VI
CLASS
CBSE-i
SCIENCE
Measurement
UNIT-1
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
CBSE-i
SCIENCE
Measurement
UNIT-1
VI
CLASS
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
The CBSE-International is grateful for permission to reproduce
and/or translate in copyright material used in this publication. The
acknowledgements have been included wherever appropriate and
sources from where the material may be taken duly mentioned. In
case any thing has been missed out, the Board will be pleased to rectify
the error at the earliest possible opportunity.
All Rights of these documents are reserved. No part of this publication
may be reproduced, printed or transmitted in any form without the
prior permission of the CBSE-i. This material is meant for the use of
schools who are a part of the CBSE-International only.
Preface
The Curriculum initiated by Central Board of Secondary Education -International (CBSE-i) is a progressive step in
making the educational content and methodology more sensitive and responsive to the global needs. It signifies the
emergence of a fresh thought process in imparting a curriculum which would restore the independence of the learner to
pursue the learning process in harmony with the existing personal, social and cultural ethos.
The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide.
It has about 11500 schools affiliated to it and over 158 schools situated in more than 23 countries. The Board has always
been conscious of the varying needs of the learners in countries abroad and has been working towards contextualizing
certain elements of the learning process to the physical, geographical, social and cultural environment in which they are
engaged. The International Curriculum being designed by CBSE-i, has been visualized and developed with these
requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to
nurture the independence of the learner, given the fact that every learner is unique. The learner has to understand,
appreciate, protect and build on values, beliefs and traditional wisdom, make the necessary modifications,
improvisations and additions wherever and whenever necessary.
The recent scientific and technological advances have thrown open the gateways of knowledge at an astonishing pace.
The speed and methods of assimilating knowledge have put forth many challenges to the educators, forcing them to
rethink their approaches for knowledge processing by their learners. In this context, it has become imperative for them to
incorporate those skills which will enable the young learners to become 'life long learners'. The ability to stay current, to
upgrade skills with emerging technologies, to understand the nuances involved in change management and the relevant
life skills have to be a part of the learning domains of the global learners. The CBSE-i curriculum has taken cognizance of
these requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and
creative thinking skills, effective communication skills, interpersonal and collaborative skills along with information and
media skills. There is an inbuilt flexibility in the curriculum, as it provides a foundation and an extension curriculum, in
all subject areas to cater to the different pace of learners.
The CBSE has introduced the CBSE-i curriculum in schools affiliated to CBSE at the international level in 2010 and is now
introducing it to other affiliated schools who meet the requirements for introducing this curriculum. The focus of CBSE-i
is to ensure that the learner is stress-free and committed to active learning. The learner would be evaluated on a
continuous and comprehensive basis consequent to the mutual interactions between the teacher and the learner. There
are some non-evaluative components in the curriculum which would be commented upon by the teachers and the school.
The objective of this part or the core of the curriculum is to scaffold the learning experiences and to relate tacit knowledge
with formal knowledge. This would involve trans-disciplinary linkages that would form the core of the learning process.
Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research would be the
constituents of this 'Core'. The Core skills are the most significant aspects of a learner's holistic growth and learning curve.
The International Curriculum has been designed keeping in view the foundations of the National Curricular Framework
(NCF 2005) and the experience gathered by the Board over the last seven decades in imparting effective learning to
millions of learners, many of whom are now global citizens.
The Board does not interpret this development as an alternative to other curricula existing at the international level, but as
an exercise in providing the much needed Indian leadership for global education at the school level. The International
Curriculum would evolve on its own, building on learning experiences inside the classroom over a period of time. The
Board while addressing the issues of empowerment with the help of the schools' administering this system strongly
recommends that practicing teachers become skillful learners on their own and also transfer their learning experiences to
their peers through the interactive platforms provided by the Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr.
Sadhana Parashar, Head (Innovations and Research) CBSE along with other Education Officers involved in the
development and implementation of this material.
The CBSE-i website has already started enabling all stakeholders to participate in this initiative through the discussion
forums provided on the portal. Any further suggestions are welcome.
Vineet Joshi
Chairman
Acknowledgements
Advisory
Conceptual Framework
Shri Vineet Joshi, Chairman, CBSE
Shri G. Balasubramanian, Former Director (Acad), CBSE
Shri Shashi Bhushan, Director(Academic), CBSE
Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Head (I & R),CBSE
Ideators
Ms Aditi Misra
Ms. Anuradha Sen
Ms. Jaishree Srivastava
Dr. Rajesh Hassija
Ms Amita Mishra
Ms Archana Sagar
Dr. Kamla Menon
Ms. Rupa Chakravarty
Ms. Anita Sharma
Ms. Geeta Varshney
Dr. Meena Dhami
Ms Sarita Manuja
Ms Anita Makkar
Ms Guneet Ohri
Ms Neelima Sharma
Ms Seema Rawat
Dr. Anju Srivastava
Dr. Indu Khetrapal
Dr. N. K. Sehgal
Dr. Uma Chaudhry
Material Production Group: Classes I-V
Dr. Indu Khetarpal
Ms. Rupa Chakravarty
