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Metrics/Measurement

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Review of metric system. Set up like a lab, but includes the basics...

Review of metric system. Set up like a lab, but includes the basics...

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  • 1. LENGTH LAB
  • 2. How Many Thumbs
    • Measure the HEIGHT of your LENGTH LAB sheet of paper.
    • Write down how many thumbs it took on the BACK OF YOUR PAPER
    • Ask your partner how many thumbs? Do you get the same answer? Why or why not? EXPLAIN ON THE BACK OF YOUR PAPER
  • 3.
    • Science make two types of observations. We learned
    • that they are _______________ and
    • _________________. Because we can’t always trust
    • our eyes, it is best to always use
    • ____________________ which uses numbers. In
    • science class, we will be using the ____________
    • system to to take the length, volume, mass, and
    • temperature of different objects. This system is easy
    • because it is based on the number ___________
    QUAN QUAL QUAN METRIC 10 BACKGROUND INFO 38
  • 4. BACKGROUND INFORMATION The distance from one point to another. METERS LENGTH WHAT DO I MEASURE DEFINITION UNITS TOOL m
  • 5.
    • KILOMETERS
    • METER
    CENTIMETER MILLIMETER NOTES: HOW BIG IS IT??
  • 6.
    • Measure these lines using a metric ruler!
    • Write your measurement next to the line.
    • Remember to include the unit as part of the measurement. Without units, numbers are meaningless. THEY NEED A LAST NAME!!
    PRACTICE TIME
  • 7.
    • TAKE OUT YOUR LENGTH LAB
      • - Measure the lines on 1-5
      • -Complete the Using Your Noggin Box
    • Get out COLORS: green, yellow, red
    • Graph your grades
    • Get ready for NOTEBOOK CHECK
    WARMUP DO NOT WRITE JUST FOLLOW THE DIRECTIONS 39
  • 8. 3.9 cm 7.8 cm 1 cm 5.1 cm 3.5 cm PRACTICE TIME: CHECK YOUR ANSWERS
  • 9. a. The distance from city to city km m cm mm b. The height of a flagpole km m cm mm c. The length of a lady bug km m cm mm d. The length of a pencil km m cm mm USING YOUR NOGGIN'
  • 10. SUMMARY What did you learn about in our length lab
    • Was measuring in METRIC (meters) better than using USA (inches),
    • WHY DO WE NEED TO HAVE EXACT MEASUREMENT (remember How many thumbs)
  • 11. Objective: I will review length and complete my lab and practice another measurement called volume
    • WARMUP #9
    • FILL IN THE BLANKS
    • METER LENGTH METRIC ENGLISH
    • In science class, we use the ______________ system. __________ is the distance from one point to another. The metric unit for length is _________.
    • 2 The best unit to use if we were measuring the length of a battery is km m cm mm
    Length Metric meter 39
  • 12. SCAVENGER HUNT TIME
    • USE YOUR 2 LEVEL VOICES
    • Work with your team
    • Everyone participates
    • Remember numbers need a LAST NAME
    • GROUP ROLES
      • GROUP LEADER: focused and working well
      • VOICE MONITOR: 2 level
      • TIME KEEPER: 15 minutes
      • LENGTH WIZARD: DOUBLE CHECKS answers
  • 13. SUMMARY What did you learn about in our length lab
    • Was measuring in METRIC (meters) better than using USA (inches),
    • WHY DO WE NEED TO HAVE EXACT MEASUREMENT (remember How many thumbs)
  • 14. METRIC GRAPHIC ORGANIZER is the amount of _________ an object takes up liters VOLUME WHAT DO I MEASURE DEFINITION UNITS TOOL l = cm 3 space 38
  • 15.
    • Add liquid to the graduated cylinder
    • Get eye level with the liquid in the graduated cylinder
    • Read the BOTTOM of the MENISCUS
    • Determine how much liquid is in the graduated cylinder
    VOLUME: A, B, C
  • 16. IRREGULAR SHAPED OBJECT
    • Fill a graduated cylinder with a certain amount of water
    • Write down the STARTING amount
    • Add the object and note how much the water went up in the cylinder. This is the ENDING amount
    • Subtract the ENDING-STARTING amount. This equals the VOLUME OF THE OBJECT
    Water Displacement (12 ml) (20 ml) 20-12 = 8 ml
  • 17. NOTES TWO TYPES OF VOLUME L H W Regular Irregular V=L x W x H
  • 18. REGULAR SHAPED OBJECT
    • Measure the LENGTH (L)
    • Measure the WIDTH (W)
    • Measure the HEIGHT (H)
    • Multiply L x W x H= VOLUME
    • Remember numbers need a LAST NAME !! (cm 3 )
    • 3 cm x 3 cm x 3 cm = 27 cm 3
    L W H
  • 19. Objective: I will practice finding the volume of regular and irregular objects
    • WARMUP #10
    • FILL IN THE BLANKS
    • liter volume graduate cylinder
    • __________ is how much space an object takes up In science class, we use a ___________________ to measure volume. The unit for volume is _________
    • Draw a box that is L=6, H=3, and W=3. What is the volume.
