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Lesson Title: What Floats Your Boat?

Key standard(s): Classify and compare substances on the basis of characteristic

physical properties that can be demonstrated or measured; for example, density,
thermal or electrical conductivity, solubility, magnetic properties, melting and boiling
points, and know that these properties are independent of the amount of the sample.

Grade Level: 8

Integration: Students will solve real-world and mathematical problems involving area,
volume and surface area of 2 – and 3-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms. Students will engineer solutions to the
given problem using gained scientific content knowledge as application of mathematical
skills

Writer(s): Stan Kosmoski

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Teacher Planning:

Advanced Prep /Time Materials List

Copy all materials: Day 1

1. Stations Data Collection Sheet Engage
2. Article: Ships and Boats  Pictures of boats
3. Directed note taking worksheet Explore (Stations)
4. Station Instruction Cards  Distilled water
5. Proposal sheet  4 small tubs (Halloween candy or
6. Rubric Easter basket size)
7. Density Calculations  Station Instruction Cards
8. Project Assignment Paper  One can regular Coke
 One can Diet Coke
Wrap candy bars to be used in plastic wrap.  1 roll plastic wrap
Use only enough wrap to make bar water  “Fun Size” (large) candy bars
proof.  “Bite Size” (small) candy bars
 2 identical sets of Density cubes
Tubs used in Explore can be used in Elaborate  1 roll of aluminum foil
to test boats.  medium sized plastic cups
Insure that you have a sufficient amount of  1 box of raisins
pennies for the boat challenge (approximately  carbonated beverage
40 per tub).  1000 ml graduated cylinder
 ping pong ball
Station set-up  rubbing alcohol
Tubs are filled between ½ and ¾ with water  vegetable oil
containing:  dish soap
 plastic beads
1. one can regular Coke, and one can of  soda cap
diet Coke.  cherry tomato
2. One “Fun Size” (large) candy bar, and
 100% maple syrup
one “Bite Size” (small) candy bar. They
 popcorn kernels
should be wrapped in as little plastic wrap
as possible (to insure being water-  honey
proofed). They should be the same candy  corn syrup
bar brand.  bolt
3. 2-3 density cubes. Selection should be  die
cubes of same size and include one that  one scale or balance per group
is plastic and one that is metal.  one graduated cylinder per group
4. 2-3 density cubes. Selection should be  one ruler (metric) per group
cubes of same size and include one that  one calculator
is wood and one that is metal.  paper towels
5. Medium size plastic cups filled 2/3 with a
carbonated, clear beverage and 2 raisins. Day 2
6. A 1000 mL (or smaller if convenient) Explain:
graduated cylinder filled with
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a. ping pong ball  Article: Ships and Boats

b. rubbing alcohol  Directed note taking worksheet
c. vegetable oil
d. dish soap Engineer/Evaluate
e. plastic beads  Aluminum foil sheet
f. soda cap  Proposal sheet
g. cherry tomato  Rubric
h. 100% maple syrup  Density Calculations
i. popcorn kernels  Project Assignment Paper
j. honey
 Scissors
k. corn syrup
 Metric ruler
l. bolt
m. die  Balance/scale Pennies
Allow these to settle at least 24 hours  Calculators.
before using in the station.

Approximate time to complete Two -Three 50-minute classes

entire lesson.
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Math Content (MAFS)

Know Understand Do
Standard in Mathematics Learning Goal(s) Evidence of Learning

MAFS Math Content (The specific content taken from (How will students demonstrate
the standard(s) that students will their understanding of the
be expected to understand by Learning Goal(s))
the end of the lesson)

Know the formulas for the volumes The students will understand: The students will:
of cones, cylinders, and spheres
and use them to solve real-world How to use metric Know and use the formulas to
and mathematical problems. measurement and determine the volume and
appropriate math skills to density of variously shaped
Using a calculator, apply the determine density. objects.
formula to find the volume of three-
dimensional shapes (i.e., cubes,
spheres and cylinders).