Ms Anita Makkar
Ms. Nandita Mathur
Ms. Vandana Kumar
Ms. Anuradha Mathur
Ms. Kalpana Mattoo
Ms. Seema Chowdhary
Ms. Anju Chauhan
Ms. Savinder Kaur Rooprai
Ms. Monika Thakur
Ms. Ruba Chakarvarty
Ms. Deepti Verma
Ms. Seema Choudhary
Mr. Bijo Thomas
Ms. Mahua Bhattacharya
Ms Ritu Batra
Ms Kalyani Voleti
Material Production Groups: Classes VI-VIII
Mathematics :
Ms Seema Rawat
Mrs. N Vidya
Ms Mamta Goyal
Ms Chhavi Raheja
Political Science:
Ms Kanu Chopra
Ms Shilpi Anand
English :
Ms Rachna Pandit
Ms Neha Sharma
Ms Sonia Jain
Ms Dipinder Kaur
Ms Sarita Ahuja
Science :
Dr Meena Dhami
Mr. Saroj Kumar
Ms Rashmi Ramsinghaney
Ms Seema kapoor
Ms Priyanka Sen
Dr Kavita Khanna
Ms Keya Gupta
English :
Ms. Sarita Manuja
Ms. Renu Anand
Ms. Gayatri Khanna
Ms. P. Rajeshwary
Ms. Neha Sharma
Ms. Sarabjit Kaur
Ms. Ruchika Sachdev
Geography:
Ms. Deepa Kapoor
Ms. Bharti Dave
Ms. Bhagirathi
Ms Archana Sagar
Ms Manjari Rattan
Mathematics :
Dr. K.P. Chinda
Mr. J.C. Nijhawan
Ms. Rashmi Kathuria
Ms. Reemu Verma
Science :
Ms. Charu Maini
Ms. S. Anjum
Ms. Meenambika Menon
Ms. Novita Chopra
Ms. Neeta Rastogi
Ms. Pooja Sareen
Political Science:
Ms Sharmila Bakshi
Ms. Archana Soni
Ms. Srilekha
Economics:
Ms. Mridula Pant
Mr. Pankaj Bhanwani
Ms Ambica Gulati
Geography:
Ms Suparna Sharma
Ms Leela Grewal
History :
Ms Leeza Dutta
Ms Kalpana Pant
Material Production Groups: Classes IX-X
Dr Sadhana Parashar,
Head (I and R)
Shri R. P. Sharma, Consultant
Ms. Seema Lakra, S O
History :
Ms. Jayshree Srivastava
Ms. M. Bose
Ms. A. Venkatachalam
Ms. Smita Bhattacharya
Coordinators:
Ms. Sugandh Sharma,
Dr. Srijata Das,
Dr Rashmi Sethi,
E O (Com)
E O (Maths)
O (Science)
Ms Ritu Narang, RO (Innovation) Ms Sindhu Saxena, R O (Tech) Shri Al Hilal Ahmed, AEO
Ms Preeti Hans, Proof Reader
CO NT E NT
PREFACE
ACKNOWLEDGMENT
AN INTRODUCTION TO SCIENCE
1
MEASUREMENT - SYLLABUS
8
SCOPE DOCUMENT
9
ACKNOWLEDGMENT SUGGESTED VIDEOS/WEB LINK/ POWER-POINT
10
MATRIX
11
LESSON TEMPLATE
12
MEASUREMENT
16
ACTIVITY 1
19
ACTIVITY 2
20
UNIT OF MEASUREMENT
20
WORKSHEET 1
23
SYSTEM OF UNITS
23
WORKSHEET 2
26
LENGTH
26
ACTIVITY 3
27
ACTIVITY 4
29
WORKSHEET 3
32
WORKSHEET 4
32
ACTIVITY 5
33
ACTIVITY 6
34
WORKSHEET 5
36
WORKSHEET 6
39
FORMATIVE ASSESSMENT 1
40
MASS
41
ACTIVITY 7
43
WEIGHT
44
ACTIVITY 8
45
WORKSHEET 7
46
FORMATIVE ASSESSMENT 2
49
SUMMATIVE ASSESSMENT
50
RECAPITULATION
57
RUBRICS FOR ASSESSMENT FOR LEARNING
60
AN INTRODUCTION TO SCIENCE
The word science comes from the Latin "scientia," meaning knowledge.
Science is not only a collection of facts, concepts, and useful ideas, but it is a method of
investigation and a way of knowing about nature. In other words, science is a method of
discovering knowledge about nature.
Science is divided into two major groups: natural sciences, which study natural
phenomena (including biological life), and social sciences. which study human behavior.
Science implias that the knowledge must be based on observable phenomena and must be
capable of being tested for its validity.The purpose of science is to produce useful models
of reality.
Science
1
LEARNING OBJECTIVES FOR SCIENCE
2
1.
Learn a bit about nature and the world around us
2.
Learn what science has contributed to our society and culture
3.
Learn what scientists do
Science
4.
Learn what science is and is not.
5.
Children are prepared for more advanced science classes later.
6.
Teach them about why pseudoscience is not science
7.
Help children develop thinking and reasoning processes
8.
Help children with critical thinking
9.
Show them that science is part of everyday life
10. Show children that science is fun and exciting
11. Show children how arithmetic can be applied in practical situations
12. Stir children's creative and inventive sides.
Science
3
The scientific method is a process for experimentation that is used to explore observations
and answer questions. Scientists use the scientific method to search for cause and effect
relationships in nature. In other words, they design an experiment so that changes to one
item cause something else to change in an assumed way.
Just as it does for a professional scientist, the scientific method will help you to focus on
your questions, construct a hypothesis, design, execute, and evaluate your experiment.
There are seven basic steps of a scientific method:
(1) Ask a question
4
Science
(2) Do a background research
( 3) Construct a hypothesis
(4) Test with an experiment
Science
5
(5) Analyze results
(6) Draw conclusions
(7) Report results
Science helped mankind in innumerable ways. The scientific
inventions have brought about many changes in our lives. The
civilizations of the world have progressed by leap and bounds.
It has helped us in countless ways to make our everyday life
comfortable like:
6
Science
(1) Transportation
( 2)
Electricity
(3) Communication
( 4) Agriculture
(5) Infrastructure
(6)
Medical sciences
To conclude we can say that science is the magical genie of today. It can do wonders for us
when it is used carefully.
Science
7
MEASUREMENT
MEASUREMENT
S
Y
L
L
A
B
UNITS OF MEASUREMENT
v
LENGTH
v
MASS
v
WEIGHT
v
U
S
8
Science
SCOPE DOCUMENT
Learning outcomes :
At the end of this unit, students would be able to:
v
Understand the meaning of measurement.
v
Appreciate the reasons why measurement is important in our daily life
v
Describe a unit
v
Know how to pick appropriately sized units for measuring something
v
Express length in metric and SI units
v
Learn different methods to measure the length of a given object
v
Learn how to use and take measurement using meter scale(half)
v
Understand the concept of mass and weights
v
Express Mass and weight in SI units
v
Differentiate between mass and weight
v
Learn different ways of measuring mass and weight
Cross curricular links
v
Mathematics - Apply concepts of drawing, reading and interpreting length.
v
Language - Enriches vocabulary related to 'measurement and unit' clarifies
misconcepts as mass/weight in daily use. Use of adjectives related to
measurement: long, short, heavy and light.
v
Information Technology- PowerPoint presentation using animation skill, access
supplementary resources.
v
Biology- Study of mass and weight, use of body parts as tools of measurement
units
v
History - Study of early methods of measurement and their limitations,
distinguish crude estimation and standard measurement units and instruments.
