SlideShare a Scribd company logo
Length Investigation
Aim:
To investigate the relationship between a person’s arm span and their height.

Hypothesis:
We predict that a person’s height is greater than their arm span.

Materials:
        measuring tapes
        paper
        clipboard
        pencils
        20 people

Method:
   1.  Ask someone to lie down on the floor.
   2.  Make sure their legs are straight.
   3.  Place the 0 of the measuring tape at the top of the person’s head.
   4.  Pull the measuring tape down to the person’s feet.
   5.  Record the number of centimeters on the measuring tape. This is the person’s
       height.
   6. Ask the person to hold their arms out at right angles (90 degrees) to their
       body.
   7. Make sure their arms are straight.
   8. Place the 0 of the measuring tape at end of their middle finger of one hand.
   9. Pull the measuring tape across the person’s body.
  10. Record the number of centimeters on the measuring tape at the end of the
      middle finger of their other hand. This is the person’s arm span.
 11. Check your measurements twice on each person.
 12. Repeat the measurements for 19 more people.
 13. Record your measurements in a table.
Results:

       Name                   Height             Arm Span        Difference
Yen Yen                       140cm                120cm          + 20cm
Ki Joo                        152cm                152cm            0cm
Simon                        145.3cm               141cm          +4.3cm
Justus                        147cm                137cm          +10cm
Aighar                        136cm                136cm            0cm
Dennis                        134cm                130cm           +4cm
Grace                         137cm                137cm            0cm
Hena                          146cm                137cm           +9cm
Xella                         138cm                136cm           +2cm
Qiqi                          150cm                150cm            0cm
Naina                         134cm                124cm          +10cm
Sang Woo                     142.5cm              140.5cm          +2cm
Jake                          146cm               144.5cm         +1.5cm
SeokChae                      149cm                138cm          +11cm
Takumi                        150cm                140cm          +10cm
Genjiro                       145cm                138cm           +7cm
Adam                          123cm                122cm           +1cm
Syakir                        130cm                124cm           +6cm
Jae Seo                       135cm                146cm           -11cm
Krishna                       135cm                124cm          +11cm
                                                    Total         97.8cm
                                                 difference
                                                  Average          4.89cm
                                                 difference

4 out of 20 people’s heights are exactly equal to their arm span.This means they are
shaped like a square. This is 1/5 or 20% of the people measured.

1 person’s arm span was longer than his height. This means he is shaped like a wide
rectangle. This is 1/20 or 5% of the people measured.

15 out 20 people’s height was longer than their arm span. This means they are
shaped like a long rectangle. This is ¾ or 75% of the people measured.

On average, people’s height was 4.89cm (approximately 5cm) greater than their arm span.



Conclusion:

We conclude that at 9-11 years of age, most children’s height is greater than their
arm span.
Discussion:

Our sample size was only 20 people. We would need to measure more people to be sure of
the percentage of square and rectangular shaped people in the world.

We had some difficulties getting accurate measurements. We found it hard to decide
whether people should be wearing shoes or not. Some people were measured in shoes,
others in socks. This would change the result by up to 2cm. We also found it hard to keep
the measuring tape straight. Sometimes the tape was bent, which could have made our
measurements less accurate. Also, some people were taller than the length of the tape. We
had to add two measurements together, which could have caused little errors.

We are interested to know if people’s shape changes as they grow. It would be interesting
to repeat this investigation onbabies, younger children, teenagers and adults. That would
help us to understand the percentage of square and rectangular people in the world.




              Are you a square or a rectangle?

More Related Content

Similar to Measurement investigations

Length investigation
Length investigationLength investigation
Length investigationgrade4biss
 
Measurement investigation
Measurement investigationMeasurement investigation
Measurement investigationgrade4biss
 

Similar to Measurement investigations (6)

Aaaaaaa
AaaaaaaAaaaaaa
Aaaaaaa
 
Aaaaaaa
AaaaaaaAaaaaaa
Aaaaaaa
 
Aaaaaaa
AaaaaaaAaaaaaa
Aaaaaaa
 
Length investigation
Length investigationLength investigation
Length investigation
 
Measurement investigation
Measurement investigationMeasurement investigation
Measurement investigation
 
Aim
AimAim
Aim
 

More from grade4biss

Message from your Principal
Message from your PrincipalMessage from your Principal
Message from your Principalgrade4biss
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflectiongrade4biss
 
Finite resources reflection.A >_<
Finite resources reflection.A >_<Finite resources reflection.A >_<
Finite resources reflection.A >_<grade4biss
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflectiongrade4biss
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflectiongrade4biss
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflectiongrade4biss
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflectiongrade4biss
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflectiongrade4biss
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflectiongrade4biss
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflectiongrade4biss
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflectiongrade4biss
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflectiongrade4biss
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflectiongrade4biss
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflectiongrade4biss
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflectiongrade4biss
 