Math Practice(s) (SMP)

Know Understand Do
Standard for Mathematical Content Connection Evidence of Learning
Practice
(How the students will engage in (How students will demonstrate
SMP the Math Practice) the Math Practice)

Use appropriate tools The students will understand: The students will:
strategically.
How to use appropriate tools Use appropriate tools with
Attend to precision. with accuracy and precision. accuracy and precision to
determine volume and
The equation for the volume of density.
a cylinder is:
V = πr2h
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Science Content (NGSSS)

Know Understand Do
Standard in Science Learning Goal(s) Evidence of Learning

Science NGSSS Content (The specific content taken (How will students demonstrate
from the standard(s) that their understanding of the
students will be expected to Learning Goal(s))
understand by the end of the
lesson)

Classify and compare substances The student will understand: The students will:
on the basis of characteristic
physical properties that can be Each material has a unique Characterize items based
demonstrated or measured; for set of physical properties, upon their density compared
example, density.
such as density, and the to water.
properties are the same
The student will know:
regardless of the sample Measure the physical
size. properties of various
All matter has certain physical
materials to determine their
properties that can be used to
That the density of an object density.
classify or distinguish
when compared to the
materials from one another.
density of a liquid, such as Define Density and
water, will determine if the buoyancy.
Density is the amount of
object will float on the liquid.
matter (mass) in a given space
Use the formulas for volume
(volume).
How to calculate density. and density to predict
whether an object will sink or
Buoyancy is the upward force
float.
on an object that has
displaced water.

Items that have a greater

density than water (1.0 g/cm3
sink. Items that have a lesser
density than water float.
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Engineering Practice(s)
Know Understand Do
Engineering Practice Content Connection Evidence of Learning

(How the students will engage in (How students will demonstrate

the Engineering Practice) the Engineering Practice)

The student will know: The students will understand: The students will:

Models represent scientific How to use data to construct Design and construct, a
concepts that we cannot see a model. physical model to
in a classroom setting. demonstrate the concept that
objects with a lesser density
will float on a liquid of a higher
density.

Prior Knowledge – What content knowledge should students have for this
lesson?
Math Solve real-world and mathematical problems involving area, volume and surface
area of two- and three-dimensional objects composed of triangles, quadrilaterals,
polygons, cubes, and right prisms.
Science Differentiate between weight and mass recognizing that weight is the amount of
gravitational pull on an object and is distinct from, though proportional to, mass.
Measure and compare objects and materials based on their physical properties
including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to
magnets.

Informal Formative Assessment Opportunities – When and how students

will be informally assessed throughout the duration of the lesson.
Math Questioning and discussion. Use of math formulas and calculators during stations.

Science Compiling data on lab sheets. Questioning and discussion.

Feedback to Students – When and how students will receive feedback of their
progress towards the learning goal throughout the duration of the lesson.
Math Referencing formulas on lab sheet and station cards. Assisting with calculator use
as needed.
Science Compiling data from group to analyze results from the various stations, as well as
from using the text to answer the essential question.
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Summative Assessment – How students will demonstrate their evidence of

learning, as well as engagement in the SMP/Engineering practice(s).
Math Successfully using the correct formulas and math skills to correctly determine
density numbers for the finished project.

Science Final paper and completed model show a direct correlation between lower density
and ability to float.

Vocabulary
Mathematics Vocabulary Science Vocabulary Engineering Vocabulary
Volume, cylinder physical property, density, None specific
buoyancy, matter, mass,
volume

Essential Question(s):
How/Why do boats float? How can density be used to determine if an object will float in a given
liquid? How can volume and mass of an object be used to determine the density of the object?

STEM Career Connections:

Naval architect, maritime engineer, oceanographic engineer

Suggested Technology:
Computer, projector, tablet or smartphone.

