titanic floating and sinking experiment

Primary – The Science of the Titanic

Activity One – Floating and Sinking Year 1 to Year 6

Each year I’ve taught this aspect of science, the children have loved it. I think it’s the chance to muck about in water and also to make something that actually performs whilst testing it to destruction.

All those elements combine in our first activity which involves investigating why objects float or sink. Collect a variety of materials together. We suggest plasticine, silver foil, wood of different types, pine, balsa and if possible a hardwood such as mahogany or ebony, paper and cling film.

With these the children are going to construct ‘boats’ and investigating their performance. One of the most interesting concepts in science is tested in the first part of our experiment when you ask the question ‘Which of these materials will float and which will sink?’

Giving the children a lump of plasticine and a screwed up ball of foil they will use preconceived ideas and suggest that both will sink because metal sinks and the plasticine feels heavy. Equally they will say that wood floats, coming to the conclusion that if something is heavy it sinks, if it’s light, it floats. They can test their hypotheses in a sink, bowl or fish tank.  Most will feel satisfied that they are right until you challenge them to make the plasticine and foil float. The trick is by displacing water with air and by moulding the foil and the plasticine into hull shapes they’ll find that they can make the materials float. Equally, in the absence of actually having a piece, you can tell them that ironwood sinks. An interesting extension to this activity is to cut a margarine tub so that it looks like the ribs of a boat and place it in the bowl. It will sink. Now ask the children to cover the ‘boat’ with clingfilm and try again. Going back to their original hypothesis you can ask the children which was heavier, the floating tub or the sinking one. Naturally because you’ve added a material to make the sinking one float, you’ve made it heavier.

Activity Two – How Long Did The Titanic Stay Afloat For? Year 2 to Year 6

Using the information from the plans of the Titanic, construct a model using sixteen plastic boxes of equal size stuck together but with a small gap at the top of each box and show the children how the structure floats. Explain to them that this was the number of watertight compartments the Titanic had and that it was said that as long as no more than a quarter of them were damaged, the ship would stay afloat. You may need to add a little ballast to each container.

Now is the time to test the hypothesis. Cut a hole in the side of the first box and retest. Do this until the ‘boat’ begins to tip. As with the Titanic, the gap at the top allows water to flow into the ‘sealed’ compartments. Likewise you’ll find that the compartments of your model will fill eventually. This happened because six compartments were damaged causing the tilt that allowed further compartments to fill.  It’s interesting to see whether the geometry of the sinking of your model follows that shown in the film.

Activity Three – Investigating Icebergs Year 3 to Year 6

Fill small plastic bags with a litre of water and freeze them. Try to do it so the bag freezes with a corner completely filled with water.

Use the same containers of water as you used for testing for floating but add salt to them at the rate of 32 grams per litre. Check the temperature of the water, mark the water level on the side of the bowl and tip the ‘icebergs’ from their bags into the water. Remember to check the temperature every ten minutes and record it. Now mark the new level of water on the side of the bowl and using a jug extract and measure by what volume the water level rose. Divide this amount by the 1000ml you froze and compare the results between the groups. You should find the answers are roughly similar. This measurement tells you how much of an iceberg is underwater and can be compared to the 87% accepted by scientists.

Looking at the temperature of the water you should find that the ‘iceberg’ has cooled the temperature to below what we accept as being freezing point. The temperature of the sea where the Titanic sank was also below freezing but still liquid. If you set up a comparative experiment but using unsalted water you’ll find that the water temperature stays above freezing. You can tell children that is why local authorities use salt on roads in winter to lower the freezing point of any surface water.

You may see some variance in your iceberg measurements because of the way water expands as it freezes. You can test this by freezing a small plastic bottle of water and the children will find that it bulges. To find out by how much it’s expanded you can use displacement.

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Titanic Lessons, Experiments, Activities, and More!

By Mary Montero

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When I was young, I was never the girl who obsessed over boy bands. I was the girl who obsessed over the Titanic. Even before Titanic The Movie came out in 1997 and launched the world into a serious Titanic craze, I was fascinated with the ship and the disaster. I even contacted another Titanic buff through AOL Message Boards (!!!) and received signed memorabilia from a survivor, pictures of grave sites and more.

