2006-09-14 13:09:04 · 11 answers · asked by petite 1 in Education & Reference ➔ Teaching
is that really a second grade concept now???
cool.
2006-09-14 20:14:41 · answer #1 · answered by viajero_intergalactico 6 · 0⤊ 0⤋
Take sand for example. If you gently fill a container with sand, and divide the mass of sand by the container volume you get a value termed loose bulk density. If you took this same container and tapped on it repeatedly, allowing the sand to settle and pack together, and then calculate the results, you get a value termed tapped or packed bulk density. Tapped bulk density is always greater than or equal to loose bulk density. In both types of bulk density, some of the volume is taken up by the spaces between the grains of sand.
2006-09-14 13:17:20 · answer #2 · answered by D K 3 · 0⤊ 0⤋
SHOW - don't tell!
Get a brick and a piece of styrofoam that are the same size. Ask the children to compare the sizes. Then ask them to compare the weights. Which is bigger (neither). Which is heavier (the brick). Repeat the activity for two other objects of the same size but different masses. Allow them to draw their own conclusions, and then provide them with a simple definition and example for their notes.
At this age, it may be safe to use the expression "weight" instead of "mass".
2006-09-14 13:44:47 · answer #3 · answered by Jetgirly 6 · 0⤊ 0⤋
Make your kid stay up really late and watch Letterman play "Will It Sink or Will It Float?" (or whatever it is he does).
Or use some of the other examples you've been given.
I like to use a sheet of paper and let it float to the floor. Then I wad it up and let it DROP to the floor. I'm not sure if this actually teaches density (I think it does, lol), but they get the idea.
2006-09-14 14:17:05 · answer #4 · answered by elizabeth_ashley44 7 · 0⤊ 1⤋
Weight compared to size. Same size but more weight means higher density.
2006-09-14 13:13:59 · answer #5 · answered by michael p 2 · 0⤊ 0⤋
Get two things similar in size and shape, but different densities, like a brick and a sponge.
Also tell them it has to do with weight and hardness.
2006-09-14 13:14:43 · answer #6 · answered by Terisu 7 · 0⤊ 0⤋
take a box and lightly stuff it with cotton or whatever and show it to the student. Then, get another box and pack the box as tightly as possible with whatever you can find. then explain that the second box is more "dense" because there's more "stuff" in it.
2006-09-14 13:15:32 · answer #7 · answered by Alyssy 2 · 0⤊ 0⤋
Give a clear example. A feather pillow, or cotton candy are not dense. A brick, or rock are potentially smaller in size, but heavier, because they are dense.
2006-09-14 13:11:51 · answer #8 · answered by GratefulDad 5 · 0⤊ 0⤋
If he/she has ever been in a pool... ask if he/she ever noticed how much harder it is to run in the pool or at the ocean, than it is to just run on the land. This is because water is denser than air.
Ask, which is harder to swallow, water or mashed potatoes... mashed potatoes are denser than water. Ask him/her which is harder to swallow, mashed potatoes or meat? Because meat is denser than mashed potatoes.
Stick with things that are familiar to him or her.
2006-09-14 13:25:26 · answer #9 · answered by diane_b_33594 4 · 0⤊ 0⤋
Show him something big and heavy floating in water and something small and light sinking in water.
2006-09-14 13:12:36 · answer #10 · answered by JonFugeEverybody! 2 · 0⤊ 0⤋
With a bag of mini-marshmallows!
2006-09-14 13:27:48 · answer #11 · answered by Scott F 5 · 0⤊ 0⤋