Sequencing Calendar:
Day 1 Day 2
Science Engage: Continue Explain:
Photos of boats; introduction of Review text as it applies to essential
essential question. question
Explore: Engineering Challenge
Stations; determining density
Begin Explain:
Distribution of Taxt
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Engineering Design:
Problem/Challenge:

Design a boat, made from a specified size of aluminum foil, that will float in a
tub/bucket of water when a cargo of 5 or more pennies are added. Design must be
backed by mathematical data, in the form of density calculations, that clearly
demonstrate that lower density objects will float on a liquid of higher density.

How will proposals be submitted?

Students will submit a physical model, accompanied by an informational paper, which

will include mathematical proof that the model is less dense than the water (liquid) it is
placed on. The paper should explain the model in reference to the essential question.

Request for Proposals.

(Full Word copy available in attachments)

From the Office of the U.S. Navy

Project Proposal: Cargo Boat Design

Background
The U.S. Navy is seeking designs for a new generation of cargo ships. You are to
create a design out of a piece of aluminum foil that measures 12 x 24 inches and can
remain afloat carrying a minimum of 5 pennies. The more pennies your craft can carry
and still float will enhance your bid (score).
Objectives
 Clearly show, using the appropriate math, how your design has a smaller density
than the water it is floating on (1 g/cm3).
 Clearly show your design floating with at least 5 pennies inside the hull

Scope and Format

Project will be a physical model. The model will be accompanied by a paper (see
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Problem/Challenge:
attached form) that includes a picture of the model floating with at least 5 pennies
contained in the hull and completed math to show density of the boat compared to
water.
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Accommodations:
o Place a strong student in math in each group.
o Place a strong reader in each group.
o Provide the necessary equations and model the math.
o Allow additional time as needed.

Engage:
- Ask leading questions as students are looking at the pictures of boats
- Have students utilize compare and contrast.
Explore:
- Place each station under an Elmo (or similar projector) or videotape the
stations for ease of visualizing the analysis discussion.
Explain:
- Only provide the necessary part of the text. Ideally use the first 12 paragraphs,
but this can be edited down if needed.
- Read the text to the students. Discuss what they underline and circle with
them. Explain difficult vocabulary and concepts.
Evaluate:
- Scaffold the final design paper. Provide some examples that you have made.

References

Text Reference(s): Article: Ships and boats by Chris Woodford.

Electronic References Woodford, Chris. (2012/2017) Ships and boats.

(web sites, Gizmo, other, paste Retrieved from EXPLAINTHATSTUFF!. Accessed April
hyper-links or URLs here)
28, 2017.

Electronic Attachments None

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Rights to Materials All photos, not specifically credited, were downloaded

from Photos Public Domain
Accessed April 20, 2017

Ships and Boats article. As stated on the parent website,

explainthatstuff.com, “If you are teacher or professional
educator, you are most welcome to print and circulate
copies of our articles as handouts or other teaching
materials for classes within your own school. You do not
need to ask permission, but please kindly credit this
website as your source. We consider this a fair use—and
something we would warmly endorse and encourage.”
To credit use:
Woodford, Chris. (2012/2018) Ships and boats.
Retrieved from http://www.explainthatstuff.com/how-
ships-work.html. [Accessed April 27, 2017]
Student worksheet, Directed Note Taking, From the
Office of the U.S. Navy,
Density Calculations, Cargo Boat Design Submission,
Boat Design Rubric created by the author.
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Daily Lesson Overview