My fascination has never waned, and when I began teaching, I brought the Titanic with me. Each year, I did a week-long study on the ship, and my kids absolutely adored it. They were engaged every minute of it, and they felt so much compassion toward the lives that were lost. Titanic lessons create such an amazing learning experience.

Titanic Lessons

In my district, summer school is all enrichment based. I designed a 3-week course using Titanic lessons, where we would do daily science experiments, literacy connections, and more. I LOVED teaching this class just about as much as I loved learning about the Titanic. I stopped teaching summer school when I had my girls, and unfortunately, I never took any pictures of the class back then. I made it my mission this year to pull out my bins of Titanic lessons and materials to take pictures of some of the activities and experiments that we loved so much. And here they are! So many Titanic activities for you to do in your classroom. Have fun and always, always, always Remember the Titanic!

Here are just a few of my Titanic buckets of supplies!  See that big metal rod on the top?  I use that to show students how thick the steel plates on the ship were.  It’s HEAVY!  Not pictured are my dozens and dozens of Titanic books that we use throughout the study!

PLEASE NOTE: Many of the experiments I share came from a collaborative book that was offered online for FREE to educators. The original site, Titanic Science, is no longer up and running, but you can download the FREE lesson plans *HERE* . It is an AMAZING resource. Truly phenomenal.

Waterfall Book for Unit Notes

First, we make a Titanic waterfall book to record all of our fascinating information about the Titanic. We keep this handy the whole time we are working on our unit.

Throughout our study of the Titanic, they fill in their waterfall booklets with pertinent information, glue pictures and maps in, write questions, then go on book and web quests to find their answers.  These are always well-loved and bursting with information by the time we are done.  We have always just created our own using large pieces of construction paper, but after many requests, I also added a printable one to my Titanic Bundle.

Titanic Science Experiments

Then, we construct foil boats and see who can make the sturdiest boat.  You can use marbles or pennies to see which boats can withhold the most weight.  We talk about what keeps a ship afloat and the characteristics of the sturdy and not-so-sturdy boats we built.

After we have had some fun with foil boats, we do a little water displacement experiment.  I fill a mini loaf pan full to the brim with water and place it into a larger foil dish pan.  It has to be RIGHT at the edge, or the experiment won’t work. Then, I get a block or a piece of wood (the heavier the better) and place it in.  Of course, water pours over the age of the mini pan.  In theory, if you weigh the water that is displaced, it should weigh the same amount as the piece of wood that you put in.  This help them understand the science beyond water displacement and why ships can stay afloat.

Next, we talk about buoyancy and how it relates to the Titanic.  They start by dropping a ball of play dough (DON’T USE CLAY! It’s too messy.) in water.  It sinks.  Then, they use the play dough to form a boat and make it float.

You can use the recording sheet for free HERE to go through the experiment  with your students.

Titanic Passenger Tickets Activity

At this point, the kids are getting excited to learn about the Titanic and have some good background information from our earlier Titanic Lessons. It’s when I pull out the Titanic Passenger Tickets that they burst at the seams. In that moment, they realize the gravity of it all–the fact that these are REAL people that this awful thing happened to, not just actors on a movie screen.

Each student gets their own ticket aboard the Titanic and we research our passengers. Sometimes I wait for them to do their research until the end so that they don’t know their fate. I have done it both ways, and its a very powerful lesson, no matter when they research their passenger.

You can get the passenger tickets at my TpT store HERE .

Here is a picture of one teacher’s bulletin board. She has their waterfall booklets AND their passenger research up!

More Titanic Lessons and Suggested Books

At this point, we also start reading our books. I have used several novels to teach the Titanic, but this Interactive History Adventure Book is hands-down a student favorite. It is similar to a choose your fate novel, with different paths that can be taken. We go through all the paths and they complete activities using a choice board. You can purchase the Interactive History Adventure Books HERE . (Affiliate link)

You can see the choice boards at my TpT store HERE.

I also wrote two Titanic books! You can view Voices of the Titanic and Titanic Q&A with my Amazon affiliate links.

I also assign a Titanic “Webquest” of sorts, where students scour the web (with many site suggestions) to write a diary from the perspective of someone on board Titanic. You can find the link to my FREE webquest in this Distance Learning Post .

