Calculating Bone Density Lab

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2001 UTHSCSA "Positively Aging" a trade mark of the University of Texas Health Science Center at San Antonio
LESSON FOUR: BONE DENSITY
FOCUS:
There is a relationship among the structure of bones, bone mineral density, and the
strength of bones. This Positively Aging lesson will help students understand these
relationships and recognize how the strength and density of bone can reduce fractures.
OBJECTIVES: Students will:
Calculate densitymass (in grams) per unit volume (in milliliters).
Examine bone specimens for density and micro-structures
Calculate fracture rates.
Graph and interpret line graphs
ACTIVITY 4A: APPLYING THE DENSITY FORMULA
This activity is designed to be used in the math classroom. It defines variable, for-
mula, and density, and gives students the opportunity to practice calculating density by
applying the density formula. Teachers are encouraged to incorporate experiments
(perhaps in science) that allow students to explore the concept of density prior to apply-
ing the definition and formula. Students will be required to calculate density during
Activity 4B. Refer to the student handout Applying the Density Formula and the
accompanying teacher answer sheet.
ACTIVITY 4B: DETERMINATION OF BONE DENSITY
WITH BONE SPECIMENS
A note to the teacher: The objective of this activity is to allow students the opportunity
to calculate the density of sectioned bone specimens. (These long bones are obtained and
cut into cross sections in advance of the lab. Make sure you read through the procedures for
preparing these specimens.) Students will investigate how the density varies at the ends
of long bone and the mid-section of the shaft. Working with one bone specimen, each
lab group should conclude that there is a pattern with the bone density calculations.
The density at the ends of the long bone specimen where there is spongy bone should
be less than the density anywhere along the shaft where the compact bone is present.
After comparing class data, the students should conclude that there is a similar pattern
in bone density calculation among all the same types of bone specimens.
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Teacher Directions for
Determination of Bone Density with
Bone Specimens Lab
1. Students should be divided into groups of 4. Assign a number to each group.
2. Each student should receive the student handouts which include:
a) the lab directions,
b) a table for the groups data collection,
c) a table for the classs data collection,
d) a graph for the class data and group data, and
e) analysis questions.
See the student handouts and answer key.
3. Have students wear dissecting gloves while handling the specimens. Each group
will be given their own bone specimen that has been cut into 10 transverse sections.
4. Students will determine the mass, volume (displacement method), and density
(mass/volume) of their specimen cuts. Then, each student will record the
groups data.
5. The class data collection sheet will require the students to calculate the average
density, minimum and maximum density, range, and median density. Review how
to determine these calculations with the students (refer to Unit 11, Activity 4 for
examples). Have one member from each group record their groups results on the
front board or on the teacher transparency provided for class results. Have each
student record the class data on their classcollection sheet on bone density.
6. Students will answer the analysis questions.
7. Next, the students will complete the graphing activity. Students will graph the
average density values for the 10 specimen cuts for all the classs bones. Then, they
will graph their groups bone density values for all 10 specimen cuts from their bone.
A teacher transparency of the graph is available as part of the post-lab discussion of
the classs results. See the teacher transparency on graphing bone density. One lab
group could volunteer to graph their results on the transparency to compare with
the class density averages.
Procedure for Preparation of Specimens for
Determination of Bone Density with Bone Specimens Lab
Preparation of the materials for this lab must occur in advance to allow sufficient
time to secure the bone specimens. The source of the long bone specimens may be
obtained by contacting a local butcher or meat processing plant. A long bone from a
deer, cow, or lamb would be appropriate. Obtain one long bone for each lab group of
four students. Each group should work with the same type of bone.
With a bandsaw, cut the long bone into 10 transverse cuts, or ask the butcher or
woodshop teacher to assist. (The specimen slices should be cut to fit inside the size of gradu-
ated cylinder you have available to measure their volume by the displacement method, or the
slices can be cut to fit into a larger beaker, then measured using the positive displacement
method. ) Make sure you number the sections, which might be easier to do if the speci-
mens are allow to dry and the soft marrow removed. (The slices could also be boiled to