Science
9
ACKNOWLEDGMENT SUGGESTED
VIDEOS/WEB LINK/POWER-POINT
NAME
VIDEO CLIPS/WEB LINK/POWERPOINT
Video clip1
http://www.youtube.com/watch?v=DQPQ_q59xyw&feature=related
pre lesson activity
Power point
http://www.primaryresources.co.uk/maths/powerpoint/millionaire_
length_conversion.ppt
www.wisc-online.com/objects/index_tj.asp?objid=MSR3102
Web link -1
use of ruler
Video clip-2
http://www.youtube.com/watch?v=dPHwlA7OY3E&feature=related
measuring with a ruler
Video clip-3
http://www.youtube.com/watch?v=qS2yWhEJGZ0&feature=related
basics for measuring with a ruler
Video clip-4
http://www.youtube.com/watch?v=f-J-iJgUN6Q&feature=related
mass
Video clip-5
http://www.youtube.com/watch?v=IQ5naMTAHGM
measuring mass
Video clip-6
http://www.youtube.com/watch?v=ouK3hjNuTic&feature=related
measuring mass
Web link-2
http://www.wisc-online.com/Objects/ViewObject.aspx?ID=GCH202
reading a triple beam balance
Web link-3
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/ma
ths/measures/index.htm
measurements
Web link-4
http://www.bbc.co.uk/skillswise/numbers/measuring/lwc/works
heet14.shtml
work sheet
Web link-5
http://www.bbc.co.uk/skillswise/numbers/measuring/lwc/works
heet16.shtml
work sheet
10
Science
MATRIX
ACTIVITIES
LEARNING OBJECTIVES
Skill
Activities 1
Students will learn how to
measure objects (things) without
using a meter scale.
Estimation
Activities 2
Students will learn how to
measure distances using hand
span.
Observation & recording
Activities 3
Students will learn an easy way to
read the marking on a ruler
(scale).
Accuracy
Activities 4
The students will change length
measurements by jumping and
throwing objects and measuring
the distance between the starting
point and the ending point.
Exploration
Activities 5
Students will learn how to
measure length of a curved line
using a thread.
Adapt and respond to
challenging situations
Activities 6
Students will learn how to
measure length of an irregular
curved tray using a thread.
Measure through
Activities 7
Students will learn how to read
the balance.
Accuracy
Activities 8
Students will learn how to make a
beam balance
Accuracy
Science
simple method
11
LESSON TEMPLATE
Steps to be
followed
Pre-lesson
activity to build
the background
knowledge
Content
development
Teacher Activity
Student Activity
Resource-
By seeing the video, students
will be able to understand and
relate the concept of
measurement in day to day life.
WATCH VIDEO CLIP- 1
Teacher will explain the concept of
measurement using various
examples from day-to-day life.
Activity 1, and Activity 2
Teacher may explain the various
methods of measuring length
(without using proper scale) by
performing these activities in the
class.
1) Content
Units of
measurements
Teacher may start the class with a
brief discussion about the various
methods of measuring distances
and will explain the concept of
Units.
Teacher will evaluate the
understanding of the various
concepts of measurements related
topics by taking oral quiz and the
worksheets( 1 and 2) in the class.
12
2) Content
http://www.primaryresources.c
o.uk/maths/powerpoint/million
aire_length_conversion.ppt
Length
Teacher may start the lesson by
showing a PowerPoint
presentation on length in the class.
Students will be able to
understand the various
methods used to measure
length without using a proper
scale.
Students will be able to answer
the questions asked by the
teacher based on these
activities.
Students will be able to answer
the questions asked by the
teacher after these discussions
in class.
Students will be able to
complete the worksheet 1 and
worksheet 2 in the class.
Students will
prepare a
power-point presentation on
various ways of measuring
distances.
Students will be able to
understand the concept of
length with the help of the ppt.
Science
Content
development
Activity 3
Measuring
Length
( Straight line
using the broken
ruler)
www.wisc-
Teacher would explain how to use
ruler correctly with this activity.
Students will learn how to find
length, of a specific object,
using the ruler.
online.com/objects/index_tj.asp
?objid=MSR3102
http://www.youtube.com/watc
h?v=dPHwlA7OY3E&feature=re
lated
Students will find the length of
various objects using the
broken ruler.
http://www.youtube.com/watc
h?v=qS2yWhEJGZ0&feature=rel
ated
Teacher may take few examples
from day to day life, by
performing the activities and
showing the videos to explain this
concept in class.
Concept
attainment
Content
development
Measuring
Length
( curved line)
Science
Students can prepare a power
point presentation on these
topics.
Activity 4
Students will perform this activity
in class which will help them to
understand the concepts clearly in
terms of length, weight & volume
or capacity
After performing the activity
(4), Students will be able to
complete the worksheet A in
the class.
Teacher will evaluate the
understanding of the "measuring
length" by the worksheets (3 and
4) in the class.
Students will be able to
complete the worksheet 3
and 4 in the class.
Activity 5
Students will be able to answer
the questions asked by the
teacher after this activity in
class.
Teacher will explain the concept
of measuring the length of a
curved line with the help of this
activity in the class.
13
Concept
attainment
Activity 6
Formative
Assessment and
evaluation of
this subtopic
Teacher will evaluate the
understanding of the various
concepts of measuring length of
various objects (straight line and
curved line) and other related
topics.
Content
development
http://www.youtube.com/watch By seeing the videos, students
?v=f-J-iJgUN6Q&feature=related will be able to understand and
Teacher may start the lesson with relate the concept of mass and
weight in day to day life.
this video.
Mass
http://www.youtube.com/watch
?v=IQ5naMTAHGM
Students will perform this activity
in class, which will help them to
understand the concept of
"finding the length of a curved
line" properly.
Students will be able to
complete the worksheet 5
and 6 in the class.
Students will complete the
Formative assessment 1 in
class.
http://www.youtube.com/watch
?v=ouK3hjNuTic&feature=related
Teacher may explain the various
concepts related to these topics
using the videos and the activities.
Weight
http://www.wisc
-online.com/Objects/ViewObject.
aspx?ID=GCH202
Students will be able to
complete the worksheet 7 in
Teacher would explain students
the class.
how to measure mass using a
weighing balance and making a Students can prepare a power
point presentation on mass
simple balance in the class.
versus weight.
Activity 7 and Activity 8
14
Science
Formative
Assessment and
evaluation of
this subtopic
Teacher will evaluate the
understanding of mass
measurement of various objects.
Revision and
Revision done in class
Assessments
Science
Students will complete the
Formative assessment 2 in
class.
http://www.bbc.co.uk/skills
http://www.bgfl.org/bgfl/custo wise/numbers/measuring/l
m/resources_ftp/client_ftp/ks2/ wc/worksheet16.shtml
maths/measures/index.htm
http://www.bbc.co.uk/skills
Teacher may revise the entire topic wise/numbers/measuring/l
wc/worksheet14.shtml
with this video in the class
15
MEASUREMENT
Introduction
Why Measurement is Important in our day-to-day life?