More Titanic Science Experiments

You have probably seen the next demonstration before, but it’s a must for any Titanic unit. It’s easy! Freeze a large balloon filled with water. Let it bob in a sink, fish tank, or large Tupperware. It shows just how much of an iceberg sits underwater and why the visible tip of the iceberg is probably not what caused so much damage–instead, it is what they couldn’t see that wreaked havoc on the poor ship. I usually do several sizes of the balloons so that they can see that it happens no matter how big the berg is.

The students are always ready to get right to the sinking. After all, it’s the part they know the most about and are most interested in. This watertight bulkhead Titanic experiment is hands-down my favorite experiment. You will need lots and lots of 2 liter bottles (3 per group) and large tupperwares, sinks, or fish tanks. Again, parents are a great resource for this. For full details of this experiment, see the Titanic Science guide that I linked to at the beginning of this point. Here are some pictures to show you how it works…

First, cut a 2-liter bottle as pictured above. On the top, you will make a square that does NOT span the circumference. A small enough opening that water won’t pour in the sides when you weigh your bottle down to be half way submerged.

I always use marbles (because I had a surplus of them), but you can use weights, too. Anything to put weight in your boat. Put enough weight in so that the bottle cap is half way submerged. Then, open the bottle and time how long it takes to sink. NOT LONG AT ALL!

Then, cut the bottoms off of two more bottles. These are going to simulate your watertight compartments. Let your students experiment with different ways of using your compartments to section the boat off into three different parts. After a few tries, try to TAPE THEM DOWN WELL! Tape is a good variable. 😉

Use the same exact amount of weight as you used before and evenly distribute it between the three sections. Now, open the bottle top again. The boat will start to take on water, but I have had some kids successfully keep their boats afloat indefinitely! Others sink after one compartment fills up and then water pours over the others.   HINT: The ones that don’t sink are the ones that make full enclosures with their compartments, NOT the ones like I have pictured above. Remember that one of the reasons the watertight compartments were not really watertight was because they weren’t sealed at the top, so once they were full and the boat started to dip, they spilled over the tops and eventually filled the entire boat.

Here is a recording sheet that I created to use with this experiment. You can download it for free HERE .

One of the reasons that scientists suspect that so much damage was done to the Titanic was the weak rivets that were used in her hull. There are a lot of great articles about this theory.   HERE is one that I always read to my students. It is something that rarely gets mentioned, but it’s so important!

This Titanic experiment is another that I originally got from the free Titanic Science resource linked above. It explains the experiment in depth.

You will need angel hair pasta, fettuccine, and air-dry clay. This is meant to simulate the different types of slag used in the rivets. Most students will hypothesize that the fettuccine rivets will hold up better…They are wrong. Again, read the Titanic Science description of this one.

Here are the rivets ready to be tested. We put them between two desks and see which ones can hold the most weight. The teacher guide will suggest that you use small cups from applesauce or fruit, but we found that we could often fill those up before our homemade rivets broke, so I started using 2-liter bottles.

Eventually, the rivets will break. This is a GREAT experiment, and kids get all riled up about something so small that could possibly have prevented such destruction.

There is a really neat activity in the Titanic Science book on plotting ice bergs and ice berg warnings. The kids always thoroughly enjoy this, too, and it’s an eye-opener as students question why they did not heed these warnings! It’s a great geography lesson, too.

Next, we lead into the discovery of the Titanic and what is happening to the ship as it sits below the surface.

We talk about rust on the Titanic. We put nails and a few other metal items in a small bowl with regular water and salt water. They will rust within 24 hours! Imagine what would happen to the Titanic after sitting under the ocean for 100+ years.

Then, we get into some pretty heated debates… What to do with the artifacts and the ship on the bottom of the ocean floor. We call it the Great Grave Robbing Debate since some people call it as much. Again, there is a detailed lesson on this in the Titanic Science book.

I print out letters that I find through Google and place them in salt and regular water. In other containers, I crumple them and tear them up. Then, we let them sit for several days. The more time it spends soaking in the water the better.

We talk about the difference between conserving and restoring artifacts from the Titanic. They do their best to conserve some of the soaking letters and then also do their best trying to restore the ones that I have crumpled and torn. In most cases, further damage is done to the “artifacts” as they try to restore them. They learn just how fragile a process this is and why it is controversial.