    Graduated Cylinder Volume liter 54 cm 3 41
  • 20. Regular Object
    • Can you find the volume of this box??
    6 cm 3 cm 3 cm V = L X W X H L W H V = 6 cm x 3 cm x 3 cm = 54 cm 3
  • 21. NOTES TWO TYPES OF VOLUME L H W Regular Irregular V=Ending-Starting V=L x W x H
  • 22. Irregular Object 20 ml What is the starting volume 28 ml What is ending volume Displaced volume = 28 ml- 20 ml = 8 ml Volume of rock = 8 cm 3 STARTING ENDING What is the volume of the rock
  • 23. How Many Drops
    • Problem: How many drops of water will it take to equal 1 milliliter?
    • Hypothesis: I think it will take__ (you make a guess)__________________
  • 24. How Many Drops??? Average = Add your boxes up and divide by 3
  • 25. Water Displacement Volume of 1 marble
  • 26. Part C: Volume by Formula V= L X W X H L W H
  • 27. How Many Drops??? 34 Average = Add your boxes up and divide by 3 35 33 34
  • 28. Water Displacement Volume of 1 marble 20 ml 26 ml 6ml 6 ml 6÷3 = 2 ml
  • 29. Part C: Volume by Formula V= L X W X H 1 cm 2 cm 5 cm L W H V =10 cm 3
  • 30. OBJECTIVE I will learn how to find the mass (stuff) of an object using a triple beam balance WARMUP #12 Which OBJECT HAS MORE MASS or STUFF in it A MOUSE OR A ELEPHANT 43
  • 31. TOOL Triple beam balance
  • 32. METRIC GRAPHIC ORGANIZER a measure of how much _________ there is in an object grams MASS WHAT DO I MEASURE DEFINITION UNITS g matter MASS = WEIGHT http:// www.ohaus.com/products/education/weblab/TBBentry.html http://www.brainpop.com/science/matterandchemistry/measuringmatter/ 38
  • 33. TOOL Pan Calibrating knob Riders Needle 0 1s 10s 100s Triple beam balance
  • 34. NOTES 1 gram 1 kilogram 1 milligram
  • 35. WARMUP #13 a) What is the total mass? b) Where should the riders be? OBJECTIVE I will find mass (stuff) of an object using a triple beam balance and review in metrics packet 45
  • 36. What is the total mass? Where should the riders be? 172 g http:// www.ohaus.com/products/education/weblab/TBBread.html
  • 37. MASS LAB
    • Calibrate the Balance. Make sure it is at ZERO
    • Table 1: Practice with the KNOWN mass 50, 20, 10, 5, and 1 grams. BE COMFORTABLE!
    • Table 2: Measure the mass of the 5 objects. Once Mrs. DuBose checks and you have the right answer, your group will get approval and may choose 2 items each to find the mass of
    • Guess the mass and then actually weight it
    44
  • 38. Warmup #14: What is the mass? OBJECTIVE I will use a thermometer and stopwatch to measure time and temperature and review in my metrics packet
  • 39. http:// www.ohaus.com/products/education/weblab/TBBread.html 400 90 + 1.6 491.6 g
  • 40. METRIC GRAPHIC ORGANIZER How hot or cold an object is Celsius ( 0 C) Kelvin (K) TEMPERATURE WHAT DO I MEASURE DEFINITION UNITS TOOL 38
  • 41. Boiling Room Temp Freezing NOTES
  • 42. METRIC GRAPHIC ORGANIZER The passage of some event Seconds s TIME WHAT DO I MEASURE DEFINITION UNITS TOOL 38
  • 43. 1 day = 1 hr = NOTES 1 year = 1 min = 24 hr 60 min 365 days 60 sec
  • 44. Problem How does the starting temperature of water affect how quickly its temperature will change when 3 ice cubes are added? Controlled Hot or Cold Water Responding Temperature Change Manipulated
    • 3 ice cubes
    • 100 ml of water
    • same time period
  • 45. Hypothesis If ___________________________, then _________________________
    • Procedure:
    • Place 100 mL of water into the 250ml beaker.
    • Place the thermometer in the beaker and take the STARTING temperature of the water record in the data table at 0 minutes.
    • Use the tongs and place 3 ice cubes in the water and STIR.
    • Record the temperature every 30 seconds for 5 minutes.
    • Once done repeat with HOT WATER gotten from Mrs. DuBose. BE CAREFUL
  • 46. y X HORIZONTAL VERTICAL 30 TIME 1m30 2min T EME P ERA T URE 0 C 20 20 30 TEMPERATURE 0 C TIME (SEC)
  • 47. ADAPTED READING
    • 1. b
    • 2. a, b, c
    • 3. a. manipulated variable
    • b. operational definition
    • c. responding variable
    • d. controlled experiment
    • e. hypothesis
    • 4. data
    5. Students should circle Design an Experiment. 6. communicating 7. a. theory, b. law 8. a, b, c
  • 48.
    • 8. Students should draw a line at the bottom of the meniscus.
    • 9. mass
    • 10. 2.0 g/cm 3
    • 11. second
    • 12. kelvin (K)
    • 13. a
    • 14. conversion factor
    • 15. 100
    ADAPTED READING 1 . a. metric system, b. SI 2 . true 3 . meter 4. 1,000 5 . mass, b; weight, a 6 . Students should draw an X on the pan. 7 . Volume
  • 49.
    • 1. graph
    • 2. Students should write an H on the
    • left-to-right axis and a V on the up-and-down axis.
    • 3. data point, b
    • coordinate, c;
    • origin, a
    • 4. b, c
    ADAPTED READING