
until no more salt will dissolve. Record this as the grams of salt (mass of solute) that
dissolved per liter of water (volume of solvent). Try this out with other solutes (e.g.,
sugar), with water of different temperatures, or with different volumes of water. What
do you notice? How does each factor affect saturation point?

• Which is more soluble: salt or sugar? Ask students to pair up and get two equal cups
of water along with samples of salt and sugar. Add the salt to one cup and sugar to
When someone donates blood, it
the other, teaspoon by teaspoon, keeping track of how much is added and dissolved. needs to be separated into its
Which solute dissolves better? Will the samples have the same or different different components: plasma,
densities? white blood cells, and red blood
cells. Each of these substances
has a different medical use, and
also a different density. The blood
sample is placed in a centrifuge,
which spins the sample around
eValuate  very fast so that the denser liquids
quickly settle to the bottom. After
• Relate this experiment to what happens naturally in our oceans. The salinity (salt being centrifuged, the blood
concentration) of water in the ocean increases with depth. Why does this happen? What sample is layered with
does this mean for the plants and animals that live in either shallow or deep water? How red blood cells
have they adapted to this environment? How do ships stay afloat and divers sink down? (most dense)
on the bottom,
• Have students research bodies of water with high salinity (e.g., the Dead Sea, Great Salt white blood cells
Lake). How are they formed? If you went swimming in these bodies of water would you (middle density) in
float more or less? Why? the middle, and
plasma (least dense)
• Have students find foods in their home with salt content listed on the label (soup, canned on top.
vegetables, etc.). What foods did they find that have salt as a solute? What are some
other solutes in foods and drinks around their house?

• Water chemistry is important in an

careers in chemistry
aquarium. Scientists must achieve
the proper salinity of water (salt
concentration) so that the marine life
will live happily! Different marine
organisms can thrive with different
amounts of salt in their living space.

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 dancing raisins
Section ProPerties of matter Topic density
Estimated Time  Setup: 5 minutes; Procedure: 10 minutes

oVerView materials
Students will explore the concepts of density and solubility as they watch raisins “dance” in a For one setup:
glass of soda water or pop.
 Tall, clear glass or plastic cup

What makes the raisins “dance” or causes them to sink and float? In this activity, students  Clear soda (This can be soda
observe as bubbles form in a carbonated liquid. The bubbles cling to each raisin because water, pop, or any other
of its textured surface, lowering the density of the raisin and air bubbles together until the carbonated beverage; it should
raisin floats to the surface. As the bubbles pop and reform, the raisins “jump” and “dance” be cold for the experiment to
in the glass. work best.)
 Raisins

inquiry questions
Getting Started:
This activity is good for:
actiVity notes
 What causes an object to sink or float?
 Demonstrations
Learning More:  Small groups
 Where do the bubbles in a carbonated drink come from and where do they go?
 Large groups
Diving Deeper:
 Why are gases released from carbonated liquids at certain sites? Safety Tips & Reminders:
 Be sure to either give the seltzer time
to settle or to pour the seltzer into a
glass before starting the experiment
This activity covers the following content topics: density, carbonation, solubility, buoyancy and adding the raisins in slowly.
content toPics
Otherwise, when you drop the raisins
This activity can be extended to discuss: environmental science (weather, oceans), food in it will release a lot of gas and you
science, equilibrium might get sprayed!
 Even though this activity uses edible
food, there is no eating or drinking in
the lab.
This activity can be used to achieve the following Performance Expectations of the  Review the Safety First section in
ngss connections

Next Generation Science Standards: the Resource Guide for additional

 2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of information.
materials by their observable properties.
 5-PS1-3: Make observations and measurements to identify materials based on their
properties.
 MS-PS1-1: Develop models to describe the atomic composition of simple molecules
and extended structures.
Fun Fact #1
Most raisins you see are a
dark purple color. These are raisins
from red grapes. Raisins that are
yellow in color are produced from
green grapes.

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 dancing raisins Section PROPERTIES OF MATTER Topic DENSITY

engage  eXPlore 
Use the following ideas to engage your
students in learning about density:
Procedure:

 Have the raisin and soda pop mixture 1. Fill a glass with soda.
ready before class, and ask students
to either guess what is in it or explain 2. Drop a few raisins into the glass and turn on the music!
what is happening. 3. Observe what you see and draw or record your observations.
 Have one glass of water and one glass
of soda. Ask your students to predict
what will happen when the raisins are
dropped into each cup. Then drop the
raisins in and observe. Ask students
why the raisins behave differently in
the water and in the soda.
See more ideas for engagement in the
Density Background section! You can
also look at the Elaborate section of this
activity for other ideas to engage your
students.