This is another topic that students get VERY opinionated about. Some believe that it is very wrong that people are taking pieces from the Titanic and others understand the artifacts’ educational and scientific value. We have always written a persuasive essay using student opinions on the issue. There are tons of articles and videos about it online.

The sheets above are from my Titanic Bundle Pack and outline both arguments. You can see the bundle HERE .

That is most of the experiments we do! There are a few others in the book, too. One I always use is where you use a water jug to show water pressure. Another activity I do each year is to have students or teachers come in your room as a surprise and put on a chaotic two minute scene. Then, ask your students about what they saw. Many can’t remember what the people were wearing, what they were talking about, etc. This shows how difficult it was to get eyewitness testimony from those that witnessed the sinking, even if they WERE right there.

Titanic Day: Time Period Activities

Many kids have a difficult time grasping just how different times were 100+ years ago when the Titanic sunk. Early on, I began hosting a Titanic Day for my students so that they could really get a glimpse into what life was like then– before they had any electronics for entertainment.

I go to the Dollar Store and buy tops, jacks, YoYos, and any other small games they may have had aboard the Titanic. This is a great simulation for life on 3rd class.

Then comes one of my students’ VERY favorite activities! We host a Titanic tea To make the prep easier and more affordable, I always reach out to parents and ask them to donate goodies for the tea. You can get a box of frozen eclairs for less than $5, a bag of cheese cubes, scones from the bakery, some fruit, etc. and many parents are willing to donate something to this “cause.” I have even had parents make small finger sandwiches and biscuits. It does NOT need to be super fancy… anything will impress your kids!

One day, I put together a plate to simulate a third class tea experience.  I offer the food to anyone who wants it, and we listen to fun music and munch on our “goodies.”

The next day, I encourage my students to dress up a bit if they’d like to, and I tell them that we are going to have a First Class Tea Experience. I put all of the food parents donated onto nice trays, get plastic plates and forks, and print menus for the kids. (Fun Fact: There were no actual menus for first class tea. It is assumed that it was served buffet style. Third class tea menus are readily available on Google!)

This is always SUCH an exciting day for kids! I turn on classical music, students choose a few goodies to snack on, and I teach them a bit more about Tea on the Titanic.

It is also an amazing learning experience as students REALLY realize the difference between the classes AND get a feel for what it was like to live back then. They are always amazed to hear that they had a fancy tea like this EVERY SINGLE DAY onboard the ship! We discuss etiquette and the other meals onboard the Titanic. We also talk about the fact that THIS is what they did for fun and entertainment and that socialization was a huge part of their lives.

Cross Curricular Titanic Lessons

I always like to connect our units across the curriculum, and there is SO much math involved in the Titanic! Several years ago, I created these Titanic Math Printables for FREE .

I also always have my students make a newspaper. Unfortunately, I don’t have any examples, but I use the templates from Scholastic for this Titanic Newspaper Letter Writing Activity. Here is a link to that free resource: HERE !

Here is a picture of my Titanic lessons when I introduce the newspaper…

Laura sent me these pictures of her students’ marvelous Titanic models that they made! What a great activity!

I love that this student took note of only three of the steam stacks being functional!

Titanic Lesson Bundle

Well, that’s about all I have to share right now! For even more Titanic activities and Titanic lessons and Titanic reading passages, stop by my TpT store and check out my Titanic Bundle ! It includes almost everything you need (minus books and a few videos) to teach a comprehensive Titanic unit.

Titanic lessons, experiments, and activities for upper elementary students

Titanic Websites

Finally, here are a few more websites that have GREAT content and ideas for teaching Titanic Lessons!

100 Years Later: Ways to Teach About the Titanic using the Times

National Geographic: Remembering the Titanic

History.com Titanic Interactives

Mary Montero

I’m so glad you are here. I’m a current gifted and talented teacher in a small town in Colorado, and I’ve been in education since 2009. My passion (other than my family and cookies) is for making teachers’ lives easier and classrooms more engaging.

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10 Comments

This is AMAZING. (I too was weirdly fascinated by the Titanic and not by anything else normal or teenager-y) I do want to know what time of the year you typically teach this, and if you are able to connect any standards to it.