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clean them and to remove the marrow.) The numbering can be done with a permanent
ink marker, such as a Sharpie
TM
, then coated with clear nail polish. Number the bone
sections in sequence as they were cut from the long bone.
See the figure below.
Briefly discuss the concept of density as mass per unit volume of an object. The
teacher should demonstrate how to determine mass and volume of an object. Students
will need to be familiar with determining the mass of an object using a triple beam
balance and the volume of an object by the displacement method. Review the units of
measurement for mass is grams and for volume is 1 cubic centimeter or 1 milliliter.
Refer back to activity 4A on how to use the density formula.
ACTIVITY 4C: MAGNIFIED EXAMINATION OF BONE
SECTIONS
The objective for this lab is to allow students to observe and compare the micro-
scopic structure of compact and spongy bone. The bone specimens from activity 4B
may be used for this activity. Students will use a hand lens or dissecting microscope to
observe and draw a bone specimen cut from the end of the long bone and from the mid
section. They will answer questions to compare the location of types of bone and their
densities calculated from activity 4B. The spongy (cancellous or trabecular) bone at the
ends of the long bone specimens should have the least density, while the specimens
from the mid-section of the compact (or solid) bone located along the shaft should have
a greater density.
ACTIVITY 4D: FIGURING FRACTURE RATES
A note to the teacher: To help doctors or researchers determine critical ages in which
fractures occur, many studies have been conducted on men and women. Doctors are
anxious to figure out when the risk of fracture is highest. In order to do this, the
researchers have to take information and turn it into something that has meaning. The
students are going to have a chance to figure fracture rates from the data collected in a
study conducted in Canada. The authors of this study gathered data on the incidence
of hip fractures in Saskatchewan Canada, residents aged 65 years or older for the 10
years between 19761985 from computerized hospital discharge records and compared
it with rates for several other populations in Northern Europe and the United States.
This study was restricted to people 65 years or older because this is the population
group for which hipfracture has the greatest public health impact. The data used in this
activity is taken from: Ray, W.A., M. R. Griffen, R. West, L. Strand, and L. J. Melton III.
Incidence of Hip Fracture in Saskatchewan, Canada 1976-1985, American
Journal of Epidemiology 1990; 131: 5029.
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In this lesson, explain fractures to students. Fractures are breaks or cracks in a bone.
Point out that in older adults these breaks usually occur in the hip, wrist, or vertebrae
areas. In older persons, fractured bones are often due to decreased bone mineral den-
sity. That is, the lower the bone density, the greater the risk of breaking a bone (for
example, during a fall).
The Fracture rate is a ratio of the number of fractures in a group of people over a
given period of time. These ratios can be used to calculate the probability that a frac-
ture will occur. This is important for doctors to know so that they can track the ages at
which fracture is most probable.
Hand out the worksheet, Figuring Fracture Rates. The students should follow
along as you explain the given information. The doctors in this study only looked at
adults that had fractures occurring in the hip area. They kept up with this information
for ten years. So, in the column labeled, # Fractures, the number represents how many
fractures occurred in that age group over a ten year period. Ask student how many
fractures occurred in women between the ages of 6569. The should respond with 347.
The next column, Person Year s , is the amount of time of exposure to the potential
event experienced by the people in the study. Person years is calculated by taking the
total number of people in the study multiplied by the number of years they were in the
study. So if 10 people stayed in the study for 10 years, then it would equal 100 person
years; or if 50 people were studied for 2 years, it would also equal 100 person years.
How many person years are in women between the ages of 8589? Answer: 44,141.
Now to calculate the rate of fractures for every 1,000 person years, the student
should divide the number of fractures by the total person years (e.g., 347195,647 =
0.0018), and then multiply by 1,000 (0.0018 x 1,000=1.8). Work this one out on the
board with the students. Instruct the students to complete the worksheet for both
men and women.
ACTIVITY 4E: GRAPHING FRACTURE RATES
Make copies of the supplied graph for the students to use during this activity. The
students will take the answers from the previous worksheet and graph the information.
They will make a double line graph (one line for men, one line for women) of the frac-
ture rate per 1,000 person years, and then compare the information. After graphing,