Measurements are so often taken for granted. Most of the times we do not appreciate
the grand importance of measurement in our life. Basically, measurement is
discussed in terms of length, area, volume, mass, temperature and so on.
16
1.
Purchasing clothes. Clothing is all based on size and proper fitting which are, of
course, variants of measurement of length.
2.
Intake of medicine when ill. During treatment of illness doctors prescribe time
interval and dosage of medicine to be taken by the patient. This dose is the
measure of the potency and the quantity of a specific medicine. Proper amount of
medicine is different for children and adults. It is important to take adequate
amount of medicine to get cured.
Science
3.
Cooking properly. Cooking of all forms is based on proper attention to
measurement. What will happen if potatoes are baked at 600 degrees? Could you
make a cup of tea by dipping a tea bag into a teaspoon of warm water?
4.
Playing sports.- It is amazing to find out that any kind of sport that people play
involve the measurement of distance, time ,mass and so on. These are the variants
of measurement. They can be used in different combinations.
Measurement is the most basic level of scientific observation. Anyone can observe a
planet, a sunset, the road ahead, the day just past, and give a description of it. But to
know it better, one must determine its extent and limits. Scientific method attempts to
use information that can be seen by others also. It uses instruments such as a
measuring cylinder, 'weighting' machine measuring tape etc. to communicate
information as a fact. Measurement is not based on a individual belief but the belief of
the scientists put together.
Science
17
Measurement is the process of determining the magnitude (value) of a quantity, in
term of length or mass, relative to a Unit of measurement, such as, a meter or a
kilogram. The word measurement stems, via the Middle French term mesure, from
Latin mensura, and the verb metiri. Metrology is the science of measurement.
Every measurement consists of two parts- a number and a unit.
All measurements do have four things in common:
1.
It has a starting point or origin.
Where is the zero? The starting point can be decided at the beginning and called as
'zero'.
The location of zero can be quite arbitrary. This means it need not be fixed as
absolute for all situations but you need to have it somewhere.
For example, on the highway, zero can be the railway station, bus depot or an
airport of the city.
Once we all agree, that's where the zero is.
Most scales have zero on their left or lower end. It is not necessary to have zero
there always. It is important to remember that zero DOES have to
BE…somewhere. We can change the place of zero but cannot remove zero. This
concept of zero was given by 'AryaBhatta' who was born in India in the 4th
century.
2.
It has a positive direction.
Which way do we go to get to 1, or a hundred?
Left, right, up, down, along the incline, around the circle etc.
Some direction has to be declared for measurement to be done.
3.
It needs a unit of measurement.
This is needed to make the required comparison. For example,
Inches, Feet, mile, centimeter, meter, kilometer etc are some of the units to
measure the length. Here, a unit is like a name of the quantity/ amount.
18
Science
4.
Finally, no measurement ever made is perfect.
There is no absolutely precise measurement. The reason is that the measuring
instruments keep improving from time to time. No perfect instrument is prepared as
yet. There is always a scope to make it better still.This is exactly the way science
progresses . We can, then, state that measurement is an attempt made by human
beings to know things in an accurate way as far as possible.
All measurements are some number say N, plus or minus some (hopefully minior)
error or uncertainty.
For eg: 4 ± 0.25 or 8.5 ± 0.01 here, number X are 4 or 8.5 and error are .25 or .001, which
are very small.
When we change our measuring device or just use a scale that was made
systematically larger than it should have been, our reading of measurement will
change accordingly.
Concept Development
ACTIVITY : 1
Aim: To measure the length of your study table without using a metre scale.
Learning outcome: Students will learn how to measure objects without using a metre
scale. Students will notice that role of estimation in measurement
Materials required: Matchstick and the study- table
Method: Let us assume that the length of the match stick is equal to our unit of length. Place
the end of the matchstick at one edge of the table and mark a point at the brown tip of the
stick. Now lift the matchstick and place its end on the marked point and again mark the
position of its brown tip. Continue doing so till you reach the other end of the table. Say,
you have covered the table length by repeating this process 24 times. Then the length of the
table is equal to ten times the length of the match stick.
Science
19
ACTIVITY : 2
Aim : To measure the length of the teacher's table with the help of a hand span.
Learning outcome : Students will learn how to measure distances using a different
method, here, a hand span.
Materials required : Teacher's table.
Method : Take hand span as the unit of length. Measure the length of the table by using
your hand span and record it. Now ask one of your friends to measure the length of the
table with his hand span. Repeat this procedure with ten students. Note down all the
observation in a table. You will be surprised to note that the number of hand spans
required in each of the cases is different though the length of the table remains the same.
UNIT OF MEASUREMENT
Content Development
Let us observe what happens when you estimate a distance
by counting the number of steps required to cover that
distance? Alternately,you could use the width of your
hand, or the distance from your elbow to a fingertip to
compare two dimensions. You would be surprised to know
that during the measurement of distance, you got engaged
in what is probably the first kind of measurement ever
undertaken by primitive mankind. Primitive men used
primitive ways to measure quantity.
20
Science
The results of a measurement are always expressed on some kind of a scale that is
defined in terms of a particular kind of unit. The first scales of distance were related to
the human body, either directly (the length of a limb) or indirectly (the distance a man
could walk in a day).
A unit of measurement is a definite magnitude of any quantity that is used as a
standard for measurement of the same physical quantity. Any other value of the
physical quantity can be expressed as a simple multiple of the unit of measurement.
Units of measurement were among the earliest tools invented by humans
For example, length is a physical quantity. The metre is a unit of length that represents
a definite predetermined length. When we say 10 metres (or 10 m), we actually mean
10 times the definite predetermined length called "metre".
The measurement of a quantity is done by comparing it with some standard called
"unit". A unit, therefore, is any measure of that quantity, which is accepted as one unit
of that quantity. A quantity (R) is expressed as the product of a number (number of
times in comparison to the standard) and the name given to the unit or standard.
R = n x (name of unit)
R = nu
We can have a look at any of the physical quantities that we use in our everyday life: 5
kg of sugar, 100m of cloth, 10 l of water and so on. The pattern of all these quantitative
expression follows the same construct as defined above.
(1) Hand Span
The distance from the tip of the thumb to the tip of the little finger on your outstretched
hand
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21
(2) Cubit
Cubit is the distance between thumb, or another finger, to the elbow on an average
person. It is about 45 cm or 18 inches. How many cms make an inch ?
(3) Pace
The pace is the distance spanned by a step .It is about 30 inches (0.76 meter).
(4) Foot
It equals the average length of a foot. 1 unit of foot is about 12 inches.