Summary:
Students will be able to understand the concept of density as a physical property that is
independent of the size of the sample, and how the shape of a dense material uses
enclosed air, a less dense material, to affect the overall density of the complete object
to allow the object to float on water.
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Day 1: Objective and Students will collect data from observations, activities,
Cognitive Complexity and texts to draw conclusions to formulate a reason why
boats float, despite being constructed of materials that
would appear to have too much mass to do so.
Students will develop a working definition of density and
calculate and compare the densities of various materials
in the shape of quadrilaterals, cubes, and cylinders.
Complexity: high
Essential Question(s) Why do boats float? How does a physical property, such
as density, factor into the ability to float?
Materials Pictures of boats (you may obtain by performing an
internet search for “boats” then click images on the top
header or display pictures of your own choosing.)
(Stations) Distilled or tap water (approx. 6 gallons), 6
small tubs (Halloween candy or Easter basket size),
station instruction cards, 1 can regular Coke, 1 can Diet
Coke, 1 roll plastic wrap, “Fun Size” (large) candy bars
and “Bite Size” (small) candy bars (same candy, such as
Milky Way or 3 Musketeers), 2 identical sets of Density
cubes, 1 roll of aluminum foil, 1 box of raisins,
carbonated beverage, 1000 ml graduated cylinder (or
smaller if preferred), ping pong ball, rubbing alcohol,
vegetable oil, dish soap, beads, soda cap, cherry
tomato, 100% maple syrup popcorn kernels, honey, corn
syrup, bolt, die.
For each station (optional):
one scale or balance
one graduated cylinder
one ruler (metric)
calculator
Pacing Engage: 5 minutes,
Explore (Stations) 45 minutes,
Explain (Introduce text and homework) 5 minutes.
Student Grouping Groups of 4 students (ideally).

Collaborative Structure(s) Students offer thoughts, explanations, observations, and

opinions in turn with limited discussion
Specific Reading Following Directions on Lab Report
Strategies
Connections to Science Classify and compare substances on the basis of
Content and/or characteristic physical properties that can be
Engineering Practices demonstrated or measured; for example, density,
thermal electrical conductivity, solubility, magnetic
properties, melting and boiling points, and know that
these properties are independent of the amount of the
sample.
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The teacher will: The Students will:

Engage:

Optional: You may begin with the Pick up an index card as they enter the
question, “What does the term - density room.
mean when I apply it to the
characteristics of an object?” A quick Students will answer the question and
glance at the responses will inform you if pass the cards back to the teachers.
a bit of instruction of the concept is
necessary prior to starting.
Students will observe, take notes, and
If one is needed, obtaining a set of pass the density cubes while examining
density cubes from your Subject Area the differences between them.
Leader will provide hands-on materials for
use in a mini-lesson on density. Explain: Students will enter room, picking up a
a. What density represents copy of the lab sheet, and be allowed to
b. Have them pass around and comment among themselves on the
compare the cubes. projected pictures of boats.
c. Introduce the formula.
Students will comment on the posed
Teacher will have picture of various boats question, beginning with student in left
projected on front board as students enter front corner of each group and rotating
room. Allow students to view the pictures clockwise. When commenting, only one
and comment naturally. student speaks at a time with no other
student commenting or challenging.
Seat students in groups of 3 or 4 for best
effectiveness. Instruct students to not
touch the lab materials on their tables Students will write the best explanation in
until told to do so. the top box of the lab sheet.

When students are seated, teacher will

pose the following question: Students will listen.
Why do boats float?
Students will listen and take notes as
Allow up to 1 minute of student appropriate.
comments.
Students would complete the answer on an
Tell students to write the most likely index card and turn in at the beginning of the
explanation they heard in the top box of period.
the lab sheet.
Students will ask questions to clarify
Tell students that this is the essential instructions.
question of the day – Students will begin rotation, starting at the
How (or why) do boats float? station where they are seated. At each
station, students will observe what is
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The teacher will: The Students will:

Time mark – 10 minutes happening in the tub/bucket and record
their observations on the lab sheet.

Explore Students will determine the density of the

Instruct students on procedures for objects in the tub/bucket at each station,
the activity: using the formula Density = Mass ÷
 There are 6 stations, and at each Volume.
station there is a small tub (or
bucket) which has a number of Students will rotate to the next station in a
items in it. clockwise direction, in 5 minute intervals.
 At some stations there are also
additional copies of the items on Students will share answers to prompts
the table that are not wet. regarding data collected at each station
 There is also a ruler and a scale by raising hands and being called on in
(balance) at each station. turn.

