e 3.1.1.5. athematics perations applications: b ...dodstarbase.org/sites/default/files/basic...

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E 3.1.1.5. Mathematics Operations & Applications: B. MeasurementLesson Plan: Basic Measurement: Liquid Volume

Abstract

This required lesson provides the background information necessary for students to understand how to measure liquid volume. Within this lesson, there are two options for activities to give each student hands-on experience with this skill. The first option is to have students complete the activity included here. The second option allows the instructor to choose an activity from the list of approved hands-on activities contained in lessons throughout the STARBASE curriculum.

Time: 30 Minutes

Objectives: Mathematics Operations & Applications: B. Measurement

1. The learner will apply appropriate standard units and tools to measure length.

2. The learner will apply appropriate standard units and tools to measure liquid volume.

3. The learner will apply appropriate standard units and tools to measure mass.

Lesson Plan AppendicesObjective Met1 2 3

Basic Measurement: Liquid Volume* l

* This lesson and the chosen hands-on activity is required as an introduction to measuring liquid volume.


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Instructor Materials

• 1 - 250 mL graduated cylinder • 1 - 100 mL graduated cylinder • 1 - 1 liter bottle of colored water• “Introduction to Measurement” PowerPoint

presentation (optional)

Student Materials

Per group of 4 students• 1 - 250 mL graduated cylinder• 1 - 100 mL graduated cylinder• 2 - 5 gallon waste containers• 4 Containers of various sizes and appearances labeled

A, B, C, D, with specific volumes (225 mL, 150 mL, 25 mL, and 10 mL) filled with water. (You may choose to color the water with food coloring; ensure all samples are the same color.)

• Scratch paper

Pertinent Information

» Required Lesson: This lesson is a required lesson and must be completed as part of your curriculum instruction.

» Activity Planning: To successfully complete this required lesson, students must be given a hands-on opportunity to measure liquid volume. This lesson plan contains one approved hands-on activity. However, also included here is a list of approved hands-on measuring liquid volume activities to choose from found in lesson plans throughout the STARBASE curriculum.

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Instructor Background Information:

Key Vocabulary

Graduated Cylinder—A container used for measuring liquids marked with a graded scale.

Liter—Standard metric unit used to measure liquid volume.

Meniscus—The convex or concave upper surface of a column of liquid; the curvature of which is caused by surface tension.

Metric System—Universal system of measurement used by scientist all over the world; based on 10 and powers of 10.

Volume—Amount of space an object occupies.


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The Metric System The metric system is a universal system of measurement used by most of the world. To have a single unit of measurement for a physical quantity is one goal of the metric system. For example, the standard metric unit for measuring mass is gram. The standard metric unit for measuring length is meter. The standard metric unit for measuring liquid volume is liter, and the standard metric unit for measuring temperature is Celsius. This makes it possible to communicate with others who do not share a common language.

Another important reason for using the metric system relates to conversion factors. Conversion factors are no longer needed when making calculations with physical quantities. All lengths and distances, for example, are measured in meters, or thousandths of a meter (millimeters), or thousands of meters (kilometer), and so on. There is no need for different units with different conversion factors, such as inches, feet, yards, miles, etc.

The metric system is based on 10 and powers of 10, so that one can convert by simply moving the decimal place: 1.234 meters is 1234 millimeters, 0.001234 kilometers, etc. A standard set of prefixes in powers of ten are used to derive larger and smaller units from the base units. The use of fractions, such as 2/7 of a meter, is not prohibited, but uncommon, as it is generally not necessary, which is another benefit to using the metric system.

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Activity Preparation ü Prepare the measuring liquid volume demonstration by

positioning all the materials on a display table at the front of the class.

ü For the hands-on activity, distribute the materials to each table.

Instructor Preparation:


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Metric System Introduction1. Discuss the English system of measurement by posing

several questions to the class to see if they can determine the answers. Write their responses on the board. If they can’t answer, write the answers.

a. Ask: How many centimeters are in an inch? (2.54)

b. Ask: How many inches are in a foot? (12)

c. Ask: How many feet are in a mile? (5,280)

d. Ask: How many cups are in a pint? (2)

e. Ask: How many pints are in a quart? (2)

f. Ask: How many quarts are in a gallon? (4)

2. Ask: Aren’t those a lot of numbers to remember? How is the metric system different from the English system? (The metric system is different from the English system because there are not as many different numbers to remember. The metric system is based on 10 and powers of 10.)