22
Science
WORKSHEET : 1
Complete the blanks after performing the activities in the class.
1.
Measure the distance between the two ends of your desk with the help of your
hand span.
Number of hand span-________
2.
Measure the distance between the two ends of your desk with the help of your
cubit.
Number of cubits-__________
3.
Measure the distance between the two opposite walls of your class room using
pace.
Number of paces- ________
`
4.
Measure the distance between the two ends of the class black board with the help
of your hand span.
5.
Measure the distance between the two opposite walls of your class room using
foot.
Number of feet- ________
SYSTEM OF UNITS
The eighteenth century was a time of great beginnings in science. However, by the end
of the century, scientists found that their system of measures was increasingly
burdensome. Measurements such as the foot were not well standardized and made it
hard to communicate observations. A system that allowed scientists to reproduce and
verify each other's data was needed.
The metric system was developed to fulfill this need. The system's basic unit for
measuring length was called the meter, after the Greek word matron meaning
"measure."
Now a days the General Conference on Weights and Measures, or CGPM (Conference
Générale des Poids et Mesures), has responsibility for these decisions.
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23
The 11th General Conference on Weights and Measures in 1960 made some of the most
important recent revisions to the universal measurement system. A meter was defined
as the distance light travels in a small fraction of a second. A kilogram was reaffirmed
as the mass of a block of platinum-iridium kept in Paris. The International System of
Units was renamed System International d'Units and the new "modernized" metric
system was given the official symbol SI.
The SI units for the three basic physical quantities: length, time and mass are:
v
metre (m) :SI unit of length
v
second (s) :SI unit of time
v
kilogram (kg) :SI unit of mass
The needs for adopting SI system as international system are two fold.
A
First, this system is based on the powers of 10.
A
Second, there is a well-structured set of prefixes to represent the vast range of
measurements associated with a physical quantity.
The "power of 10" makes it easy to change smaller to bigger unit and vice versa. A mere
shift of "decimal" does the job.
12.0 mm (smaller) = 1.20 cm (bigger)
Finally, SI system has a set of prefixes for a given unit to represent smaller or bigger
quantities. This set of "prefixed" represents a predefined factor in terms of the power of
10.
Prefix factors
10-15 10-12 10-9
f
p
n
10-6
10-3
10-2
10-1
101
10-2
103
106
µ
m
c
d
da
h
k
M
10-15 1012 1015
G
T
P
Figure 1: The factors are powers of 10.
24
Science
f= fermi
da=deca
p=picco
h=hecta
n=nano
k=kilo
?=micro
M=mega
m=mill
G=giga
c=centi
T=tera
d=deci
Sum of the commonly used prefixes of metric units:
Abbreviation
Full form
Meaning
Equivalent
mm
millimetre
One thousandth
of a metre
10 mm = 1 cm
1 000 mm = 1 m
cm
centimetre
One hundredth of ametre
100 cm = 1 m
m
metre
km
kilometre
1 000 m = 1 km
One thousand metres
1 000 m = 1 km
Example:
How many centimeters equal 2.35 meters?
1.
The new unit (centimeters) is smaller than meters. Therefore, the new quantity
must be larger.
2.
The decimal must move right.
3.
The multiplication factor exponent for meter = 0, multiplication factor exponent
for Centimeter = -2.
Difference without regarding sign = 2.
4.
Science
Therefore, the decimal moves right two places. The new quantity = 235
centimeters.
25
WORKSHEET : 2
(1) 3.45 milligrams = _______________ grams
(2) 3.004 meters = _______________ centimeters
(3) 112.3 grams = _______________ kilograms
(4) 6567.09 millimeters = _______________ centimeters
(5) How many centimeters are in a kilometer? _______________ centimeters
LENGTH
CONTENT DEVELOPMENT
Length is a straight dimension of an object, or is the (straight) measurement between
the two ends.
How to Measure Length
When choosing the suitable unit for measuring you need to consider:
What is being measured - for example is it long or short?
v
The instrument used to measure the length. For example suppose we want to
v
measure the length of a notebook we can use a ruler but to measure a length of a
football ground we have to use measuring tape.
What unit will give you the smallest number of whole digits? for example it is
v
easier to write 4 m rather than 4000 mm.
26
Science
Units of Length
The common units to measure length are metre, inch, foot, yard, mile etc.
People use "foot" to measure their height. Construction worker and architects use feet
to measure walls, floor, and ceilings.
A standard doorway is about a yard in width. A man six-foot tall is 2 yards high.
Distances between cities are measured in kilometers or miles.
Metre ruler
The metre rule is used to measure lengths of a few centimeters to a meter.
Measurement is accurate up to 0.1 cm.
The divisions, on the meter rule , divide each cm into 10 parts.
Each division is equal to 1 mm as 10 mm = 1 cm.
We can use a meter rule to measure the length of a pencil, the width of a booklet, the
extent of a hand span and so on.
ACTIVITY : 3
Aim : Method to read a Ruler
Learning outcome : Students will learn to observe how to read markings on the ruler
carefully .
Materials : Ruler
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27
Method:
(1) Notice the two sets of lines on the metric ruler. Examine the first set of lines. They
are longer than the second set and farther apart. They are also numbered. These
lines are referred to as centimeters, or cm.
(2) Next ,examine the second set of lines. These lines are shorter and close together.
The second set of lines falls within the first, which is a larger set of lines. These
lines are referred to as millimeters, or mm. 10 millimeters make up one
centimeter.
(3) Choose a small object to measure, such as a small pencil. Line the object up to the
edge of the beginning of the ruler.
(4) Locate the last marking on the ruler that the object touches. This number indicates
the length of the object you chose to measure.
(5) Locate the last centimeter line (mark) that the object passed, or is touching For
example, if you measured your pencil and it ended on the 8 cm mark, then it is 8
cm long. If, however, it landed before 8 cm mark, then write down 7 cm and if it
passes 8 cm mark write 8 cm.
(6) Count the small lines (marking) that remain after the last centimeter line. For
example, if your pencil reaches nine small lines after the 7 cm mark, you would
count 9. This is how many mm you need to include in your measurement.
(7) Record your measurement down on paper. Write the cm first, and the mm
second. For example, your pencil that passed the 7 cm mark by 9 small mm you
would read 7cm and 9 mm long i.e. 7.9cm.
28
Science
Concept attainment
ACTIVITY : 4
Aim : Students will be able to measure length by millimeter, centimeter and meters to
measure and change one unit of length to another. They will be able to compare and relate
different units to measure length of an object.
Objective : The students will change length measurements by jumping and throwing
objects and measuring the distance between the starting point and the ending point.