Hi Brittany!

I teach it whenever I can fit it in, but most often in April, around the anniversary of the sinking and after state testing. You can connect a TON of standards to it, especially when it comes to the literature and math piece. Science standards can be more tricky because they differ from state to state, but in general, there is always one a bout the scientific process, so I use that. 🙂

Brittany beat me to my description of this- AMAZING! Thank you for sharing all these great ideas.

In corporate environment, group activities can be used to introduce a topic, improve communication, review previous training or teach a new technique. There are several benefits to company when people take part in such activities.

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I love the Titanic! I teach fourth grade math and science and I'm trying to come up with a way to create a cross-curricular project about the Titanic. I am just wondering what grade you teach?

Thanks for all of the resources!

If you still monitor these comments, This is AMAZING! One of my 4th grade teachers used much of it and it went perfectly with what we are trying to do with kids, go deeper and use Critical Thinking, Collaboration, Creativity and Communication to make connections. I am going to use this unit as an example of how to get kids thinking deeper with a guiding question of Impact – How do our choices affect ourselves, our communities, and the world? We also have a Titanic presentation coming to a local children's museum that we want to take our kids to. Thank you for sharing!

Thank you so much for your feedback! I love your guiding question… are you an IB school?

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Titanic Science – Make an Iceberg

June 15, 2017 By Emma Vanstone Leave a Comment

The Titanic famously sank on the 14th of April 1912 in the North Atlantic Ocean after colliding with an iceberg. RMS Titanic was the biggest and most luxurious ship of the time and was thought to be unsinkable!

This activity models how an iceberg sits in the ocean and explains one of the reasons why the iceberg that collided with the Titanic wasn’t spotted until it was too late!

What is an iceberg?

Icebergs are large pieces of ice that break off from glaciers. Most of an iceberg sits below the surface of the water. Around 10% is above. Because so much of an iceberg is hidden from view, they are dangerous to ships.

Very little damage was done to the upper levels of the Titanic, but below the waterline was a different story.

These days, GPS and satellites track icebergs, so another tragedy like the Titanic is unlikely.

Water filled container

Instructions

Fill a balloon with water, fasten the end and leave it in a freezer until frozen.

Once frozen, carefully cut away the balloon and discard it.

Place the iceberg into your container of water.

Measure how much of the iceberg is above and below the water.

Why does this happen?

Did you know around 90% of an iceberg is underwater? Is this the same for your iceberg?

So much of an iceberg is underwater because water expands as it freezes, meaning the ice is less dense than the surrounding water. This allows it to float.

Because it is salty, seawater is denser than freshwater, meaning ice floats slightly higher in seawater than in our experiment.

Extension tasks

How can you work out how much water is displaced by the balloon?

The iceberg that hit the Titanic was formed from fresh water, but what do you think would be different if you made your iceberg using salty water?

Facts about the Titanic

In the early 1900s, crossing the Atlantic on an ocean liner was the pinnacle of luxurious travel.

The top speed of the Titanic was only 4 knots.

Three huge steam propellers powered the Titanic at the back of the ship. Twenty-nine boilers were needed to keep the engines running. Crew members had to constantly feed the engines with coal to keep them going.

At the time, there were only two main liner operators. White Star Line, who owned the Titanic and Cunard.

The Titanic was the first ship to transmit the SOS morse code signal.

The Titanic sank on its maiden voyage.

There were six lookouts on the Titanic whose job was to look out for icebergs from the crow’s nest. If an iceberg were seen, the lookout on duty would ring a warning bell. When the bell rang, the crew on the bridge tried to change direction, causing the Titanic to hit the iceberg side on.

The Titanic had a safety system featuring 16 watertight compartments. It was thought the ship would stay afloat even if four compartments were filled with water. Unfortunately, the iceberg damaged five compartments.

The iceberg massively damaged the underside of the ship.

When an iceberg breaks off from a glacier, it is called calving.

The Titanic was designed by Thomas Andrews, who didn’t survive the maiden voyage of the Titanic but did help many passengers into lifeboats.

There were not enough lifeboats for all the passengers, and some were launched before being full in the confusion.