3. Have students complete the top line of their “Metric Units and Tools” activity log.

4. Metric Stick Example:

On this meter stick, I have one meter, 10 decimeters, 100 centimeters, and 1,000 millimeters. All I have to remember is to multiply by 10. Scientists, technologists, engineers, and mathematicians all over the world use the metric system. If I travel to China but don’t speak Chinese, I can still communicate my measurements to them because we all use the same system.

5. Go over the metric system page in the activity log. Have students fill in the standard metric unit and the tool used to measure liquid volume.

Also cover the prefixes for each unit of measure (see the activity log).

Introduction to Measuring Liquid Volume6. Demonstrate how to use a graduated cylinder, including an

explanation of the meniscus. The surface of the liquid will be curved, and the volume should be read at the bottom of the curve.

Depending upon their science background, some students may or may not have heard of the metric system. Wait for a few seconds, and if no student responds, explain how the systems differ.

Lesson:

You may want to show the images and captions in the PowerPoint presentation for this lesson as you discuss the metric system.

Complete this introduction to the Metric System with the first Basic Measurement lesson plan you introduce. For the remaining two Basic Measurement lesson plans, start at Step 5 to review the tools and measurements that relate to the associated lesson.

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7. Have a one liter bottle of colored water and both graduated cylinders on the demonstration table, ready for use.

8. Ask: Why would we need two different size cylinders?

9. In the 100 ml cylinder, measure an amount of colored water less than 100 ml.

10. In the 250 ml cylinder, measure an amount of colored water greater than 100 ml.

11. Explain that when measuring liquid volume, you want to use a graduated cylinder large enough to measure all the liquid you need at once.

12. Choose from one of the two possible options below to provide students with a hands-on opportunity to measure liquid volume.

Option 1: Measuring Liquid Volume Activity

13. Overview the mission for the students.

Your group will be transporting four different liquids to the DoD Satellite Station. Unfortunately, the labels on the containers have fallen off; however, the liquids were pre-measured and recorded in the blue table. Your group must measure the liquid volumes and identify the liquids.

14. Explain to students that they will be measuring liquid volume using graduated cylinders and the metric unit of milliliters. The students will measure the volume of each of the unknown liquids and determine the identity of the liquids based on a table of prerecorded volumes.

15. Each student is assigned one of the four liquids to measure. The student with cup A begins and follows the directions on the activity log. After the first student pours the liquid into the graduated cylinder, he/she should give each student at the table an opportunity to look at the cylinder. All four students should decide together the volume of the liquid and record the amount in their activity logs.

16. Have each student continue in the same manner (the student with cup B goes second, C goes third, and D goes fourth) until all four of the liquids have been measured and all four students agree on the measured volume of each of the liquids.


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17. Students will then use the values in the blue table at the top of their activity logs to identify each of the unknown liquids. Review findings as a class.

Option 2: Approved Hands-On Measuring Liquid Volume Activities in Other Lesson Plans

There are activities throughout the approved STARBASE curriculum that can be utilized to meet the Basic Measurement: Liquid Volume hands-on activity requirement. They are outlined in the table below.

Guidelines to keep in mind:

A. Measuring liquid volume activities will be designated in the lesson plans below with the symbol in Figure 1.

B. In order to satisfy the hands-on requirement, each student must be given the opportunity to conduct the applicable measurement activity.

C. The information presented in the Introduction to Measuring Liquid Volume section of this lesson plan must be introduced before the chosen activity. This provides students the context and direction necessary for the activity to be effective.

Core Curriculum Area Lesson Plan Title

Chemistry Sciences: B. Physical and Chemical Changes

Introduction to Physical and Chemical Changes (Parent)

Intro to Physical and Chemical Changes: Appendix A: Warm Ups and Cool Downs

Intro to Physical and Chemical Changes: Appendix C: Unknown Substance Analysis

Mathematics Operations & Applications: D. Data Analysis Pop! Goes the Fizz

Figure 1: Liquid Volume Activity Symbol

You may need to substitute the graduated cylinder in the materials list for the appropriate measuring tool for the chosen activity, such as a beaker or a flask.

