Citation
Ship Design and the Displacement of Water

Material Information

Title:
Ship Design and the Displacement of Water
Series Title:
Science Lesson Plans and Teacher Resources for Panama and Canal-related Stereographs
Creator:
Grant, Claudia ( Author, Primary )
Hoffman, Robert ( Author, Primary )
Madden, Jill ( Author, Primary )
Copyright Date:
2014

Learning Resource Information

Aggregation Level:
Level 3 - a course, or set of lesson plans
Interactivity Type:
Mixed
Interactivity Level:
High
Intended User Roles:
Teacher

Subjects

Subjects / Keywords:
Fossils ( lcsh )
Panama Canal (Panama) ( lcsh )
Panama Canal (Panama)--Construction. ( lcsh )
Forest biodiversity ( lcsh )
Engineering ( lcsh )
Hydraulic engineering ( lcsh )
Paleontology ( lcsh )
Science ( lcsh )
Genre:
lesson plan ( aat )
serial ( sobekcm )
Spatial Coverage:
Panama -- Central America -- Panama Canal Zone
Coordinates:
9.1110858 x -79.6993185

Notes

Abstract:
This set of lesson plans and teacher resources is intended to teach a variety of scientific concepts to students in grades 6-8. The lessons are related to the Panama Canal, including expansion, fossil excavation work, and history. The lesson plans can be used individually or as a larger set.

Record Information

Source Institution:
University of Florida
Holding Location:
Panama Canal Museum Collection at the University of Florida
Rights Management:
Copyright Claudia Grant, Robert Hoffman, and Jill Madden. Permission granted to University of Florida to digitize and display this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.

UFDC Membership

Aggregations:
Panama and the Canal
University of Florida

Downloads

This item is only available as the following downloads:


Full Text

PAGE 1

*denotes a required field *Lesson Title : Lesson 5: Ship Design and the Displacement of Water PREZI Presentation: L5 Ship Design and the Displacement of Water http://prezi.com/wmuzygp1ee2v/?utm_campaign=share&utm_medium=copy *Lesson Summary : How the Panama Canal functions is an astounding feat of innovation and engineering utilizing both the natural and physical laws that drive systems on Earth. Massive cargo ships, on average 103,463 tons in weight, traverse between the Caribbean and Pacific Oceans through a lock system that is essentially powered by the water cycle and ultimately the sun. The cost to travel through the lock system is calculated by determining of water, a simple physical concept dependent on the forces of gravity, buoyancy, and weight. These two investigations have been designed to explore the science behind the daily functioning of the Panama Canal. *Subject: Ph ysical Science *Intended Audience/Grade Level: Middle High (6 8) *Time Frame: A. Diagramming a cargo ship and ind icating the forces acting on it (30 min.) B. Team Research & Discussion of Gravity & Buoyancy using text book chapters (50 min.) C. Academic Language developing science meanings for the terms Gravity & Buoyancy (50 min.) D. Actual Investigation (110 min. or 1 block period) E. Peer Review Reflection (50 min.) F. Investigation write up (30 min.) G. Answering Guiding/Focus Questions (30 min.)

PAGE 2

*denotes a required field Standards and Purpose *Standards (link appropriate Common Core State Standards, Next Generation Sunshine State Standards, or other standards below ): Preformance Expectations: http://www.nextgenscience.org/msets1 engineering design MS ETS1 1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS ETS1 2. Evaluate competing design solutions using a systematic process to determine how well they meet th e criteria and constraints of the problem. MS ETS1 3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet th e criteria for success. MS ETS1 4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. *UFDC Resources (Identify and permalink for documents utilized from the UFDC here): http://ufdc.ufl.edu/AA00015257/00001 http://ufdc.ufl.edu/AA00015318/00001 http://ufdc.ufl.edu/AA00015338 OTHER RESOURCES http://en.wikipedia.org/wiki/Panama_Canal http://en.wikipedia.org/wiki/Panamax http://maritime connector.com/wiki/panamax/ Guiding Question (s ): In what ways can the hull of a ship be designed to lessen the amount of water the ship displaces in the Canal lock system? What are the relationships between *Objectives: Students will understand how the forces of buoyancy and gravity act on a ship to float it. The students need to unders tand how the Panama Canal system works.

PAGE 3

*denotes a required field the physical factors that influence how much water a cargo ship displaces in the locks? Assessment (how will data be collected on student performance?) *Formative (Describe how and when the students will get feedback about their performance or understanding during the lesson. How and when will they have an opportunity to use this feedback to improve their performance?): A. Peer Review Reflection *Summative (Describe how the teacher will determine if the students have reached the learning targets for this lesson. How will the teacher measure the impa ct of this lesson on student learning?): G.Answering Guiding/Focus Questions Teaching Phase (see attachments section) Activate/Build Prior knowledge: D. Diagramming a cargo ship and indicating the forces acting on it *Direct Instruction: C. Academic Language developing science meanings for the terms Gravity, Buoyancy and displacement *Guided Practice: B. Team Research & Discussion of Gravity & Buoyancy using text book chapters (Approx. 50 min.) C. Academic Language developing science mean ings for the terms Gravity & Buoyancy (Approx. 50 min.) E. Actual Investigation (Approx. 110 min. or 1 block period) *Independent Practice : A. Peer Review Reflection (Approx. 50 min.)