Materials: Butter paper, marking tape, Ink pad, Paper towels, Yard Sticks, Balloons
Method:
Formation of Teams
1.
Students will be put into 4 different groups.
2.
The class will count off 1,2,3,4 until all students have counted off.
3.
All students who are allotted to number 1 will be in the 1st group, number 2 will
be in the 2nd group, and so on.
4.
Let each group assign a name to itself. Encourage them to select a name that in
related to the activity they are to perform.
Presentation of the Content
A.
Introduction
1.
Explain the relationship between millimeter , centimeter and meter.
2.
Explain how to convert different units of measurements of length.
3.
Explain the process of computations to be carried out in the worksheet.
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29
B.
Development
1.
Explain how groups will rotate into four different centers.
2.
Explain the general rules and tell them that each individual game will have its
ownset of rules.
3.
Students within the group will need to help other members when measuring
different objects, solid and liquid.
C. Guided Practice
1.
The teacher will facilitate the students to carry out the activity as a team.
2.
Make sure that the students are recording all their measurements properly.
Evaluation:
The students will be evaluated on the group's teamwork effort and on their individual
worksheet. Their computations and conversions must be accurate.
Games
v
Long Jump
1.
With feet on starting line, long jump as far as possible.
2.
Measure the distance from starting line to the closest place to that your body
touched.
v
Air Leap
30
1.
Mark your index finder using the ink pad.
2.
Reach as high as your can and mark the paper. This is your base mark
3.
Remark your index finder using the ink pad. Jump up and mark as high as
you can. This is your jump mark.
4.
Measure the distance between the base mark and the jump mark and record
the distance.
Science
v
Balloon Throw and Airplane Throw
1.
With feet on the starting line, throw the air filled balloon or paper airplane as
far as possible.
2.
Measure the distance from where the balloon or airplane first hits the ground
to the starting line.
Worksheet A
millimeter
centimeter
meter
Air Leap
Long Jump
Balloon Throw
Airplane Throw
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31
WORKSHEET : 3
Metric Body Measurements
1.
My hand span: ______ cm (measure outstretched hand between tip of thumb and
tip of little finger)
2.
The width of my _____________ fingernail: ____ cm or ____ mm
3.
The width of the back of my hand: ________________ cm
4.
My foot _________________ cm
5.
My height _____________ cm.
WORKSHEET : 4
Use a ruler to measure the length and the breadth of the pictures:
Length =__________________ cm
Breadth = __________________ cm
Diameter of the face =_________________ cm
Diameter of the eyeball =_______________ cm
Distance between the wheels ____ cm of this toy
car in the given figure.
32
Science
Height
__________________ cm of the Christmas tree shown in the figure
Width
__________________ cm of the Christmas tree shown in the figure
Length = __________________ cm of the worm in the given figure
Height = __________________ cm of the worm in the given figure
Concept Development
ACTIVITY : 5
Aim: To measure the length of a line which is not straight i.e. a curved line using a thread.
Learning Outcome: Students will learn how to measure the length of a curved line using a
thread.
Materials required: a curved line drawn on a plane sheet of paper, a thin but strong cotton
thread, some common paper/board pins, a scale/meter rule, scissor and a drawing board.
Method: Keep the plane (white) sheet of paper on a drawing board and fix the paper
properly on the board with the help of board pins. Draw a curved line on the paper. Fix
some common pins on the curved line. A, B …F etc. are the pins fixed on the curved line.
Now tie a knot with the thread at the pin A. Using fingers of both hands move the thread
along the curved lines such that it goes around pins B, C... upto F.
Care should be taken that the thread is neither too tight nor too lose when moved along the
curved line. When the thread reaches the extreme i.e. end F of the curved line, cut it from
that point with the help of a scissor.
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33
Remove the thread from all the pins and then place it straight along the length of a metre
scale. Note down the length properly from the metre scale. If the reading is 13cm, then the
length of the curved line is 13cm.
D
A
E
B
F
Fig:
C
A CURVED LINE (AF)
Concept Attainment
ACTIVITY : 6
Aim : To measure the length of an irregular curved tray using a thread.
Learning Outcome : Students will learn how to measure length of an irregular curved tray
using a thread.
Materials required : A tray, drawing board, pins thread and a meter rule.
Method : Place a tray with a curved edge
on a drawing board. Fix pins vertically on
the board whenever the edge of the tray
changes direction. Make a knot at one end
of a piece of the thread. Pierce a pin through
the knot and fix the pin at one end of the
curved edge of the tray on the board.
Stretch the thread along the pins, and mark
it with a pen where it touched the last pin.
Fig: Irregular curved tray
34
Science
Measure the length of the thread from the knot to the end marked by stretching it along a
meter rule. This is the approximate length of the curved edge of the tray.
Proper position of the eye
While taking any observation (for example a length of an object) the eyes should be
placed in such a way that it lies perpendicular to the reading of the scale.
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15
Incorrect
Incorrect
position
position
Correct
position
of
the
eye:
of eye
of eye
Reading from a point
perpendicular to the scale
(directly in front of it)
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35
WORKSHEET : 5
Choose a suitable unit for measuring the given objects
Objects
mm (millimetres)/cm (centimetres)/m (metres)
BOOK
COIN
PHOTO FRAME
SOFA
36
Science
PLAY GROUND
KEY
SPECTACLES
RING
SHIP
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37
INSECT
CELLOPHONE
Man
TOOTH BRUSH
38
Science
WORKSHEET : 6
Select the optimum unit (meters (m) or centimeters (cm) to measure the following:(1) Length of a study table.
(2) Length of a pencil.
(3) Height of your roof.
(4) Length of a tennis court.
(5) Thickness of a notebook.
(6) Depth of a swimming pool.
(7) Length of a car.
(8) Radius of a cycle wheel.
(9) Height of a tree.
(10) Width of a park.
Note :
Science
For the teacher, before beginning the worksheet b, ensure that the students have a
clear understanding if the object is real or the responses may vary in that case.
39
FORMATIVE ASSESSMENT : 1
1.
Write the S.I. unit and its symbol for measuring the length of a pencil box
length:__________
2.
The length of a pencil measured by a metre rule is recorded as 6.75 cm. What is
wrong with this recording?
3.
Observe the figure given below.
Find and write what is out of place in it. Suggest the way to correct it.
40
4.
Find the length of the pencil from the figure given below.
5.
Why is the hand span not considered as a reliable unit for measuring the length ?
Science
MASS
Concept Development
The mass of a body is the quantity of matter (or material) contained in it. It is denoted
by 'm'. The standard unit of mass is kilogram. It is denoted by 'kg'. A physical balance
commonly measures the mass of an object.
