Name: _______________________________________ Section Number: ____________

Lab Partners: _______________________________________________________________________________

Scientific Method: Determination of

Density
Prelab
Read through the handout, and do the prelab quiz on D2L. Be familiar with the metric system and equipment
used in the laboratory. If you do not understand a term, or the handout does not give you enough information
to answer questions, a simple internet search should give you the information you need.

Safety Note

We will be using pipets in lab. NEVER PIPET BY MOUTH! Also, use care with the glassware. Broken glass can
cause serious injury. Report any broken glass or injury to your instructor.

Lab
Purpose
 Identify the metric units used to measure length, volume, mass and temperature.
 Convert one metric unit to another.
 Use measures of mass and volume to calculate density.
 Be able to define the following terms: hypothesis, precision, accuracy, meniscus, density,
displacement, mass, length, area, volume, aqueous solution.
 Recognize and know how to use the following equipment: electronic balance, weigh paper, metric
ruler, graduated cylinder, beaker, volumetric pipet, measuring pipet, serological pipet, pipet pump.

Overview
Density is defined as mass per unit volume (g/mL). In this exercise you will receive various objects of differing
densities. If an object has a density less than water, it will float when placed in water. If it has a density greater
than water, it will sink in water. Water has a density of approximately 1 g/mL or 1 g/cm 3. (Remember: 1 mL = 1
cm3). The volume of some objects, such as a square or rectangle, can easily be determined by measuring length,
width, and height of the object. However, for some irregularly shaped objects, such as a rock, the volume is
more difficult to determine, and other methods are used. One of the easiest methods of determining volume of
a solid object is by water displacement. In this exercise you will measure the mass and volume of various
objects and determine and compare their densities.

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Materials per group
 100 mL graduated cylinder  Pipet pump
 10 mL graduated cylinder  Metric ruler/stick
 100 mL beaker  Electronic balance
 10 mL serological pipet  Weigh paper or boats
 10 mL measuring pipet  Experimental objects

Scientific Method
Observe each of the objects to be tested, and make a hypothesis about the relative density of each object
compared to water. For example, if you think it will sink in water, your hypothesis is that its density is more than
water. Write this hypothesis next to each object in the table below. Also make a prediction of the density of
each object compared to each other. Rank the objects from least dense to most dense (1-5, with 5 being the
most dense). After doing the measurements below and recording your results, you will make a conclusion about
your hypothesis for each of these objects. (Your instructor may have additional objects for you to observe. If you
do, add them to the table below.)
TABLE 1 DENSITY H YPOTHESIS
Experimental Objects Density Hypothesis (> or < than water) Density Ranking Prediction (1-5)
Dice
Marble
Pencil
Cork
Rock
Rubber stopper
Measurements: Procedure and Results
Mass
The gram (g) is the basic unit of mass. A kilogram is defined as the mass of 1000 cubic centimeters (cm3) of
water at 4 degrees Celsius. Biologists typically use a top-loading electronic balance to weigh mass in the
laboratory. Before an electronic balance is used, it must be turned on and allowed to warm up. About 5 minutes
is sufficient. Electronic balances often allow the user to measure mass with different units. After turning on the
balance, always confirm that the units are set to grams, usually depicted as a lower case “g”. If the balance is not
set to grams, toggle through the different units until the appropriate unit is displayed.
Electronic balances should NEVER be used by placing an object directly on the measuring pan. ALWAYS use
weigh paper or a weigh boat on the pan, and then place the object to be weighed on the paper or boat. To
negate the weight of the measuring paper/boat, first “tare” the balance by pressing the tare button and waiting
for the balance to display 0.0 g. Place the item to be weighed on the paper/boat, wait for the numbers to
stabilize, and record the mass of the objects in the table below. When you are done with the balance, remove
the weigh paper/boat, and turn the balance off at the end of class.

