Orange Science Buoyancy Experiment

Type of resource: Website

Web address https://www.playdoughtoplato.com/orange-buoyancy-science-experiment/

Language: English

Description

Experiment investigating why a peeled orange sinks and an unpeeled orange floats.

Scientific concept introduced

Buoyancy: factors which affect buoyancy – the amount of water an object displaces and the density of an object.

Creative and critical thinking

Critical Thinking:
– Prediction
– Reasoning
– Explanation

Creative Thinking:
– Curiosity

Mathematical reasoning

– Weight

Scientific thinking

– Questioning
– Observing
– Comparing
– Predicting
– Testing
– Recording

Learning how to learn

– Following guidelines
– Self-efficacy in learning
– Engagement in Learning
– Communication

Additional

– Oral language – listening and following instructions
– Literacy – vocabulary development
– Cooking skill of peeling
– Safety in the kitchen

Orange Science Buoyancy Experiment

Overall aims

● to enable pupils to explore floating and sinking using oranges
● to develop pupils’ skills in listening and following instructions
● to develop pupils’ cooking skill of peeling
● to develop pupils’ skills in observing, predicting and testing
● to develop pupils’ skills in turn-taking
● to develop pupils’ skills in measuring (weight)
● to develop pupils’ skills in recording their learning experience

Vocabulary – keywords should be understood

Orange, floating, sinking, liquid, light, heavy, shape, peel, air, bigger, smaller

Expected learning outcomes (operational aims)

The child will be enabled to:
– follow instructions for the experiment
– identify differences and similarities between peeled and unpeeled oranges
– identify objects that float and sink
– explore and identify objects as being light/heavy/lighter/heavier
– practice the skill of peeling
– make observations and predictions about oranges floating and sinking
– work together in small groups
– assess their learning experience by drawing (or writing) in response

STEM skills – to which the learning unit is related to

CORE STEM SKILLS

● Asking questions
● Observing
● Explaining
● Reasoning
● Predicting
● Curiosity
● Comparing
● Testing
● Recording
● Measuring (weight)

ADDITIONAL SKILLS

● Following guidelines
● Self-efficacy in learning
● Engagement in learning
● Communication
● Oral language
● Literacy – vocabulary development
● Cooking skill of peeling
● Following rules of safety

Teaching methodologies/activity outline

Teacher Note: You will need an orange for demonstration purposes at the beginning of the lesson. You will also need 1 compost bin for the class, to collect the orange peels from each group during the experiment.

Introduction:
1. Explain that today the pupils will be exploring floating and sinking with oranges. Ask pupils what they understand by the terms ‘floating’ and ‘sinking’ and discuss. Explain that floating is when an object rests in a liquid and sinking is when an object moves down to the bottom of the liquid.

2. Ask pupils to think of some things that float or sink and list pupils’ ideas e.g. float – a boat, an apple; sink – a coin, a key.

Activity:
(Ask pupils to work in groups of 5 or 6, reminding them to take turns).

Materials: (per group)

– 1 tall glass or large glass bowl
– 1 orange
– Water

Instructions:
1. Ask pupils to fill their glass container with water (about 3/4) way full, leaving some space at the top. Ask pupils why they think they need to leave room at the top. There’s an opportunity to discuss water displacement here – that when an object is submerged in liquid, the liquid (in this case, water) is pushed out of the way to make room for the object (in this case, the orange).

Test 1:
2. Ask each group to feel, smell and look at the orange:

Sample questions: What shape is the orange? What does the orange smell like? What colour is it? Is it a fruit or vegetable? Does it feel light or heavy?

3. Ask pupils now to predict what they think will happen when they place the orange in the water – Will the orange sink or float? Ask pupils to discuss their reasoning.

Result 1 – The unpeeled orange floats.

Test 2:
4. Now ask pupils to carefully take turns peeling the orange (they’ll need some help with this to get started).
5. Again, ask each group to feel, smell and look at the peeled orange, identifying similarities to and differences with the unpeeled orange:

Sample questions: What shape is the peeled orange? What does the peeled orange smell like? What colour is it? Does the peeled orange feel lighter or heavier than the unpeeled orange? Is it bigger or smaller than the unpeeled orange?

6. Ask pupils now to predict what they think will happen when they place the peeled orange in the water – Will the orange sink or float? Ask pupils to discuss their reasoning.

Result 2 – The peeled orange sinks to the bottom.

7. Ask the pupils why they think the peeled orange sank, even though it was lighter and slightly smaller than the unpeeled orange? Discuss.
8. Explain that this is because of the peel and a force called Buoyancy. Buoyancy is when something floats. The peel of the orange is full of tiny pockets of air. These air pockets (like us wearing armbands in a pool) helps to keep the orange floating in the water. The peel helps to displace enough water to keep the unpeeled orange buoyant. Even though the peeled orange is lighter, it has no peel so it sinks.

Conclusion:
Ask pupils to complete a Learning Log for this experiment, asking them to draw (or
write) and then discuss with the class the following:
– 1 thing they learned
– Their favourite part of the experiment
– What they’d like to learn more about?