The finite times
The finite timesThe finite times
The finite timesgrade4biss
 
The finite times
The finite timesThe finite times
The finite timesgrade4biss
 
The finite times
The finite timesThe finite times
The finite timesgrade4biss
 
The finite times
The finite timesThe finite times
The finite timesgrade4biss
 

More from grade4biss (20)

Message from your Principal
Message from your PrincipalMessage from your Principal
Message from your Principal
 
Parenting
ParentingParenting
Parenting
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflection
 
Finite resources reflection.A >_<
Finite resources reflection.A >_<Finite resources reflection.A >_<
Finite resources reflection.A >_<
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflection
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflection
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflection
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflection
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflection
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflection
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflection
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflection
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflection
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflection
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflection
 
Finite resources reflection
Finite resources reflectionFinite resources reflection
Finite resources reflection
 
The finite times
The finite timesThe finite times
The finite times
 
The finite times
The finite timesThe finite times
The finite times
 
The finite times
The finite timesThe finite times
The finite times
 
The finite times
The finite timesThe finite times
The finite times
 

Recently uploaded

A Strategic Approach: GenAI in Education
A Strategic Approach: GenAI in EducationA Strategic Approach: GenAI in Education
A Strategic Approach: GenAI in Education
Peter Windle
 
The geography of Taylor Swift - some ideas
The geography of Taylor Swift - some ideasThe geography of Taylor Swift - some ideas
The geography of Taylor Swift - some ideas
GeoBlogs
 
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup   New Member Orientation and Q&A (May 2024).pdfWelcome to TechSoup   New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
TechSoup
 
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCECLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
BhavyaRajput3
 
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp NetworkIntroduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
TechSoup
 
Acetabularia Information For Class 9 .docx
Acetabularia Information For Class 9  .docxAcetabularia Information For Class 9  .docx
Acetabularia Information For Class 9 .docx
vaibhavrinwa19
 
1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
JosvitaDsouza2
 
Lapbook sobre os Regimes Totalitários.pdf
Lapbook sobre os Regimes Totalitários.pdfLapbook sobre os Regimes Totalitários.pdf
Lapbook sobre os Regimes Totalitários.pdf
Jean Carlos Nunes Paixão
 
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptxFrancesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptx
EduSkills OECD
 
Unit 2- Research Aptitude (UGC NET Paper I).pdf
Unit 2- Research Aptitude (UGC NET Paper I).pdfUnit 2- Research Aptitude (UGC NET Paper I).pdf
Unit 2- Research Aptitude (UGC NET Paper I).pdf
Thiyagu K
 
Supporting (UKRI) OA monographs at Salford.pptx
Supporting (UKRI) OA monographs at Salford.pptxSupporting (UKRI) OA monographs at Salford.pptx
Supporting (UKRI) OA monographs at Salford.pptx
Jisc
 
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.pptThesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
EverAndrsGuerraGuerr
 
Operation Blue Star - Saka Neela Tara
Operation Blue Star   -  Saka Neela TaraOperation Blue Star   -  Saka Neela Tara
Operation Blue Star - Saka Neela Tara
Balvir Singh
 
Polish students' mobility in the Czech Republic
Polish students' mobility in the Czech RepublicPolish students' mobility in the Czech Republic
Polish students' mobility in the Czech Republic
Anna Sz.
 
The Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptxThe Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptx
DhatriParmar
 
Model Attribute Check Company Auto Property
Model Attribute  Check Company Auto PropertyModel Attribute  Check Company Auto Property
Model Attribute Check Company Auto Property
Celine George
 
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxChapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptx
Mohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
 
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and ResearchDigital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
Vikramjit Singh
 
Synthetic Fiber Construction in lab .pptx
Synthetic Fiber Construction in lab .pptxSynthetic Fiber Construction in lab .pptx
Synthetic Fiber Construction in lab .pptx
Pavel ( NSTU)
 
Biological Screening of Herbal Drugs in detailed.
Biological Screening of Herbal Drugs in detailed.Biological Screening of Herbal Drugs in detailed.
Biological Screening of Herbal Drugs in detailed.
Ashokrao Mane college of Pharmacy Peth-Vadgaon
 

Recently uploaded (20)

A Strategic Approach: GenAI in Education
A Strategic Approach: GenAI in EducationA Strategic Approach: GenAI in Education
A Strategic Approach: GenAI in Education
 
The geography of Taylor Swift - some ideas
The geography of Taylor Swift - some ideasThe geography of Taylor Swift - some ideas
The geography of Taylor Swift - some ideas
 
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup   New Member Orientation and Q&A (May 2024).pdfWelcome to TechSoup   New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
 
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCECLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
 
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp NetworkIntroduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
 
Acetabularia Information For Class 9 .docx
Acetabularia Information For Class 9  .docxAcetabularia Information For Class 9  .docx
Acetabularia Information For Class 9 .docx
 
1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
 
Lapbook sobre os Regimes Totalitários.pdf
Lapbook sobre os Regimes Totalitários.pdfLapbook sobre os Regimes Totalitários.pdf
Lapbook sobre os Regimes Totalitários.pdf
 