For Example:
A packet of tea weighs 100g
A bag of sugar weighs 1kg
These are different measurements of mass.
Science
41
A body contains the same quantity of matter wherever it is - whether on earth, moon or
even in space. So, mass of an object is same everywhere. For example if the mass of an
object is 5 kilograms on the earth then it will have the same mass of 5 kilograms even if
it is taken to any other planet or moon or in space. Thus ,the mass of a body or object is a
constant and does not change from place to place.
Unit of mass:
In the International System of Units (SI), mass is measured in kilograms (kg). The SI
unit for mass is the kilogram.
Kilogram means one thousand grams. It can be abbreviated as kg or kilo. The unit of
gram can be abbreviated to g, earlier, it was gm.
1 kilogram
=
1000 gram
1 gram
=
1000 milligram
1 quintal
=
100 kilogram
1 ton
=
1000 kilogram
Measurement of mass
To measure mass of an object, a physical balance and various (standard) weights are
used.
Physical balance
used in labs
Beam balance
42
Common balance used
in grocery shop
Science
The picture given below shows some of the weights used for measuring the mass of
things.Our body is also a thing in this respect.
ACTIVITY : 7
Aim: Reading a compact portable balance.
Learning Outcome: Students will learn how to read the balance carefully and properly.
Materials required: Potatoes and compact portable balance (like the one shown here)
Method:
Keep some apples in the
v
weighing pan.
The pointer on these scales is
v
between two divisions, 0 g and
100 g.
There are 20 divisions between
v
these two values. Each division
is 50 g
The pointer is 5 divisions from 0.
v
The mass of the potatoes is 250 g.
v
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43
WEIGHT
Concept Development
Weight is the force with which an object is attracted towards the center of the earth. It is
the product of mass and a special quantity called the acceleration due to gravity.
W = mg
where 'm' is the mass of the body and 'g' is the acceleration due to gravity.
The acceleration due to gravity changes from place to place. Hence weight changes
unlike mass, which always remains constant. The SI unit of weight is newton.
The weight of on object is measured with a spring balance also known as force meter or
Newton meter. The spring balance gives the weight of an object because the extension
of the spring depends on the force with which it is pulled downwards by the earth.
Mass
Weight
1. Is measured using beam balance
Is measured using a spring
2. Can never be zero
Can also be zero
3. Is always a constant at any place and time
Depends on the value of acceleration
due gravity at the place
4. Is an intrinsic property of a body and
Depends on
is independent of any external factor.
1. Mass of the object
2. Force with which it is being attracted
(which in turn depends on the where the
object is located
5. Is measured in kilograms in SI unit
44
Is measured in newtons
Science
ACTIVITY : 8
Aim : Making a Beam-Balance
Learning Outcome : Students will learn how to make a beam balance
MATERIALS:
Stand to hang the balance
v
Ruler with holes
v
Paper clips to attach pieces
v
Paper cups
v
One rupee coins and some 50p coins
v
Hole puncher (to hook the cups)
v
Marking tape (to add to rulers in order to evenly balance the empty cups)
v
Method:
1.
Students make balance, using masking tape to
ensure the empty cups actually balance and to hold
the paper clips in place if the rule has slots or large
holes.
2.
They compare test objects according to weight,
determining only the relative weight.
3.
They select a "standard" (such as a coin or a paper
clip) and "weigh" the test objects, recording the
weights in their given units (3 one rupee coins +/- a
50p coin).
4.
They compare their weights with the true standard.
Science
45
WORKSHEET : 7
(1) Circle the object that is heavier.
(2) Circle the object that is lighter.
46
Science
Science
47
(3) Estimate how much the object weighs. Circle your answer .
26 grams
48
12 kilograms
33,289 grams
12 grams
33,289 kilograms
9 grams
918 grams
4 kilograms
48 kilograms
1,728 grams
1 gram
30 kilograms
30 grams
22 kilograms
2 kilograms
Science
FORMATIVE ASSESSMENT : 2
1.
Complete the information about mass and weight.
Mass
Weight
What does it measure
Its SI unit is…
Name the Device used to measure
and how it works
2.
Without sharing information students determine the mass of a nail, as shown in
the figure below ( you can get the nail from a carpenter), using as many different
balances as possible like beam balance, spring balance and digital balance
available in the lab. Then enter the measurements below:
Name of the student
Types of balance
recorded mass
Beam Balance
Spring Balance
Digital Balance
As a group, discuss the data.
Are all the measurements (mass of the nail) the same? Why/why not?
v
______________________________
If the mass is different then calculate the average mass?
v
______________________________
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49
3.
Measure the mass of the given objects in gm using a beam balance in the lab.
Then convert the masses into kg and mg.
Object
measured mass g
mass in kg
mass in mg
A small coin
small paper clip
large paper clip
marble
Pencil
calculator
SUMMATIVE ASSESSMENT
1.
What is a standard unit?
2.
Earlier, people used body parts to measure length. Why it is not considered an
accurate way?
3.
What is a beam balance and for what purpose do we use it?
4.
Which three points must be kept in mind while measuring the length of an object with
the help of a ruler?
5.
How will you measure length using a broken ruler? Draw and explain.
6.
You are given a curved tray and asked to measure the length of a tray with the help of a
string. How will you do it? Explain with the help of a diagram.
7.
Teacher has given this curved line to Anil and has asked him to find the length of this
line.
(a) Which are the methods he can use?
(b) Describe them.
50
Science
8.
Mention the SI unit of length and mass.
9.
Name the unit of length which you will find most convenient in the following cases.
a.
Expressing the distance between Delhi and Agra
b.
Expressing the length of your pen
c.
Expressing the thickness of the eraser.
d.
Length of your Science book.
10. Which is heavier a kg of feathers or a kg of lead?
11. How long is the nail _____?
12. Name the body part scale in the blank space.
Science
51
Metric Unscramble Event
1.
magr
___________________
2
ermte
___________________
3.
olmagrki ___________________
4.
icermteed __________________
5.
nitermtece _________________
6.
olermteki _________________
Check points: Fun with measurement
1.
A gram is about the weight of:
(a) _____ an apple
(b) _____ a small coin
(c) _____ a pineapple
2.
A meter is about the height of:
(a) _____ a door
(b) _____ a kitchen counter, or a doorknob
(c) _____ the seat of a chair
3.
A newborn baby weighs about:
(a) _____ 3 kilograms (kg)
(b) _____ 30 kg
(c) _____ 300 kg
4.