1. When starting a station, students Students will read the text for homework
should observe what is happening
in the tub/bucket and record their Article found at EXPLAINTHATSTUFF!
observations on the lab sheet.
(You might wish to focus their
attention on what is floating, how
high in the water it is floating, and
what the objects appear to be
constructed of.)
2. Students should then calculate
the density of each object in the
tub/bucket. (The formula is on the
lab sheet.)

3. Remind students that working in

cooperation will insure they
complete each task. They will
have only 5 minutes at each
station. (In order to complete the
station in time, a suggestion would
be for one student to gather mass
numbers in grams, one should
measure volume in cm, and the
third should do the calculations.
They can rotate the 4th person into
each task to allow time for
recording observations.)
4. Ask if there are any questions.
5. Begin rotation.
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The teacher will: The Students will:

6. Rotate teams every 5 minutes
adjusting time as needed.

Time mark – 45 minutes

The final few minutes can be used in a

variety of ways, depending on your
choice and the needs of the students.
 You might use this simply as a
wrap-up to have students share
out patterns they have witnessed
or noticed in the stations. The
sharing may also be an opportunity
to fill in a prepared density table on
your front board, which will allow
any groups that struggled with the
time to complete their data.
 You may choose to introduce the
article, Ships and Boats
EXPLAINTHATSTUFF! , to provide
some insight into how and why
boats float. The essential parts of
the article are the first 3 pages,
paragraphs 1-12. You may read in
class (if time allows), read partly in
class and assign the rest for
homework, or assign all for
homework.

Time mark – 50 minutes

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Day 2:
Objective and Cognitive Students will review complex text and determine
Complexity information in support of an answer to their essential
question. Students will apply that understanding of
buoyancy to the design and construction of a boat that
will carry a designated cargo (mass). Students will
compute the overall density of their boat design.
Essential Question(s) Why do boats float? How does a physical property, such
as density, factor into the ability to float?
Materials Text – Ships and Boats, Aluminum foil sheet, Proposal
sheet, Rubric, Density Rules, Project Assignment
Paper, scissors, ruler, balance/scale, pennies,
calculators.
Pacing Explain (Introduce text 10 minutes, Explore
(engineering) 40 minutes.
Student Grouping Groups of 4 students (ideally).

Collaborative Structure(s) Students offer thoughts, explanations, observations, and

opinions in turn with limited discussion. Students will
work together during design planning.
Specific Reading Reading complex text.
Strategies
Connections to Science Classify and compare substances on the basis of
Content and/or characteristic physical properties that can be
Engineering Practices demonstrated or measured; for example, density,
thermal electrical conductivity, solubility, magnetic
properties, melting and boiling points, and know that
these properties are independent of the amount of the
sample.

The teacher will: The Students will:

Engage: Students will enter room, picking up a
Teacher will again have the pictures of copy of the text – Ships and Boats (if
various boats projected on front board as necessary), and be allowed to comment
students enter room. There should again among themselves on the projected
be no posted question, allowing students pictures of boats.
to view the pictures and comment
naturally. Students will read along with person
reading the article aloud. Students will
Again, seat students in groups of 3 or 4 highlight parts they believe will help in
for best effectiveness. Instruct students answering the essential question, and
to not touch the lab materials on their underline any words, phrases, and/or
tables until told to do so. sentences that they do not understand.
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The teacher will: The Students will:

Students will share what they have
When students are seated and class underlined and highlighted in the text.
begins, teacher will pose the following
question: Students will share their thoughts on text
Why do boats float? that will help to answer the essential
question by raising their hands and being
Explain: called on in turn.
1. Read the article, or lead them in Students will then complete the Directed
reading the article, highlighting Note Taking Sheet, noting passages from
parts they believe will help in the text that address the essential
answering the essential question, question and assist in proving an
and underlining any words, explanation.
phrases, and/or sentences that
they are unsure of understanding. Groups will share their discussion with
2. Have them share with their the teacher by raising hands and being
groups underlined words/phrases called in turn.
and clarify for them. Review
related vocabulary: buoyancy, Students will then make any additions to
density, mass weight, volume. the Directed Note Taking Sheet, noting
passages from the text that address the
3. Have them share highlighted essential question and assist in proving
sections to address the answer to an explanation.
the essential question.)
4. Instruct students to use the Students will receive materials.
directed note taking sheet to
note information that answers Students will listen.
the question “Why do boats
float.?” Students will ask questions for
clarification.
Time mark : 20 minutes
Students will begin to design and test
their boats. Testing should take place as
Introduce the engineering project. they design. Students may discuss and
collaborate on solution ideas, but each
Distribute the RfP (Request for student is responsible for the design,
Proposal) packets from the U.S. Navy. construction, testing, and math related to
This will include: an individual boat.
 Aluminum foil sheet
 RfP sheet
 Rubric
 Density Rules
 Project Assignment Paper
 White paper
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The teacher will: The Students will:

Read through the assignment,
explaining the requirements as well as
the grading policies (on the
accompanying rubric), the required math
to be submitted, and the model project
assignment paper.

You may wish to review the required

math in greater detail, or, if you feel the
students are comfortable with the
required math, simply point it is included
in the packet.

Allow time for students to ask

questions.

Allow the remaining time for

experimentation, design, and math
application.

Project may be completed out of class,

due on the date provided.

Time mark – 50 minutes

Teacher has several options for the

completion of the project.
1. Upon release, the project may be
fully assigned to be completed at
home.
2. Teacher may allow 10 minutes at
the conclusion of the next few
periods for students to test and/or
do calculations for their craft. This
allows for students to use
materials, such as the tub/bucket,
scale/balance, ruler, and pennies,
that might not be readily available
at home. It also allows for a
designated time for questions.
3. Teacher may create a single follow
up class to address questions and
issues. (Optional Day 3)
4. Teacher may request submission
of the actual boat in lieu of a photo,
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The teacher will: The Students will:

both the photo, showing penny
cargo and the physical boat, or just
the photo. The rubric is written for
photo submission only but can be
easily adjusted for any of the
above combinations.

Assessment options:
While the final question on the student
worksheet, “Why will your design work?”
should include the concept of density as it
applies to their design and the water used
to float their vessel, you may need to
emphasize that point during instructions.

If time allows you may wish to have in-

class presentations where each student
explains their design concept, trial results,
modifications made, and how this applies
to the characteristic property of density.
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Name: _____________________________________ Period: ________

How do boats float?

Directions:
1) Write what you observe.
2) Measure the density of each object in the water. (Note: at some stations, a dry
sample of the item may be available so you will not need to remove the item in
the water. Also, for ‘packaged’ items, measure the package and round to the
nearest .1g and nearest .1cm.

Station Observations Density Calculations: D=Mass/Volume

SODA

CANDY BARS
You can’t measure precise density here
but what inferences can you make?

RAISINS/SODA
You can’t measure precise density here
but what inferences can you make?

LIQUIDS
 22

Station Observations Density Calculations: D=Mass/Volume

METAL/WOOD
CUBES

METAL/PLASTIC
CUBES
 23

At this station, you will:

 Look closely at the items in the tub
 Record your observations on the lab
sheet. Be sure to note
o what is floating,
o how high in the water it is floating,
o and what the objects appear to be
constructed of
 Determine the density of the items in
the tub.
 24

Note : Volume of a cylinder is: V = πr2h

Directed Note Taking Directions:

Record notes that answer the question:

Why do boats float?
Note the paragraph number then the important fact.
Summarize your answer to the question

Ships and boats by Chris Woodford

Retrieved from EXPLAINTHATSTUFF!