A ship called the Carpathia responded to distress signals sent from the Titanic and saved over 700 people.

The International Ice Patrol was founded in 1914 to monitor icebergs and ice and the Atlantic and send the data to ships in the area. Since the IPPs formation, there have been no other iceberg disasters.

Last Updated on February 8, 2023 by Emma Vanstone

Safety Notice

Science Sparks ( Wild Sparks Enterprises Ltd ) are not liable for the actions of activity of any person who uses the information in this resource or in any of the suggested further resources. Science Sparks assume no liability with regard to injuries or damage to property that may occur as a result of using the information and carrying out the practical activities contained in this resource or in any of the suggested further resources.

These activities are designed to be carried out by children working with a parent, guardian or other appropriate adult. The adult involved is fully responsible for ensuring that the activities are carried out safely.

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Home » Resources » Ages 9-11 » Titanic

Main Focus: Investigating Icebergs

This science activity excellently compliments a topic on Titanic for KS2 classes.

So much of an iceberg is under water because water expands as it freezes, meaning the ice is less dense than the surrounding water.  Sea water, because it is salty, is more dense than fresh water meaning that the ice floats slightly higher in sea water.

In this experiment your KS2 class will investigate the position of an iceberg in water.  They will investigate and measure just how much of the iceberg is underwater, obscured from vision and will help them to understand how the Titanic hit the iceberg and how it did so much damage.

Main Focus: Watertight Bulkheads

In this science experiment your Year 5 | Year 6, or P6 and P7 class will investigate the role of watertight bulkheads in maintaining buoyancy in ships.  In this resource linked to a topic on Titanic, your class will explore the importance of water displacement so that a damaged ship can still float.

The Titanic was constructed with advanced safety features including “ watertight ” bulkheads . A bulkhead is a wall within a ship, much like a contained or sealed room.  The lower part of the ship was divided by 15 bulkheads into 16 compartments and in the event of a leak, watertight doors could be closed, sealing off the compartment. Engineers planned that the ship could float with two of the compartments flooded and would still be able to survive if the forward four compartments were underwater.

Main Focus: Weak Rivets

In this STEM resource for KS2 we are going to explore the science behind the theory that the strength of the rivets on Titanic was compromised.

In this experiment, your class will investigate how a composite material such as slag can create a weaker product.   They will test two different kinds of pasta and predict which type of pasta will produce a stronger rod.

For decades, scientists wondered why the Titanic sank so quickly after hitting an iceberg in 1912.   Now, some scientists are making the case that it was weak rivets that caused the 46,000 ton Titanic to sink.

Rivets are like smooth screws that ‘glue’ sheets of metal together. Riveting is still used in engineering, but today, riveting large sheets of metal together in shipbuilding has been replaced by the use of bolts and a technique known as welding .

Main Focus: Buoyancy

Have you ever wondered how a ship like the Titanic, which was made of heavy steel could float? Or how can a steel ship carry a heavy load of cargo without sinking?

You will already have experimented with floating and sinking and know that if an object is less dense than the fluid, it will float. If the object has the same density as the fluid, it will neither sink nor float. If the object is more dense than the fluid it will sink. This is why when you drip a nail in a bucket of water it will sink to the bottom like a rock.

With a steel-hulled ship, the shape of the ship’s hull is very important.

In this STEM / Science experiment, your class will determine how much weight can be supported by boat hulls of various shapes and volumes and how this relates to the density of water.

Their challenge is to design a boat that can float and hold marbles using only one piece of tin foil. Your KS2 class will make three boats and compare.

Main Focus: Vocabulary and Word Search

In this resource, your class will explore key vocabulary and terminology linked to the Titanic by reading definitions.

Once they have completed the activity sheet linked to vocabulary, they will then find the words in a word search.

Main Focus: Communication Methods

In this resource your class will learn how Titanic was able to communicate with other vessels using a range of methods. This sis a great knowledge building activity and leads well into the STEM challenge.

In this STEM task, your class will work in a group to develop alternative methods of communicating for ships at sea.  They will test their methods in the classroom, assembly hall or in the playground.

