Buoyant Force and Archimedes Principle Pre-Lab Questions 1. Draw a free body diagram of a hanging mass before it is submerged in water. Make sure to label your forces. 2. Draw a free body diagram of a hanging mass after it is submerged in water. Make sure to label your forces. Which force is the force you measure with the spring scale? 3. Apply Newton’s second law to your free body diagram in Pre-Lab Question 2 to solve for the magnitude of the buoyant force. Experiment 1: Buoyant Force and Floating Data Sheet Table 1. Number of Washers a Clay Boat Can Hold Before Sinking Type of Liquid Number of Washers Plain Water Salt Water Post-Lab Questions 1. What did you observe when you placed the ball of clay into the beaker? 2. What were characteristics of the boat design that floated the best? Explain why this works, and the clay ball fails to float using Archimedes’ Principle. 3. How much water does an object have to displace before it will float? 4. If your clay boat weighs .005 kg and is floating, what is the upward force the water is exerting on the boat? 5. How could you improve your boat design to increase the buoyant force without using more clay? 6. In the second part of the experiment, does the boat hold more weight in the regular water or the salt mixture? What does this say about the relative densities of salt water and plain water? ©eScience Labs, 2018 Culturally Responsive and Individually Appropriate Curriculum Assessment and Interview Form Name and Type of Program: Ages of Children Served: Before you begin, thank the professional and provide a brief overview of your assignment. Part 1: Observation For each of the following factors, indicate supporting evidence in the right-hand column. If absent, please indicate. Add the two factors you have chosen at the bottom of the chart. Note: It may be difficult to observe all of the factors below in the short amount of time you will be in this setting. If you do not see any of the factors below, make a note to ask the teacher in your interview about whether they are a part of the program. Your interview should provide you with much more information to round out your view of the ways in which this program is culturally responsive and individually appropriate. Factor* Evidence Pictures, posters, and other materials reflect the cultures and ethnic backgrounds of children and families served in the program or setting Pictures, posters, and other materials reflect children and adults with varying abilities in natural situations Props for the dramatic play/housekeeping area are culturally diverse and authentic (e.g. dolls, clothing, cooking utensils, household articles, furniture) The book/literacy area has photographs, fiction, and nonfiction books that reflect the different cultures and abilities of children and families served in the program or setting Table-top toys and other play accessories that depict people are representative of the various cu.

1. Buoyant Force and Archimedes Principle
Pre-Lab Questions
1. Draw a free body diagram of a hanging mass before it is
submerged in water. Make sure to label your forces.
2. Draw a free body diagram of a hanging mass after it is
submerged in water. Make sure to label your forces. Which
force is the force you measure with the spring scale?
3. Apply Newton’s second law to your free body diagram in
Pre-Lab Question 2 to solve for the magnitude of the buoyant
force.
Experiment 1: Buoyant Force and Floating
Data Sheet
Table 1. Number of Washers a Clay Boat Can Hold Before
Sinking
Type of Liquid
Number of Washers
Plain Water
Salt Water
Post-Lab Questions
1. What did you observe when you placed the ball of clay into
the beaker?
2. What were characteristics of the boat design that floated the
best? Explain why this works, and the clay ball fails to float
using Archimedes’ Principle.

2. 3. How much water does an object have to displace before it
will float?
4. If your clay boat weighs .005 kg and is floating, what is the
upward force the water is exerting on the boat?
5. How could you improve your boat design to increase the
buoyant force without using more clay?
6. In the second part of the experiment, does the boat hold more
weight in the regular water or the salt mixture? What does this
say about the relative densities of salt water and plain water?
©eScience Labs, 2018
Culturally Responsive and Individually Appropriate Curriculum
Assessment and Interview Form
Name and Type of Program:
Ages of Children Served:
Before you begin, thank the professional and provide a brief
overview of your assignment.
Part 1: Observation
For each of the following factors, indicate supporting evidence
in the right-hand column. If absent, please indicate. Add the two
factors you have chosen at the bottom of the chart.

3. Note: It may be difficult to observe all of the factors below in
the short amount of time you will be in this setting. If you do
not see any of the factors below, make a note to ask the teacher
in your interview about whether they are a part of the program.
Your interview should provide you with much more information
to round out your view of the ways in which this program is
culturally responsive and individually appropriate.
Factor*
Evidence
Pictures, posters, and other materials reflect the cultures and
ethnic backgrounds of children and families served in the
program or setting
Pictures, posters, and other materials reflect children and adults
with varying abilities in natural situations
Props for the dramatic play/housekeeping area are culturally
diverse and authentic (e.g. dolls, clothing, cooking utensils,
household articles, furniture)
The book/literacy area has photographs, fiction, and nonfiction
books that reflect the different cultures and abilities of children
and families served in the program or setting
Table-top toys and other play accessories that depict people are
representative of the various cultural and ethnic groups both

4. within community and the society in general
Teachers share unbiased books that expose children to various
life experiences of cultures, ethnic groups, and varying abilities
other than their own
Meals provided include foods that are unique to the cultural and
ethnic backgrounds of children and families served in the
program or setting
If the program or setting consists entirely of children and
families from the same cultural or ethnic group, the
environment and activities reflect the cultural diversity within
the society at large
If program or setting consists entirely of children and families
who have little variance in abilities, environment including
books, posters, etc. reflect varying abilities within the society at
large
A variety of choices are provided based on children’s interests
and capabilities
Objects in and areas of the environment are accessible to all

5. children regardless of ability, needs, or background
The curriculum provides children with many options to
communicate knowledge and skills participation supported
through each child’s preferred mode of communication
Participation is supported through each child’s preferred mode
of communication
Activities are presented in a manner that supports full
participation of all children
[The additional factor that you have chosen to observe]
[The additional factor that you have chosen to observe]
Part 2: Questions for the Professional
Professional’s Role in Program:
Interview Questions:
1. What do the terms culturally responsive and individually
appropriate mean to you?
2. In what ways do you work to support the development and

6. learning of every child in your classroom?
3. What specific policies or practices do you use to make sure
that every child feels valued and is included in your
environment? Are there specifics you would like to share that
pertain specifically to policies and practices with regard to
children and families who are culturally, linguistically, and
ability diverse?
4. What do you see as benefits and challenges associated with
planning, implementing, and assessing a culturally responsive,
individually appropriate curriculum?
5. Are there any experiences and/or insights you would like to
share regarding culturally responsive and individually
appropriate curriculum? Ways you have grown? Challenges you
have overcome? Biases that have impacted you? Stories you
would like to tell that have made your work rewarding?
*Factors in observation form adapted from
Darragh, J. (2010). Introduction to early childhood education:
Equity and inclusion. Upper Saddle Ridge, NJ: Pearson
Goode, T. (2009). Promoting cultural & linguistic competency
[Checklist].
Retrieved from
http://www11.georgetown.edu/research/gucchd/nccc/documents/

7. ChecklistEIEC.pdf
© Laureate Education, Inc