have the students answer the questions. Discuss the questions as a group. The students
should recognize that with age, fracture rate increases. They should also recognize that
in females the fracture rate is much greater. This is due to the fact that females tend to
have smaller bones to begin with, and they experience rapid bone loss upon the onset of
menopause. You might want to point out that the number of fractures in both males
and females aged 95+ is lower because there are fewer people in this age group.
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A variable is a letter that stands for a number. Formulas are equations that use
variables. One concept that is defined with a formula is density. Density is a ratio of
mass to volume. The formula used to calculate density is D = m/v. This formula con-
tains three variables: D stands for density, m stands for mass, and v stands
for volume.
Example: Suppose that a box has a mass of 30 grams and a volume of 6 cubic centi-
meters. Find the density.
m = 30 g step 1) D = m/v
v = 6 cm
3
step 2) D = 30 g/6 cm
3
step 3) D = 5 g/ cm
3
A. Use the given information to calculate the density.
1. m = 500 g 2. m = 1,250 g 3. m = 306 g
v = 20 cm
3
v = 500 cm
3
v = 45 cm
3
4. m = 9.8 g 5. m = 549 g 6. m = 120 g
v = 2 cm
3
v = 36 cm
3
v = 480 cm
3
B. Volume can also be measured in milliliters (ml). Milliliters are used if you are
finding the volume of a liquid or using the displacement method to find the volume
of a solid (1 ml = 1 cm
3
). Use the information to calculate the density.
7. m = 9.8 g 8. m = 10.4 g 9. m = 15 g
v = 7 ml v = 8 ml v = 6 ml
10. m = 18 g 11. m = 45 g 12. m = 240 g
v = 12 ml v = 90 ml v = 80 ml
C. Now try these problems:
13. D = 1.5 g/ cm
3
14. D = 3 g/ cm
3
v = 16 cm m = 48 g
Find the mass. Find the volume.
15. Box 1 and Box 2 have the same mass. If the volume of Box 1 is greater than the
volume of Box 2, what do you know about their densities?
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ANSWER KEY
A.
1. 25 g/ cm
3
2. 2.5 g/ cm
3
3. 6.8 g/ cm
3
4. 4.9 g/ cm
3
5. 15.25 g/ cm
3
6. 0.25 g/ cm
3
B.
7. 1.4 g/ml 8. 1.3 g/ml 9. 2.5 g/ml
10. 1.5 g/ml 11. 0.5 g/ml 12. 3 g/ml
C.
13. mass = 24 g 14. volume = 16 cm
3
15. The density of box 2 is greater than the density of Box 1.
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WITH BONE SPECIMENS
Problem: How does the density at the ends of a long bone compare to the density of the
mid-section of the shaft?
Hypothesis:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Materials: (for a group of 2 to 4 students)
graduated cylinder with an interior diameter that will accommodate the bone sections
250 ml beaker
bone sections cut from a long bone (such as cattle, sheep, or deer)
triple beam balance
hand lens or dissecting scope
dissecting gloves
2 different color markers
Procedure for Bone Density Lab:
1. Read the problem to be investigated. Write a hypothesis.
2. Weigh each dry bone section to determine its mass in grams.
3. Record the mass in the group data collection table.
4. Determine the volume of each bone specimen by the displacement method.
a. Measure 50 ml of water in the graduated cylinder. (This amount may need to be
changed to accommodate the size of the bone section.)
b. Place the bone section in the graduated cylinder.
c. Record the amount of water displaced from the specimen (original level of water
minus the level of water with the bone section = volume of water displaced =
volume of the bone section).
5. Calculate the density of the bone specimen. Density = mass/volume = grams/ml.
6. Record the density of each specimen cut on your group data collection sheet.
7. Have one member of the lab group record the groups results on the teacher
transparency for the class data.
8. Record the class results on your class data collection sheet.
9. Using a color of your choice, make a line graph of the class average densities for
each groups bone specimen on the graph sheet. Make a color key and label the
line Class Bone Density Averages.
10. Make another line graph of your groups density values for each of the 10 specimen
cuts on the same graph sheet you just used. Use a different color from the one in
step 9 and labelthe line Group Bone Density.
11. Answer the analysis questions.
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WITH BONE SPECIMENS
GROUP DATA COLLECTION SHEET
Name________________________________ Student Group #__________ Date _________
Bone
Sketch
Bone
Section #
Mass
(grams)
Volume
(milliliters)
Density
(g/ml)
1
2
3
4
5
6
7
8
9
10
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WITH BONE SPECIMENS
GROUP DATA COLLECTION SHEET
Bone
Sketch
Bone
Section #
Mass
(grams)
Volume
(milliliters)
Density
(g/ml)
1
2
3
4
5
6
7
8
9
10
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WITH BONE SPECIMENS
CLASS DATA COLLECTION SHEET
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WITH BONE SPECIMENS
CLASS DATA COLLECTION SHEET
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ACTIVITY 4B: DETERMINATION OF BONE DENSITY WITH
BONE SPECIMENSGRAPHING BONE DENSITY
B
O
N
E