Things to keep in mind:

• Your signals must be clear from a distance of at least 10 metres. Remember that when at sea, the distance would be measured in nautical miles.
• You must be able to communicate your message quickly, for example, medical needs on board, a distress signal, the identity of your ship, a desire to dock, preparing to embark on a voyage
• Can your signal be understood at night, or in heavy fog? You might need more than one signalling method.

Main Focus: Wireless Radio

This is another UKS2 informative science resource that focuses on the wireless radio system that Titanic’s operators had.

The QR code will take your class to a simulation of the Titanic’s SOS call on YouTube and will let them hear what Morse Code sounds like.

To understand what wireless messages sounded like in 1912, your KS2 class will construct a simple wireless transmitter similar to the one used on the Titanic.  They will try to develop communication codes and have a go at using Morse code to communicate through audible tones!  It is important that they evaluate their experiment, so complete the planning and review sheet afterwards. Working in small teams will help in this experiment.

Main Focus: Titanic Timeline of Events

This is a Titanic timeline of events for your KS2 class. Your class will read all the information about the Titanic and can create a series of questions using the information for a partner.

Your class will then cut out and reorder the events in chronological order.

Main Focus: Rusticles

Since the tragic sinking of the Titanic, and initial discovery in 1985, a number of explorers on expeditions have visited the shipwreck. Some have taken images during explorations while others have removed artifacts. By 2002, it was estimated that about 6,000 artifacts had been removed from the Titanic.

As the Titanic hull corrodes, ‘rusticle’ have begun to form. A rusticle is a formation of rust that looks similar in shape to an icicle or a stalactite, but which occurs deep underground when wrought iron oxidises.

We cannot create rusticles in the classroom, but we can observe the rapid break down of iron. In this experiment, your class will test how iron reacts in different solutions.

Main Focus: Life Saving Devices

Modern day ships must have sufficient lifeboats for the passengers onboard. However, when the Titanic was built, regulations only required a ship of that size to have places for approximately 960 people.  Titanic exceeded these requirements by putting to sea with twenty lifeboats which were capable of holding 1,178 passengers and crew, however only 705 people were saved.

The Titanic Floating and Sinking Science Investigation

The Titanic primary resources

Help children understand the sinking of the Titanic, and the way that the passengers tried to stay afloat after it sank with our  The Titanic Floating and Sinking Investigation.  Follow the investigation and use the table to play and carry out a fair test to help children understand which objects float, and which objects sink.

Covers the following science KS1 National Curriculum objectives:-

• Perform a simple test.
• Use observations and ideas to answer questions.
• Gather and record data/results to answer questions.
• Distinguish between an object and the material from which it is made.
• Compare and group materials.
• Identify and compare suitability of materials for particular uses.

This science investigation is perfect for KS1 children, but can also be used with younger and older children with some simple adaptation. Works well as a home learning activity, for home educators, or as part of your Titanic topic in school!

Explore the rest of our The Titanic primary classroom resources .

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Miss Robinson 2011-12

Floating and sinking.

On Thursday we had a science afternoon! We were investigating floating and sinking because we want to find out more about why Titanic sank.  There were different experiments at 4 tables and at 2 tables we were designing scientists or doing our investigation sheets.

At one table we were investigating the different shapes that float in water. First we put a ball of play dough into the water and it sank then we made the play dough into a boat shape and it floated!

At another table we were investigating different objects that float in water. We tried a paper clip, bouncy ball, a ruler, an egg, a nail, a toy boat and a rubber. Some of these things floated and some sank.

At another table we had two bowls of warm water, one with salt and one without. Then we put an egg into each one. The egg in the salty water floated and the egg in the normal water sank. This is because the salt dissolved in the water and made it denser.

For the last experiment we put an orange in a bucket water and it floated. Then we peeled the orange and put it in the water. It didn’t float! This is because air gets trapped in the skin of the orange and makes it float.

We had great fun! Next week we will be building our own boats that we have designed and we will be testing them out in water! We will be predicting how many 1 pences they can hold! The boats that can carry the most pennies will win a prize!

By Chloe B, Kaitlyn and Sabrina

9 thoughts on “Floating and sinking”

What great experiments P4/5! I love doing experiments and trying to work out what might happen. I really was surprised about the orange floating and sinking. Can you tell me why such a huge, heavy ship like the Titanic floated on the water? I thought that if something was heavy then it would sink. Can you help me out?