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TABLE 2 M ASS OF O BJECTS
Object Mass (g)
Dice
Marble
Pencil
Cork
Rock
Rubber stopper
Length
The meter (m) is the basic unit of length. The meter can be subdivided into other units that may be more
appropriate for a specific object being measured. A centimeter (cm) is 1/100 of a meter. A millimeter (mm) is
1/1000 of a meter or 1/10 of a centimeter. Both of these units can be measured using a typical meter stick or a
metric ruler (often 15 cm in length).

F IGURE 1 M ETRIC R ULER

Area
Area is a two-dimensional measurement based on length, and units are squared. The area of an object can be
determined by measuring length times width (L x W). When a length is multiplied by itself, the units are also
multiplied. As an example, if an object is measured to have a length of 2 cm and a width of 3 cm, the calculation
would be:
2
Area=2 cm× 3 cm=6 cm
Note that the units become “square centimeters”, since a measurement in centimeters was multiplied by
another measurement in centimeters.
Volume
Volume is a three-dimensional measurement based on length. Volume units are cubed (e.g., m 3 or “cubic
meters,” but cm3 is more commonly used in the laboratory). The volume of an object can be determined by
measuring length times width times height (L x W x H). Volume may also measured in liters (l and L are both
used to represent liter, but L is commonly used to distinguish the volume symbol from the numeral 1).

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  1 L (liter) = 0.001 m3 (0.001 cubic meters)
 1 mL (milliliter) = 1 cm3 (cubic centimeter)
Volumes for some shapes are better calculated using other formulas. Below are the equations for the most
commonly observed three-dimensional shapes:

F IGURE 2 C UBE
3
F IGURE 5 S PHERE
Volume=a =a × a× a 3
4×π ×r
Volume=
3

F IGURE 3 C YLINDER F IGURE 6 C ONE

2 2
Volume=π × r × h π ×r ×h
Volume=
3

F IGURE 7 P YRAMID
F IGURE 4 R ECTANGULAR S OLID
B×h
Volume=l× w × h Volume=
3
B is area of the base; h is the height

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 F IGURE 8 F RUSTRUM OF R IGHT C IRCULAR C ONE
πh 2 2
Volume= (R + Rr +r )
3

Make metric measurements of length and volume

Measure the lengths of the following items using a metric ruler, and record lengths using the appropriate units
of measurement. For each item measure length, width, height, and/or radius in cm. (Not all dimensions will be
used for all objects.) Then use the most appropriate formula to calculate the volume (in cm 3) of each object.
TABLE 3 M ETRIC MEASUREMENTS OF LENGTH OF OBJECTS
Object Measurement 1 (cm) Measurement 2 (cm) Measurement 3 (cm) Volume (cm3)
Dice
Marble
Pencil
Cork
Rock
Rubber
stopper
Compare Volume Measurements using Different Equipment
There are several different ways to measure the volume of a liquid or to transfer a specific volume of liquid from
one container to another. For volumes greater than 10 mL, a graduated cylinder is commonly used. A
graduated cylinder measures volumes of liquid within a specific degree of accuracy. Markings on the side of the
cylinder indicate the volume, and depending on the total capacity of the cylinder, the meanings of the markings
varies. For smaller cylinders (10 mL, 25 mL, 50 mL), the markings are usually 1 mL apart. Larger cylinders (250
mL, 500 mL) often have markings 10 mL apart.

F IGURE 10 BEAKER
F IGURE 9 G RADUATED CYLINDERS
A beaker is used to hold an approximate amount of liquid and is not to be used to measure a specific amount of
a substance. Markings on the side of the beaker give approximate volumes, and are useful in situations where

