Exploring properties of matter with submersibles

This inquiry-based learning activity allows students to explore the relationships between mass, volume, density, and buoyancy as they manipulate various materials to construct a submersible “vehicle” for deep-sea research.

A lesson plan for grades 8–12 Science

By Miriam Sutton

Learn more

• Online Expeditions Allows students to follow along with actual deep-sea expeditions
• Vessels Describes various forms of vessels used by oceanographers in their work
• Subs All about submersibles

Related pages

• Submarines: Using mass, volume and density to create a working submarine: The students will design a submarine that will float, subsurface, sink, and return once again to the water's surface by external manipulation of the submarine outside of an aquarium. In order to accomplish this, the students will use not only the concepts of mass, volume, and density but will also integrate buoyancy and ballast in their submarine design.
• Does it float? Exploring density: Density is a property of matter that requires abstract understanding from your students. This lesson plan is a hands-on lab for exploring the concepts of mass, volume, density, and their relationship. This lab achieves several 8th grade science objectives and incorporates mathematical objectives as well. The lab can easily be used as an introductory lab for the year, thus covering not only the content objectives, but also procedures for completing labs throughout the course of the year.
• Float, sink, flink!: In this lesson, students will learn to make things flink, meaning they neither float to the top nor sink to the bottom of a fluid. They will discover that whether an object floats or sinks depends not only on the properties of the object itself, but also on the properties of the fluid (either gas or liquid) in which it is situated.

Related topics

• Learn more about buoyancy, cooperative learning, density, environmental science, labs, mass, matter, measurement, physics, science, submersibles, volume, and water.

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Learning outcomes

Students will:

• Collaborate in teams to measure mass and volume of common objects and use these measurements to calculate the density of each object.
• Record, graph, and analyze their measurements to determine the influence mass, volume, and density have on buoyancy.
• Apply math and analysis skills to design and construct a submersible object to explore, and possibly achieve, neutral buoyancy.

Teacher planning

Time required for lesson

1–2 days

Materials/resources

Each group will need the following experimental materials:

• one triple beam balance
• one ruler
• two or three graduated cylinders (fifty milliliters, one hundred milliliters, five hundred milliliters)
• one large plastic (or glass) aquarium-style container (for teacher use during submersible testing)

Materials for submersible construction are listed in the resource, “Come On Down!” from the NOAA Ocean Explorer website. Select materials from the list that will be most conducive to the learning levels of your students.

Technology resources

A computer lab with internet access

Pre-activities

Students should be confident with measurement skills used to determine the mass, volume, and density of various objects.

Students may also benefit from the completion of a WebQuest exploration of Research Vessels and Submersibles used in deep-sea exploration.

Activities

Introduction

1. Begin class with a discussion or internet review of the use of submersibles, like ALVIN, in deep-sea research. Here are some additional “Questions to Ponder” with the students:
   • How do scientists “sink” or “float” ALVIN?
   • What makes an object sink or float?
2. Define terms students may not be familiar with, including submerse, immerse, and buoyancy (positive, negative, and neutral).
3. Describe today’s activity and assign four or five students to each “design” team.

Measuring Mass and Volume

Distribute a “Floaters and Sinkers Data Table and Graph” to each student and review these directions using sample materials to demonstrate:

1. Organize each object and place an identifying name for each object on the data table.
2. Review each object and share your predictions with other members of your team.
3. Measure the mass (using the triple beam balance) and the volume (using the graduated cylinder or the ruler) of each object and record each measure in the appropriate column on your data table.
4. Note on your data table whether each object was a “floater” or a “sinker.”
5. Calculate the density of each object using the formula, D=^m/_v and record your result on the data table.
6. Record any observations you noted during the measurement of each object in the final column on your data table.

Graphing the Floaters and Sinkers

1. Student proficiency in graphing skills should dictate the amount of direction provided during this graphing section. (It is helpful to have students draw a “Y=X” line once they have completed steps 1–3 below.) Completed graphs should include the following:
   • X-axis labled as “Mass”
   • Y-axis labeled as “Volume”
   • Appropriate axis intervals, based on the numerical range of the data
   • All data points correctly plotted using the intersecting point for each X/Y coordinate
2. Analyzing the Data
   • Students should observe that objects identified as “floaters” are graphed above the Y=X line and objects identified as “sinkers” are graphed below the Y=X line.
   • Students should refer to their data table and graph to design their submersible on paper. Each student may submit a design for their team to select for the Construction Phase.

(This section may end day one of this two day activity, depending on the number of objects measured and graphed.)

Constructing a Submersible Vehicle

1. Students should calculate the overall density of their design to assist their team in selecting an appropriate design to construct for testing.
2. Provide students with the majority of the class to construct their submersible. Encourage students to “do the math first” before allowing them to test their submersible in a tank of water.

For a fun competitive twist to this activity, advise the “design” teams that they are competing for a new government contract for a submersible vehicle. Award a prize to the first (or most successful) team during each class.

Assessment

Objective Assessment:

1. Accuracy in Measurement Techniques
2. Accuracy in the completion of the Data Table and Graph

Subjective Assessment:

1. Active participation within the “Design” team
2. Appropriate attempts to achieve neutral buoyancy
3. Demonstration of analysis skills in developing a mathematically sound prototype

Supplemental information

Comments

Recommendation: limit the number of objects measured and used for submersible construction based on student learning levels. My first attempt at this lesson (in a sixty-five minute class) included five or six objects.

If available, the NOAA CD-ROM also provides an excellent resource, though all the information it contains can be found from the NOAA website given suitable effort.