It look`s like you had great fun I wish I got to do it your Titanic in your classroom is FAB.

Thank you for the wee blether I had with some folks from your class. You are finding out such a lot of facts and information.

I always got really puzzled when doing experiments especially watching playdoh sink as a ball but float as a boat shape, science is really important isn’t it?

I am sure that you have all had another busy week this week. P4 have been finding out about the route the Titanic sailed and looking at compass points.

You look like you are having a GREAT time p4/5 you are dong really well. Well Done! 😀

Well did the experiments get under way? What did you discover? I noticed that you have started putting passengers on to your huge Titanic. How many passengers travelled on the Titanic?

Hope you had great fun with your experiments 🙂

sounds like fun 🙂

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April 2, 2012

The role of physics in the sinking of the Titanic

by Institute of Physics

A century on from the sinking of the Titanic, Physics World science writer Richard Corfield takes a look at the cascade of events that led to the demise of the 'unsinkable' ship, taking into account the maths and physics that played a significant part.

At 11.40 p.m. on Sunday 14 April 1912 the Titanic , bound from Southampton to New York, struck an iceberg just off the coast of Newfoundland and became fully submerged within three hours, before dropping four kilometres to the bottom of the Atlantic.

There have been many stories recounting why the ship struck the iceberg and why two-thirds of the passengers and crew lost their lives: the lack of lifeboats; the absence of binoculars in the crow's nest; the shortcomings of the radio operator. However, in this article, Corfield takes a more in-depth look at the structural deficiencies of the ship and how these contributed to its demise.

Corfield highlights the work of two metallurgists, Tim Foecke and Jennifer Hooper McCarty, who combined their own analysis with historical records from the shipyard in Belfast where the Titanic was built and found that the rivets that held the ship's hull together were not uniform in composition or quality and not been inserted in a uniform fashion.

This meant that, in practice, the region of the Titanic's hull that hit the iceberg was substantially weaker than the main body of the ship – Foecke and McCarty speculate that the poorer-quality materials were used as a cost-cutting exercise.

As well as the actual make-up of the ship, it also appears that the climate thousands of miles away from where the ship actually sunk may have had a hand in events. At times when the weather is warmer than usual in the Caribbean, the Gulf Stream intersects with the glacier-carrying Labrador Current in the North Atlantic in such a way that icebergs are aligned to form a barrier of ice.

In 1912 the Caribbean experienced an unusually hot summer and so the Gulf Stream was particularly intense; the Titanic hit the iceberg right at the intersection of the Gulf Stream and the Labrador Current.

"No one thing sent the Titanic to the bottom of the North Atlantic. Rather, the ship was ensnared by a perfect storm of circumstances that conspired her to doom," writes Corfield.

Provided by Institute of Physics

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Could you have saved the Titanic?

Subject: Primary science

Age range: 7-11

Resource type: Worksheet/Activity

Last updated

23 January 2022

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The thought experiment: How could you survive the Titanic disaster, if there was no room in the lifeboats?

I'll never let go, Jack! Other than escaping on a floating door, there are a few things you could do to survive a sinking ship.

1. Layer up

Put on as much clothing as you can find. Wool repels water, creating insulating air pockets even when wet. A waterproof layer will trap air and help keep you afloat. Put on a life jacket or stuff your top with empty containers for buoyancy.

2. Don’t jump

Titanic’s lifeboat deck was 17.6m above the water, and even a 6m jump is enough to compress your spine and break bones. Wait for the boat to sink first – the idea that you will be sucked under with it has been tested and disproved.

3. Keep calm

Breathe out as you hit the water to help counter the inhalation reflex caused by the cold shock response. Cold shock also causes a minute of hyperventilation. Once this subsides, you have 10 minutes before your limbs are too cold to move.

4. Stay warm

Climb onto some debris. Even a cold wind won’t freeze you as fast as the sea. If you can’t find anything, huddle next to other survivors. In cold water it takes 15 to 60 minutes for your core temperature to drop below 28°C and stop your heart.

Subscribe to BBC Focus magazine for fascinating new Q&As every month and follow @sciencefocusQA on Twitter for your daily dose of fun science facts.

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