D
E
N
S
I
T
Y

(
g
m
/
m
l
)
1 2 3 4 5 6 7 8 9 10
Bone Section Number
r 2001 UTHSCSA "Positively Aging" a trade mark of the University of Texas Health Science Center at San Antonio 12-12
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BONE SPECIMENSGRAPHING BONE DENSITY
B
O
N
E

D
E
N
S
I
T
Y

(
g
m
/
m
l
)
1 2 3 4 5 6 7 8 9 10
Bone Section Number
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BONE SPECIMENS
ANALYSIS QUESTIONS
1. Examine your groups data on bone density. What is the location of the specimen
cut with the: greatest density? __________________
smallest density? __________________
2. Examine the class data on bone density. How does the average density at the
ends of the long bone compare to the average density at the mid-section shaft of the
long bone?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Observe your graph of the class average bone densities and your groups bone
density values. Also, look at the section of the bone that has the highest and lowest
bone densities. Describe any pattern you observe between the bone densities and
the location of the bone specimen cut.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Examine why there may be differences in bone density values among the different
lab groups.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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BONE SPECIMENS
ANALYSIS QUESTIONS Answer Key
1. The greatest bone density should be from a bone specimen cut toward the middle of
the shaft of the long bone. The smallest bone density should be from a bone
specimen cut located at the end of the long bone.
2. The average bone density of all the bones should be greatest towards the middle of
the shaft of the long bone. The smallest average bone density of all the bones should
be at the ends of the long bone.
3. The graph of the class average bone densities should follow a similar pattern with
the groups bone density values. The greatest bone density values should be toward
the middle of the shaft of the long bone, and the smallest bone density values should
be at the ends of the long bone.
4. Differences in bone density values for each bone specimen cut among the bones used
in the different lab groups could be due to the age of the animal, disease, nutrition,
and accuracy of measurement.
SKETCH OF AN END SKETCH OF A MID-SECTION
OF A LONG BONE OF A LONG BONE
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ACTIVITY 4C: MAGNIFIED EXAMINATION OF
BONE SECTIONS
Directions:
1. Use a hand lens or dissecting scope to examine a section of bone from an end of the
bone and another section of bone from the middle of the bone.
2. Make a sketch of each bone specimen in the boxes below.
SKETCH OF AN END SKETCH OF A MID-SECTION
OF A LONG BONE OF A LONG BONE
Analysis Questions for Magnified Examination of Bone Sections
1. Identify the type of bone found at the end of the long bone specimen (refer to lesson
2 on bone anatomy). __________________________________
2. Identify the type of bone found at the mid-section of the long bone specimen (refer
to lesson 2 on bone anatomy). __________________________________
3. What can you conclude about the structure of the bone sections from the long bone,
their bone densities, and how they compare?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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ACTIVITY 4C: MAGNIFIED EXAMINATION OF
BONE SECTIONS
Answer Key
Sketches:
The sketch of the end of a long bone should show a loose arrangement of bone tissue
(porous), and the sketch of a mid-section of long bone should show a very compact
arrangement of bone tissue.
Analysis Questions:
1. Spongy or cancellous bone
2. Compact or solid bone
3. Spongy bone found at the ends of a long bone has a smaller bone density than
compact bone found at the shaft of the long bone.
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ACTIVITY 4D: FIGURING FRACTURE RATE
Use the chart below to help figure the hip fracture rate in both men and women.
To figure the rate, you must divide the number of fractures by the person years. The
answer is the rate of fractures for every 1,000 person years. To express this number as
the rate of fracture for every 1,000 person years, multiply by 1,000 and round to the
nearest tenth.
FRACTURE RATES FOR WOMEN
Number of
Age Group Fractures Person Years Rate Per 1,000
6569 347 195,647 _________
7074 546 155,637 _________
7579 741 112,404 _________
8084 944 74,987 _________
8589 1,056 44,141 _________
9094 631 18,924 _________
95+ 221 5,418 _________
FRACTURE RATES FOR MEN
Number of
6569 170 184,427 _________
7074 237 143,561 _________
7579 313 97,994 _________
8084 361 58,412 _________
8589 382 30,863 _________
9094 239 12,639 _________
95+ 79 3,187 _________
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ACTIVITY 4D: FIGURING FRACTURE RATE
Answer Key
FRACTURE RATES FOR WOMEN
Number of
6569 347 195,647 _________
7074 546 155,637 _________
7579 741 112,404 _________
8084 944 74,987 _________
8589 1,056 44,141 _________
9094 631 18,924 _________
95+ 221 5,418 _________
FRACTURE RATES FOR MEN
Number of
6569 170 184,427 _________
7074 237 143,561 _________
7579 313 97,994 _________
8084 361 58,412 _________
8589 382 30,863 _________
9094 239 12,639 _________
95+ 79 3,187 _________
1.8
3.5
6.6
12.6
23.9
33.3
40.8
0.9
1.7
3.2
6.2
12.4
18.9
24.8
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USE FOR MEN
USE
FOR WOMEN
50
45
40
35
30
25
20
15
10
5
0
H
I
P