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accuracy is not necessary, such as pouring out an aliquot of a stock solution for use in an experiment or for
dissolving a solid in a liquid. Beaker capacities are similar to graduated cylinder capacities. Often, the two are
used together where a specific volume is measured using a graduated cylinder, and then the contents are
poured into a beaker in which an experiment will be performed. However, the beaker can also be used first,
such as when a solution prep is begun in a beaker by dissolving a solute into a solvent, and the resulting solution
is then transferred into a graduated cylinder to bring to the desired final volume.
A pipet is used to measure intermediate volumes (typically 1 mL to 10 mL), and are most often used to transfer a
specific volume from one container to another. (Small volumes are measured using a micropipette, and we will
introduce these later in the semester.) A pipet is calibrated with markings along the side, and depending on the
capacity of the pipet, the markings will have different meanings. Common markings are 0.01 mL or 0.1 mL apart,
and the gradations are usually displayed at the end of the pipet along with the capacity of the pipet. For
example, a 5 mL capacity pipet with 0.1 mL gradations will read: 5 in 1/10 mL. A 1 mL capacity pipet with 0.01
mL gradation will read: 1 in 1/100 mL. Some pipets, called serological pipets, are calibrated all the way to the tip
and are designed to be emptied during liquid transfer. In order to get an accurate volume using these pipets, the
entire contents should be “blown out”. Other pipets, called Mohr pipets or measuring pipets, are not calibrated
to the tip and should only be used to transfer a volume between gradations. Another pipet is the volumetric
pipet and is designed to measure a set volume, such as 10.0 mL or 25.0 mL. There is no flexibility to volumes
using these pipets, but the volume measured is more accurate than the other types of pipets.

F IGURE 11 S EROLOGICAL PIPETS F IGURE 12 MEASURING PIPETS F IGURE 13 VOLUMETRIC PIPETS

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A pipet is used by drawing liquid into it. In the past, this was often done by sucking on the end of the pipet like a
straw. NEVER MOUTH PIPET! We will be using plastic pipet pumps to draw up and dispense liquids. This will take
some practice, and since we have a limited amount of time to complete each lab this semester, you will need to
be able to competently use a pipet to be able to finish labs in the allotted time. Practice pipetting during this lab
so that you will be able to quickly transfer liquids later in the semester.
A meniscus is often observed when measuring water or aqueous solutions (those containing water as the
solvent). This is caused by the properties of water in which hydrogen bonds form between the water and the
sides of the vessel. The effect of this is a curvature at the surface of the solution called a meniscus. This makes it
somewhat challenging to precisely determine the volume of solutions using equipment, such as graduated
cylinders or pipets. The best way to most accurately read the volume in a cylinder is to get eye level with the
surface of the liquid in the cylinder and to read the volume at the bottom of the meniscus.

F IGURE 14 M ENISCUS
Practice filling and reading specific volumes of water in a 100 mL beaker. Observe the meniscus (which will be
minimal in this type of vessel), and be sure you are reading the measurement at the bottom of the curve. After
making note of the volume read in the beaker in Table 4, pour the water directly into the 100 mL graduated
cylinder, and read the volume, again taking the measurement at the bottom of the meniscus. Make note of any
differences observed. Each lab partner should take a turn at this, and record each partners’ observations in
Table 4.
TABLE 4 V OLUMES : B EAKER VS. C YLINDER
Beaker Volume (mL) Graduated Cylinder Volume (mL) Difference (mL)
1.
2.
3.
4.

Next, practice using the 10 mL pipets. Use care not to exceed the capacity of the pipet. When you are
comfortable with the mechanism, use the pipet to draw up 10 mL or fewer of water from the beaker. Record as
accurately as you can the volume shown in the pipet in Table 5. Be sure to read measurements at the bottom of
the meniscus. Transfer the water to a 10 mL graduated cylinder. Record the volume shown in the cylinder.

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Calculate any difference in volume, and write this in Table 5. Each lab partner should take a turn at this, and
record each partners’ observations in Table 5. Also be sure to compare the serological pipet (in which you may
empty and blow out this type of pipet) with the measuring pipet (not to be emptied for transfer), and
understand how to use these two different types of pipets.
TABLE 5 V OLUMES : C YLINDER VS. P IPET
Graduated Cylinder Volume (mL) Pipet Volume (mL) Difference (mL)
1.
2.
3.
4.