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Basic Measurement: Liquid Volume Assessment

1. Which unit would you use to measure the amount of liquid in a bottle of water?

2. Why is the metric system easier to use than the English system?

3. Do you think the United States should change to the metric system? Why or why not?

Suggested Final Assessment Questions

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Basic Measurement: Liquid Volume Assessment

1. Which unit would you use to measure the amount of liquid in a bottle of water?

Answer: Liter

2. Why is the metric system easier to use than the English system?

Possible answer: The metric system is based on 10 and the powers of 10.

3. Do you think the United States should change to the metric system? Why or why not?

Possible answer: Answers will vary.

Suggested Final Assessment Questions

Evaluation

Knowledge

Comprehension

Activity LogBasic Measurement: Liquid Volume

The Metric System is based on _________________ and powers of ___________.

LENGTH orDISTANCE

Standard Metric Unit:

________

Tool Used:

________

MASS


________

Tool Used:

________

LIQUIDVOLUME


________

Tool Used:

________

Units and Prefixes

P r e f i x e s U n i t s P r e f i x e smilli

(÷ 1000)centi

(÷ 100)deci

(÷ 10) gram, meter, literdeka

(X 10)hecto

(X 100)kilo

(X 1000)


MISSION:Your group will be transporting four different liquids to the DoD Satellite Station. Unfortunately, the labels on the containers have fallen off; however, the liquids were pre-measured and recorded in the blue table. Your group must measure the liquid volumes and identify the liquids.

Premeasured amounts of each liquid:

Laser Oil: 150 ml

Zoom Juice: 25 ml

Space Ooze: 225 ml

Galactic Glue: 10 ml

Each student must measure one of the liquids. Begin with Liquid A and continue measuring one at a time.

IDENTIFY what the liquids are based on their volume. Use the blue table above.

Identifying Liquids by Volume

Cup A: _______ml Liquid A identity: _________________

Cup B: _______ml Liquid B identity: _________________

Cup C: _______ml Liquid C identity: _________________

Cup D: _______ml Liquid D identity: _________________

Directions

cup A recordread agree cup A


LENGTH orDISTANCE


________

Tool Used:

________

MASS


________

Tool Used:

________

LIQUIDVOLUME


________

Tool Used:

________

Gram Meter Liter

Triple beam balance Ruler or meter stick Graduated cylinder

The Metric System is based on _________________ and powers of ___________.

Units and Prefixes

P r e f i x e s U n i t s P r e f i x e smilli

(÷ 1000)centi

(÷ 100)deci

(÷ 10) gram, meter, literdeka

(X 10)hecto

(X 100)kilo

(X 1000)

10 10


MISSION:Your group will be transporting four different liquids to the DoD Satellite Station. Unfortunately, the labels on the containers have fallen off; however, the liquids were pre-measured and recorded in the blue table. Your group must measure the liquid volumes and identify the liquids.

Premeasured amounts of each liquid:

Laser Oil: 150 ml

Zoom Juice: 25 ml

Space Ooze: 225 ml

Galactic Glue: 10 ml

Each student must measure one of the liquids.

Begin with Liquid A and continue measuring one at a time.

IDENTIFY what the liquids are based on their volume. Use the blue table above.

Identifying Liquids by Volume

Cup A: _______ml Liquid A identity: _________________

Cup B: _______ml Liquid B identity: _________________

Cup C: _______ml Liquid C identity: _________________

Cup D: _______ml Liquid D identity: _________________

225

150

25

10

Space Ooze

Laser Oil

Zoom Juice

Galactic Glue

Directions

cup A recordread agree cup A

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References:

The Science Spot: Science Classroom. (n.d.). Retrieved from

http://sciencespot.net/Pages/classmetric.html

U.S. Metric Association (USMA). (n.d.). Retrieved from http://lamar.colostate.edu/~hillger/

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