F
R
A
C
T
U
R
E

R
A
T
E

P
E
R

1
,
0
0
0

P
E
R
S
O
N

Y
E
A
R
S
6569 7074 7579 8084 8589 9094 95+
AGE GROUPS (years)
ACTIVITY 4E: GRAPHING FRACTURE RATES
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ACTIVITY 4E: GRAPHING FRACTURE RATESAnswer Key
6569 7074 7579 8084 8589 9094 95+
AGE GROUPS (years)
USE FOR MEN
USE
FOR WOMEN
50
45
40
35
30
25
20
15
10
5
0
H
I
P

F
R
A
C
T
U
R
E

R
A
T
E

P
E
R

1
,
0
0
0

P
E
R
S
O
N

Y
E
A
R
S
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ACTIVITY 4E: FRACTURE RATE GRAPH QUESTIONS
1. According to the graph, what trend is seen as a person ages?
2. Is there a difference between the fracture rates in men and women? Why do
you think that?
3. Why do you think fracture rates increase with age?
4. The hip is one of the most common body sites for fractures. Why do you think it is
such a common break site?
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ACTIVITY 4E: FRACTURE RATE GRAPH QUESTIONS
Answer Key
1. According to the graph, what trend is seen as a person ages?
As a person ages the chances of bone fractures occurring increases.
2. Is there a difference between the fracture rates in men and women? Why do
you think that?
The fracture rate in men is lower than in women. Men have greater bone
density to begin with and have less bone loss over time than women.
3. Why do you think fracture rate increases with age?
As a person ages their bones become less dense which makes it easier for a
bone to break.
4. The hip is one of the most common body sites for fractures. Why do you think it is
such a common break site?
It is a weight-bearing bone. It is also the end of a bone which is less dense
than the middle of the bone. Breaks usually occur at the end of a bone.
(Note: other osteoporotic sites with cancellous bone that fracture include
the vertebral bodies and the radius near the wrist).

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