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptxFrancesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptx
 
Unit 2- Research Aptitude (UGC NET Paper I).pdf
Unit 2- Research Aptitude (UGC NET Paper I).pdfUnit 2- Research Aptitude (UGC NET Paper I).pdf
Unit 2- Research Aptitude (UGC NET Paper I).pdf
 
Supporting (UKRI) OA monographs at Salford.pptx
Supporting (UKRI) OA monographs at Salford.pptxSupporting (UKRI) OA monographs at Salford.pptx
Supporting (UKRI) OA monographs at Salford.pptx
 
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.pptThesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
 
Operation Blue Star - Saka Neela Tara
Operation Blue Star   -  Saka Neela TaraOperation Blue Star   -  Saka Neela Tara
Operation Blue Star - Saka Neela Tara
 
Polish students' mobility in the Czech Republic
Polish students' mobility in the Czech RepublicPolish students' mobility in the Czech Republic
Polish students' mobility in the Czech Republic
 
The Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptxThe Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptx
 
Model Attribute Check Company Auto Property
Model Attribute  Check Company Auto PropertyModel Attribute  Check Company Auto Property
Model Attribute Check Company Auto Property
 
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxChapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptx
 
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and ResearchDigital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
 
Synthetic Fiber Construction in lab .pptx
Synthetic Fiber Construction in lab .pptxSynthetic Fiber Construction in lab .pptx
Synthetic Fiber Construction in lab .pptx
 
Biological Screening of Herbal Drugs in detailed.
Biological Screening of Herbal Drugs in detailed.Biological Screening of Herbal Drugs in detailed.
Biological Screening of Herbal Drugs in detailed.
 

Measurement investigations

  • 1. Length Investigation Aim: To investigate the relationship between a person’s arm span and their height. Hypothesis: We predict that a person’s height is greater than their arm span. Materials: measuring tapes paper clipboard pencils 20 people Method: 1. Ask someone to lie down on the floor. 2. Make sure their legs are straight. 3. Place the 0 of the measuring tape at the top of the person’s head. 4. Pull the measuring tape down to the person’s feet. 5. Record the number of centimeters on the measuring tape. This is the person’s height. 6. Ask the person to hold their arms out at right angles (90 degrees) to their body. 7. Make sure their arms are straight. 8. Place the 0 of the measuring tape at end of their middle finger of one hand. 9. Pull the measuring tape across the person’s body. 10. Record the number of centimeters on the measuring tape at the end of the middle finger of their other hand. This is the person’s arm span. 11. Check your measurements twice on each person. 12. Repeat the measurements for 19 more people. 13. Record your measurements in a table.
  • 2. Results: Name Height Arm Span Difference Yen Yen 140cm 120cm + 20cm Ki Joo 152cm 152cm 0cm Simon 145.3cm 141cm +4.3cm Justus 147cm 137cm +10cm Aighar 136cm 136cm 0cm Dennis 134cm 130cm +4cm Grace 137cm 137cm 0cm Hena 146cm 137cm +9cm Xella 138cm 136cm +2cm Qiqi 150cm 150cm 0cm Naina 134cm 124cm +10cm Sang Woo 142.5cm 140.5cm +2cm Jake 146cm 144.5cm +1.5cm SeokChae 149cm 138cm +11cm Takumi 150cm 140cm +10cm Genjiro 145cm 138cm +7cm Adam 123cm 122cm +1cm Syakir 130cm 124cm +6cm Jae Seo 135cm 146cm -11cm Krishna 135cm 124cm +11cm Total 97.8cm difference Average 4.89cm difference 4 out of 20 people’s heights are exactly equal to their arm span.This means they are shaped like a square. This is 1/5 or 20% of the people measured. 1 person’s arm span was longer than his height. This means he is shaped like a wide rectangle. This is 1/20 or 5% of the people measured. 15 out 20 people’s height was longer than their arm span. This means they are shaped like a long rectangle. This is ¾ or 75% of the people measured. On average, people’s height was 4.89cm (approximately 5cm) greater than their arm span. Conclusion: We conclude that at 9-11 years of age, most children’s height is greater than their arm span.
  • 3. Discussion: Our sample size was only 20 people. We would need to measure more people to be sure of the percentage of square and rectangular shaped people in the world. We had some difficulties getting accurate measurements. We found it hard to decide whether people should be wearing shoes or not. Some people were measured in shoes, others in socks. This would change the result by up to 2cm. We also found it hard to keep the measuring tape straight. Sometimes the tape was bent, which could have made our measurements less accurate. Also, some people were taller than the length of the tape. We had to add two measurements together, which could have caused little errors. We are interested to know if people’s shape changes as they grow. It would be interesting to repeat this investigation onbabies, younger children, teenagers and adults. That would help us to understand the percentage of square and rectangular people in the world. Are you a square or a rectangle?