Paragraph Notes
Number

# Notes:

# Notes:

# Notes:

# Notes:

# Notes:

# Notes:

# Notes:

# Notes:

# Notes:
 25

Summary:

From the Office of the U.S. Navy

Project Proposal: Cargo Boat Design

Background
The U.S. Navy is seeking designs for a new generation of cargo ships. You are to
create a design out of a piece of aluminum foil that measures 12 x 24 inches and can
remain afloat carrying a minimum of 5 pennies. The more pennies your craft can carry
and still float will enhance your bid (score).

Objectives
 Clearly show, using the appropriate math, how your design has a smaller density
than the water it is floating on (1 g/cm3).
 Clearly show your design floating with at least 5 pennies inside the hull
 Clearly show all design changes over the time of your project.

Scope and Format

Project will be a physical model. The model will be accompanied by a paper (see
attached form) that includes a picture of the model floating with at least 5 pennies
contained in the hull and completed math to show density of the boat compared to
water.

Timeframe
Description of Work Due Date
Project Submission of aluminum foil model with
Submission appropriate paperwork.

Project Budget (Grading Requirements)

See Rubric for greater detail
Description of Work Anticipated Points
Problem Model satisfactorily addresses the 25
essential question
Research Math correctly displays density of the 25
model and clearly shows that it will float.
 26

Accessibility Paper can be easily interpreted and 25

understood.
Grammar/Spelling Correct grammar and spelling 25
Total 100 points

Approval Signature

________________________________________

Density Calculations

What determines whether an object floats or sinks? It is the density (mass per unit of
volume) of the object compared to the density of the liquid. If the object is denser than
the fluid, it will sink. If the object is less dense than the fluid, it will float. So, how do you
determine, using math, if your “boat” will float?

Equation 1:

The ship floats because its density is less than the density of water. But when cargo or
other weight is added to the ship, its density is now defined by Equation 2 below.

Equation 2:

If too much cargo or weight is added to the ship, the density of the ship becomes
greater than the density of water, and the ship sinks. Extra cargo would need to be
thrown overboard in a hurry or it is time to abandon ship!

Find the volume of the boat by filling the boat with either water (or if you prefer not to
worry about getting all the water out when you go to add pennies to the “cargo”,
because any added water will add mass, use sand), then measure the volume of the
added water (sand) in a graduated cylinder.

Finding the mass is easy – put the aluminum foil (the hull) or the pennies on the
balance/scale and mass them. To find the mass of the air, take the volume of the boat
and multiply it by .001225 g.
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Cargo Boat Design Submission

Name: ___________________________ Period: __________

Materials Used: ____________________

Number of Pennies in Cargo: ________

Please provide a picture of your design carrying at least the minimum cargo of 5
pennies.

Picture of your boat:

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Density Calculations for Your Boat

In order for your model to be

approved, it must meet Federal
regulations and have a density
that is less than the density of water,
which is 1 g/cm3.

Why will your design work?

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 29

Boat Design Rubric

Developing Accomplished Exemplary

Documentation The provided Provides a Provides a
picture does not picture indicating picture clearly
clearly show the the structure of indicating the
structure of the the boat, the structure of the
boat, the number number of boat, the number
of pennies in the pennies in the of pennies in the
cargo, or cargo, and cargo, and
ascertain that implies that the ascertains that
the boat is boat is floating. the boat is
floating. floating.
Math Density Density Density
calculations for calculations for calculations for
the boat meet 1 the boat meet 2 the boat are
of the 3 criteria of the 3 criteria clear, complete,
of clear, of clear, and correct.
complete, and complete, and
correct. correct.
Understanding Reason given Reason given Provides a
does not indicate indicates an concise reason
an understanding of as to why this
understanding of density, as it design will work
density as it relates to demonstrating a
relates to buoyancy, but is solid
buoyancy. not clearly understanding of
stated. the concept of
density.