Fun Fact #2
Soda water is often called
“seltzer.” The word seltzer
comes from the German town
Selters, which is known for its
mineral springs that were
originally found in the year 1000
CE! In 2014 the world’s oldest
bottle of corked Selters water
was found in the Baltic Sea. The
bottle is believed to be at least
200 years old!

notes 
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 dancing raisins Section PROPERTIES OF MATTER Topic DENSITY

data eXPlain 
collection
First review the Density Background section to gain a deeper understanding of the scientific
what’s happening in this activity?
& analysis 
Analyze and discuss the results principles behind this activity.
of this activity using the following
questions: In this activity, we explain how and why the raisins in the soda water “dance,” or move up and
down in the container. The moving raisins can be explained by a combination of carbonation
• Draw a picture of the bottle of and density. Carbonation is the process of adding carbon dioxide (CO2) to water. Carbon
soda pop before it is opened and dioxide is soluble (able to dissolve) in water. Once carbon dioxide is dissolved in water, it is
after it is opened. Make note of no longer a gas. Instead, it exists as dissolved carbonic acid, or H2CO3. However, as we learned
what sounds you hear and what in the Liquid Rainbow activity, there is still a limit to how much can dissolve. The amount that
changes are visible. can dissolve depends on a number of factors, including pressure.
• Look closely at each raisin. What
do you notice about the ones Increasing the pressure of a liquid increases the amount of gas that can be dissolved in it.
that are moving? The carbon dioxide stays in the water as carbonic acid because it is under high pressure in
a sealed bottle, and more gas can dissolve at a higher pressure. Once the bottle is opened,
• Describe the movement of the we observe the carbon dioxide released into the air, and hear a familiar hissing sound of
raisins when they are dropped in gas escaping. The pressure decreases when the bottle is opened, so less gas can stay
the soda pop. What forms on the dissolved in the same amount of liquid. The extra carbonic acid that the liquid can no longer
surface of the raisins? Where it hold forms back into carbon dioxide gas, creating bubbles and floating to the top of the
is coming from? Where does it bottle.
go? Explain using evidence.
Where do these carbon dioxide bubbles form in the liquid? Notice that most of the bubbles
form on the raisins and on the inside walls of the container, rather than being spread evenly
throughout the liquid. There are strong interactions (known as hydrogen bonds) between
water molecules, and forming a bubble is difficult because it requires disrupting those
notes  bonds, or interactions. A bubble is not likely to just form in the middle of a liquid, it needs
something to build on—think of it like a meeting place for carbon dioxide molecules. The
________________________________________________________ areas where the bubbles form are called nucleation sites. Nucleation sites are places where
there are microscopic imperfections (tiny flaws) in a material, such as scratches or dirt,
________________________________________________________ which allow gas particles to come together. Every place in the container where bubbles
form is a small imperfection, and a raisin’s bumpy surface holds tons of ideal nucleation
________________________________________________________ sites! This is why so many bubbles form on the raisins in the soda water. A raisin or an
imperfection was already disrupting the interactions between solute water molecules, so
________________________________________________________ it is easier for bubbles to form there.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________ Density is a measure of how compact a substance is. This means how much matter is in a
certain amount of volume, and it is represented by the formula Density = mass/Volume (or
________________________________________________________ D=m/V). When an object is placed in a liquid, it will sink if its density is greater than the density
of the liquid, and float if its density is less than the density of the liquid. A raisin drops to the
________________________________________________________ bottom of a glass of soda water because its density is greater than that of the soda.

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 dancing raisins Section PROPERTIES OF MATTER Topic DENSITY