PAGE 4

*denotes a required field D. Diagramming a cargo ship and indicating the forces acting on it (Approx. 30 min.) F. Investigation write up Approx. 30 min.) G. Answering Guiding/Focus Questions (Approx. 30 min.) *Closure (How will the learning from the lesson be reinforced over time?): F. Investigation write up ( Approx. 30 min.) G. Answering Guiding/Focus Questions (Approx. 30 min.) Reading strategies (describe strategies in detail): B. Team Research using text book chapters Writing strategies (describe strategies in detail): A. Peer Review Reflection Speaking and listening st rategies (describe strategies in detail: B. Team Discussion of Gravity & Buoyancy using text book chapters *Accommodations (Describe how to accommodate students with special needs and how to differentiate instruction.) Special needs will be accommodated in a case by case situation based on the school policy and resources. Each lesson is designed to present the material through the different learning modalities (visual, auditory, kinesthetic). *Extensions (Describe possible extensions of this lesson.) Re Teaching: G. Answering Guiding/Focus Questions F. Investigation write up Enrichment: The Panama Canal Authority http://www.pancanal.com/eng/ The website can be used to enhance knowledge on how the Panama Canal functions.

PAGE 5

*denotes a required field *Materials Special materials/ preparation needed : Block of modeling (plasticine) clay. Please note that each block must be the same weight. Pre weighed packet of beans which represent the cargo the ship will be carrying. Each packet must be the same weight. Small plastic container to float the ship in. Larger plastic tray as a way to collect the displaced water. Water Graduated cylinder to measure displaced water. Data sheet and observation sheet to record findings. Suggested technology: Internet connection Reflection (Questions to stimulate reflection on the process of teaching with primary sources for the implementing teacher not for completion by the lesson developer) Teacher learning: How did my students respond? What would I do differently next time? What would I keep the same? How will I use primary sources in the future? Attachments A. Diagramming a cargo ship and ind icating the forces acting on it (Approx. 30 min.) Working in teams students will draw a diagram of a cargo ship and will label it using terms and directional arrows showing the forces that are acting on the ship to cause the displacement of water. Gravity, displacement, buoyancy, weight, hull

PAGE 6

*denotes a required field B. Team Research & Discussion of Gravity & Buoyancy using text book chapters (Approx. 50 min.) Holt, pages 412 418. Identify science vocabulary terms to be clarified Class discussion using Language of Science Organizer for meaning making of vocabulary terms Students will do Heading Notes : Students read each heading and discuss content to record the three most important pieces of information fr om that paragraph of the text. Then repeat for each following heading and paragraph. Students write each heading and their three bulleted notes beneath it. C. Academic Language developing science meanings for the terms Gravity & Buoyancy (Approx. 50 min.) The teacher will guide and support the whole class in developing a clear science explanation for the meanings of the words: Gravity Buoyancy Displacement Working in teams students will create sentence strips including each word, its meaning, and a drawing showing the meaning of the word. These strips will be posted on the classroom word hey feel best explain the word and will add them to their science notebook glossary. D. Actual Investigation (Approx. 110 min. or 1 block period) Procedure Place the smaller plastic container in the plastic tray. Fill the smaller container with water to the top without allowing any water to spill over into the tray. Use the modeling clay to design a cargo ship hull that your team feels is well engineered to float and to displace less water when filled with its cargo. Make a detailed scientific illustratio n of your design. Develop a team hypothesis regarding how your design will displace less water when loaded. Place your cargo ship in the tub of water and carefully load the ship with its cargo (use all the beans!). Carefully remove the ship and its cargo f rom the water container. Lift the water container from the collecting tray being careful to not spill any additional water. Measure the displaced water using a graduated cylinder and record this data and your observations on the data chart. Repeat this pro cedure for at least two more ship hull designs.

PAGE 7

*denotes a required field Ship Hull Design & Water Displacement Data Hull Design Scientific Illustration Team Hypothesis Observations Measurement of Displaced Water ml Write Up: Working as a team please use what has been learned through this investigation to answer the two focus questions below Be specific with your responses and use both your data and observations to make sense of this engineering challenge. You are hired by the shipping company as the engineering team to design a ship to save their company the most amount of money. They want a ship that will transport their cargo, but displace the least amount of water; shipping companies are charged by the amount of water

PAGE 8

*denotes a required field t hat is displaced within the locks. You and your team will be required to present your ship hull E. Peer Review Reflection (Approx. 50 min.) How to Write a Peer Review Reflection Writing your reflection: Date your reflection. Copy the title and the prompt for your reflection. Answer the prompt sharing your thoughts and ideas in at least 7 well written sentences. How to respond to a peer Read your peer's reflection. Write a sentence about something you found interesting in their reflection. Write a sentence telling them new information. Ask a science question that connects to the topic of the prompt. Sign your name and return the reflection to your peer. Title: Floating Cargo Ships Prompt: please describe how the physical forces of gravity and buoyancy act on a cargo ship allowing it to float in the water. F. Investigation write up (Approx. 30 min.) Working as a team please use what has been learned through this investigation to an swer the two focus questions. Be specific with your responses and use both your data and observations to make sense of this engineering challenge. Describe how you will save your company the most money by explaining the Explain how a ship is held u p in the water within the canal. G. Answering Guiding/Focus Questions (Approx. 30 min.) In what ways can the hull of a ship be designed to lessen the amount of water the ship displaces in the Canal lock system? What are th e relationships between the physical factors that influence how much water a cargo ship displaces in the locks?