Metric Measurement Lab

Procedures Follow the directions at each station carefully. Be sure to visit all lab stations. It makes no difference where you begin. If a station is occupied by a group, wait until it clears before starting. READ everything before you do anything! Work safely and carefully throughout the lab. Measure twice and record once! Record your results on the lab worksheet. Always include the unit as part of the measurement Before you ask your teacher any questions, you should have already asked your group! Do not move samples or equipment from one station to another. Clean up before you move on.

Station 1: Measuring Length Background Information There are four primary units or measurement used for length or distance: kilometers (km), meters (m, ) centimeters (cm), millimeters (mm) 1000 meters = 1 kilometer 100 centimeters = 1 meter 10 millimeters = 1 centimeter Kilometers are used for very long distances, similar to how we use miles. Meters are slightly longer than yards. Centimeters are about half the size of an inch. Millimeters are quite small; they are about the width of your fingernail. Answer these questions before you begin measuring: How many centimeters are on the meter stick? What symbol is used to abbreviate centimeter? Millimeters are abbreviated mm. How many mm are in 10 cm? Which unit might we use to measure the length of your teacher’s car?

Station 1: Measuring Length Use the appropriate measurement tool to record to the nearest 0.1 unit.   Object Appropriate Unit My Estimate Actual Length Difference Teacher Desk (height) Pencil Eraser (height) Desk Top (width) Door (Height) Whiteboard (width)

Station 1: Measuring Length Use the appropriate measurement tool to record to the nearest 0.1 unit.   Object Appropriate Unit My Estimate Actual Length Difference Unsharpened Pencil Tallest Person in Group Shortest Person in Group Length of your Nose Distance from Phoenix to New York City

Station 2: Measuring Volume (liquid) Background Information Volume is the amount of space an object takes up. Capacity is the volume a container will hold. Liquid volume is measured in liters (L) or milliliters (mL). When measuring liquid , it is important to get down and look from the same level as the liquid itself. Looking from above the liquid would produce an inaccurate measurement. The volume of the liquid in the container is read from the bottom of the curve, known as the menicsus.

Station 2: Measuring Volume (liquid) Background Information Volume is the amount of space an object takes up. Capacity is the volume a container will hold. Solid volume is measured in cubic centimeters (c3 or cc) or cubic milliliters (mL3). The formula for measuring the volume of a cube or rectangular figure is Length (cm) x width (cm) x height (cm) = c3

Station 3: Measuring Irregular Volume Background Information Volume is the amount of space an object takes up. Solid volume is measured in cubic centimeters (cc) or cubic milliliters (cu mL). Liquid volume is measured in milliliters or liters. If an object is shaped irregularly, we cannot use the formula to measure its volume. We use the water displacement method instead. We fill a container with a specific amount of water and record the volume. When an object is submerged in the water, the water level will rise. The amount the water level rises is equal to the volume of the object. Example: We fill a container with 100 mL of water and submerge an object. The water level rises to 125 mL. 125-100 = 25 cu mL. This is the volume of the object.

Station 3: Measuring Volume Object My Estimate Volume of water Water Displacement Volume of Object Liquid 1 Solid 1 Irregular Solid 1 Liquid 2 Solid 2 Irregular Solid 2

Station 4: Measuring Mass Background Information The amount of matter in an object is its MASS. We measure mass using an instrument called an electronic balance. The metric unit of mass that the balance uses is the gram. The kilogram is another commonly used unit of mass. Kilograms are used for measuring the mass of large and heavy objects. Answer these questions before you begin measuring: What is the symbol used to abbreviate gram? ____________ How many grams are in a kilogram? ____________________ Find the mass of the objects using the triple-beam balance first. Then check your answers using the digital balance.

Station 4: Measuring Mass Object Appropriate Unit My Estimate Mass on Triple-Beam Balance Mass on Digital Balance Paperclip Unsharpened Pencil Scissors Coffee Mug Magnet Textbook Note Card Shoe

Station 5: Measuring Temperature Find the temperature of the water in the beakers using the thermometers. Then use the temperature probe to check your answers. Beaker # My Estimate Actual Temp. Difference 1 2 3 4

Station 6: Measuring Understanding Directions: Write all answers to these questions on the answer sheet on the back of this page. Describe three things you learned about measurement that you did not know before today. Explain why each of these three things are important to you as a scientist. When might scientists need to know how to measure. Write a scenario that involves a scientific investigation and the need for precise measurement. What do you think is more important for a scientist to use – precise measurement or precise vocabulary? Why?