eXPlain  continued elaborate 

Elaborate on your students’ new ideas and encourage them to apply them to different
The raisins are only able to rise to the top
situations. The section below provides some alternative methods, modifications, and
of the liquid once there are many bubbles
extensions for this activity.
of carbon dioxide on them. Gases usually
have a lower density than liquids or solids • If you don’t have cold carbonated liquids, you can fill a glass halfway with water
because the particles in a gas are more and then add one tablespoon of baking soda. Stir until it dissolves completely. Add
spread out. As the bubbles form on the vinegar to fill the cup and add in raisins. This is similar to the reaction in the
raisins, the volume is rapidly increasing Exploding Bags activity. As the reaction slows down, add more of the reactants
for each raisin since the bubbles take up (baking soda and vinegar) to start it back up! Note that the chemistry behind this is
space. But the mass is not increasing slightly different, because the bubbles are being created by a chemical reaction
much because the gas bubbles have low rather than an equilibrium reaction with a dissolved gas.
mass. From our formula for density, we
know that if the volume increases more • Try replacing the soda pop or the raisins with different liquids and solids. What
than the mass increases, the density will happens when the liquid has a different level of carbonation, or when it has no
decrease. Eventually, the density carbonation? Do you see the same thing happen? What about if you use M&Ms®,
decreases enough that the raisin and pennies, or grapes instead of raisins? Why might they not behave the same way?
attached bubbles rise to the top of the
liquid. Once the raisin reaches the • Ask students to make predictions for what would happen if the raisins were
surface, the carbon dioxide bubbles pop flattened, or if many of them were squished together. What predictions can we
and the gas is released into the air. make? What works better, smaller or larger raisins? Test it out and see!
Without the gas, the raisin once again has
its original density and sinks back to the • Try the experiment again but this time put a lid on the bottle or cup after a few
minutes. What effect might this have and why?
bottom.
• Try the experiment with samples of soda pop at different temperatures: cold, room
temperature, and warm. What do you notice? Why might this happen? How does
differentiation for temperature affect the amount of gas dissolved in a liquid? Check out the two
younger or more Activity Guide experiments Balloon in a Bottle and The Great Escape to better
understand what is happening.
You can differentiate this activity for
advanced students

students of different grade levels by • This activity works best with raisins that are old and dried out. Why might that be
focusing on the concepts outlined below. the case?

• Connect to the Fountain of Soda Pop activity! Explore nucleation sites further by
getting started doing this activity with your students.

For younger students, emphasize

the following concepts:
• Density—different substances
have different masses and
volumes, giving them
characteristic properties, like
density
• Carbonation and solubility—gases
can be dissolved in liquids

diVing deePer
For more advanced students,
emphasize the following concepts:
• Solubility
• Buoyancy
• Equilibrium—CO2 can dissolve
in water via the following
equilibrium reaction:
CO2(g) + H2O(l) ⇋ H2CO3(aq)

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 dancing raisins Section PROPERTIES OF MATTER Topic DENSITY

chemistry in action  eValuate 

Share the following real-world connections with your students to demonstrate how chemistry • Have students explain the steps
is all around us. in this activity and why the raisins
behaved in a certain way at the
start, middle, and end of the
experiment. See if they can use
real-world applications
new vocabulary, such as density,
The same concepts of density, The ocean naturally absorbs buoyancy, sink, float, volume,
displacement, and buoyancy can be
about one-fourth of the mass, and more!
observed when young children wear
atmospheric carbon dioxide
“floaties” in pools. The air in the
floaties increases the overall volume humans produce each • What connections can students
make to the world around them?
of the child, so that year, which is converted Ask groups of students to make a
the child weighs
into carbonic acid when drawing or comic strip to show
less than the
water displaced. dissolved. The concentration these concepts in the real world.
As a result, the of carbonic acid in the oceans Some examples could be a child
using floaties in a pool, or inflating
child floats more is increasing because of
easily in water. balloons with helium. What other
increased atmospheric examples can they think of?
carbon dioxide in the
atmosphere. The increase • Ask students to try this activity
again at home with a variety of
Water contains dissolved oxygen from in ocean acidity has many different liquids and solids. Create
which fish and other aquatic animals negative consequences for a worksheet where they can write
extract the oxygen they need as the sea life, such as inhibiting their observations before, during,
water flows past their gills. Humans corals from establishing reefs and after the experiment. Which
lack the ability to breathe underwater objects “danced” the fastest?
and dissolving animal shells.
and have developed oxygen tanks to Slowest? Why might that be?
allow them to stay underwater for long
periods. People are able to breathe
underwater by using pressurized gas
tanks that provide oxygen for divers to
breathe.

careers in chemistry
• Food scientists need to understand carbonation of drink products. While mineral water
naturally has carbonation, drinks such as tonic water and seltzer water have the
carbonation added artificially. Food chemists determine how much carbonic acid to add
to the water in order to achieve their desired product.

• Ships and submarines use ballasts filled with air to help them sink or float as needed.
Ship captains will order for the ballast to be opened to allow water in when they need to
sink below the surface, and open a compressed air valve that pushes air into the ballast
(and water out) when they need to reach the surface again.

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