The height of a tall man is about:
(a) _____ 20 centimeters (cm)
(b) _____ 200 cm
(c) _____ 2000 cm
52
Science
Write True and False against the statements given below :
1.
A centimeter is one-hundredth of a meter. ______
2.
One kilometer is equal to 1000m. ____
3.
One meter is equal to 10 cm. _____
4.
The approximate length of a Photographic film is 10cm. _____
5.
The approximate thickness of a dinning table is 1 millimeter. _____
Metric Crossword Puzzle (Questions)
Test your metric knowledge with this crossword puzzle
Try ten clues across and ten clues down.
Across
Across
3.
The U.S. Metric Conversion Act
calls for a __________ conversion.
1. The word used to describe the inch
pound s.ystem.
6.
The nation in which the inch
pound system was developed.
2. The nation where the metric system was
developed.
7.
The symbol for milliliter.
4. A small unit that measures mass (or
weight)
8.
The symbol for contimotor.
5. One thousandth of a liter.
9.
The prefix for one length.
10. degree ___________.
11.
One thousandth of a gram.
11. The symbol for 1/1000 of a gram.
13.
One thousand meters.
12. The base unit of length.
15.
One thousand meters.
14. The prefix meaning 10
17.
The prefix for one-hundredth.
16. The prefix meaning one million.
19.
The symbol for kilogram.
18 One thousand kilograms = 1 metric
_____________.
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53
Metric Crossword Puzzle
1
2
3
4
5
6
7
8
9
10
13
12
11
14
15
17
16
18
19
Circle the appropriate unit of measurement to measure the length of the following:
1.
2.
3.
4.
5.
54
Length of your pencil
a.
millimeter
b.
centimeter
Length of your bed room
a.
centimeter
b.
meter
Length of your book
a.
centimeter
b.
meter
Length of your toothbrush
a.
millimeter
b.
centimeter
Length of a cupboard
a.
centimeter
b.
meter
Science
6.
7.
Length of your shoe
a.
millimeter
b.
centimeter
Length of your face
a.
millimeter
b.
centimeter
Multiple choice questions1.
2.
3.
Which of these statements is correct?
a.
A kilogram is one gram
b.
A kilogram is ten grams
c.
A kilogram is ten thousand grams
d.
A kilogram is one thousand grams
Annie plans to reduce her weight without dieting. She wants to eat and digest the food
with regular exercise schedule. What metric unit of measurement should she use to
weigh herself each week?
a.
gm
b.
kg
c.
cm
d.
m
Annie joins a gym where she weighs herself. Look at the reading on the scales. How
much does she weigh?
a.
80 kg
b.
82 kg
c.
820 kg
d.
83 kg
Science
55
4.
5.
6.
Four parcels weigh 2.08 kilograms, 2.806 kilograms, 2.8 kilograms and 2.86 kilograms,
respectively. Which is the heaviest parcel?
a.
2.08kg
b.
2.806 kg
c.
2.8 kg
d.
2.86 kg
A girl wants to bake a cake and the recipe states that she needs nine hundred grams of
apples. What would the reading be on a set of digital scales for this weight?
a.
90 g
b.
900 g
c.
90 kg
d.
900kg
Annie has weighed a tin of potatoes on some digital scales. What is the reading?
a.
1172 kg
b.
11.72 kg
c.
1.271 kg
d. 1.172 kg
7.
56
Which is the shortest distance?
a.
5 kilometres
b.
5000 millimeter
c.
5 miles
d.
480 centimeter
Science
8.
Which of these would you prefer to measure in millimetres?
a.
The distance from Manchester to London
b. The width of a button
c.
The distance from your front door to your bedroom
d. The length of your bed.
9.
How many grams are there in 1.8 kilograms?
a.
180
b.
1080
c.
1800
d.
1080
10. Which weighs more?
a.
A kilogram of feathers
b.
A kilogram of rocks
c.
A kilogram of iron
d.
All have same weight
RECAPITULATION
KEY WORDS:
Measurement
v
Mass
v
Unit
v
Weighing scale
v
Hand span
v
Weight
v
Cubit
v
Newton
v
Pace
v
Kilogram
v
Length
v
Gram
v
Metre
v
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57
Key words: Measuring instruments
measuring instruments
Measuring instruments are used to measure, quantity of
length, weight and volume or capacity. For example; a
measuring tape , a weighing scale or a jug.
scales
All measuring instruments have scales (markings). You
read off a scale to find the length, weight or capacity of
objects.
Division
This is the individual marking on the scale. For
example, a 30 cm ruler will be divided into divisions
with marked centimetres and unmarked millimetres.
Top tip:
Here are their meanings.
millimetre - the prefix milli means one thousandth
millilitre - a millilitre is one thousandth of a litre
centimetre - the prefix centi means one hundredth.
a centimetre is one hundredth of a metre.
kilometre - the prefix kilo means one thousand
kilogram - a kilogram is one thousand grams
Choosing the measuring unit
Here is a summary of the different metric units any one can use:
58
Science
Physical
Quantity
Abbreviation
Full form
Length
mm
millimetre
cm
centimetre
m
metre
km
kilometre
g
grams
kg
kilograms
Mass
Points to remember:
v
Measurement is the process or the result of determining the magnitude (value) of
a quantity, by comparing it with a known given quantity of the same type.
v
A measurement has two parts- a number and the unit of measurement.
v
A Standard unit is a standard or a fixed measure of a physical quantity.
v
Scientists all over the world use the International System of Units, in which the
unit of length is a meter and mass is a Kilogram.
v
While measuring length,
(a)
Place the ruler exactly along the length.
(b)
Position your eye exactly above the point where you make the measurement
(c)
Do not use the zero mark if the ends of a ruler are worn out.
v
The mass of a body is the quantity of matter (or material) contained in it.
v
Weight is the force with which an object is attracted towards the center of the
earth.
Science
59
RUBRIC FOR ASSESSMENT FOR LEARNING
A.
Parameter
Beginning
Learner is able to
(1)
Partially
Proficient (2)
Proficient
Exemplary
(3)
(4)
Identify various modes of
transport.
Identify the body parts
used as measuring units.
Differentiate between
Various type of units used
to measure length.
Calculating the length of a
straight line and a curved
line.
Proper use of a ruler for
measuring length.
Proper way to read all the
measuring devices.
B.
POWERPOINT PRESENTATION
ELEMENT
Beginning
(1)
Partially
Proficient (2)
Proficient
Exemplary
(3)
(4)
Research and Note taking
Introduction of the topic
Content and text
Layout
Graphics, Sound and/or
Animation
Graphics, Sound and/or
Animation
60
Science