Question 1: Which is more accurate, the beaker or the graduated cylinder? _________________
Question 2: Which is more accurate, the graduated cylinder or the pipet? _________________
Question 3: In which instrument is the meniscus the most pronounced, the beaker, the cylinder, or the pipet?
_________________
Measure the volume of a solid object by water displacement
Add water to the 100 mL graduated cylinder. The specific volume added is not important, but generally about ¾
full works well. Record the volume in the cylinder in Table 6 below in the column labeled “Initial volume”.
Gently drop an object into the graduated cylinder using care not to let any water splash out of the cylinder. Note
that the volume in the cylinder increases due to the displacement by the object. Record the new volume in the
column labeled “Final Volume”.
*If the displacement of water rises above the 100 mL mark, remove the object and decrease the amount of
water to about 50 mL. If the object floats and is not completely submerged, use a poking device, such as a
pencil, to push the object completely under the surface of the water before taking the final volume
measurement, but be careful that you are not adding to the volume of the object by submerging the poking
device, as well.
Calculate the difference between final and initial volumes, and record this value in the column labeled, “Volume
of Object.” Repeat the process for each of the objects.
TABLE 6 V OLUMES OF O BJECTS BY DISPLACEMENT
Object Initial Volume Final Volume (mL) Volume of Object (mL)
(mL)
Dice
Marble
Pencil
Cork
Rock
Rubber stopper

Now compare the volume you obtained for each object using the length measurements to those you just
measured using water displacement. Record the displaced volume for each object from Table 6 in the first

8
column in Table 7. Compare this to the volume you calculated above from the ruler measurements (transfer the
calculated volume from Table 3 to the second column below). Calculate the difference.
TABLE 7 DIFFERENCES IN O BJECT V OLUMES BY M ETHOD OF M EASUREMENT
Object Volume (mL) Volume (cm3) Difference
Dice
Marble
Pencil
Cork
Rock
Rubber stopper

Question 4: Which volume measurement (mL or cm3) do you think is more accurate for an irregularly shaped
object, such as a rock? __________________________

Question 5: Explain your answer above:

Determine Density of Objects

Density is defined as mass per unit volume. Water at 4ºC has a density of 1.0 g/mL. Objects with a density less
than water float in water, and objects with a density greater than water sink. Determine the density of each
object by dividing mass by volume (use the volume by displacement measurement in mL from Table 6). Include
units for each sample for each value! Numbers with no units are meaningless!!!
TABLE 8 DENSITY OF O BJECTS
Object Mass (g) Volume (mL) Density (g/mL)
Dice
Marble
Pencil
Cork
Rock
Rubber stopper

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Determine Class Average of Densities for each Object, and Graph Results
Record your group’s Density results on the board. Copy the data from the board into the table below, and find
the average density for each object. If there are clear outliers, probably due to student error, indicate in the
table which values are being excluded, and calculate the average of the remaining values.
TABLE 9 AVERAGE DENSITIES OF O BJECTS FOR C LASS
Density (g/mL)
Object Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Average
Dice
Marble
Pencil
Cork
Rock
Rubber stopper

Question 6: For the data above, which type of graph should be used to chart the data (scatter, line, bar,
histogram, pie)?

______________________________________

Question 7: What should be on the x-axis (include units, if relevant)? ____________________

Question 8: What should be on the y-axis (include units, if relevant)? ____________________

Now use the graph paper on the last page to graph the data. Follow the guidelines from the graphing videos you
watched from the previous lab.

Conclusions
Question 9: Look at your predictions for density of each object, and compare this to your calculated densities.
Were you correct in your hypothesis about some, but not all of the objects?

Question 10: Did you support or disprove your hypothesis?

Question 11: Also look at your recorded volumes in Table 7. Were there any discrepancies between your
calculated volumes and the displacement volumes of the items used?

Question 12: What could be the cause of these discrepancies, if they occurred?

Question 13: What can you conclude about any differences between volumes measured using graduated
cylinders vs. beakers?

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