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QUANTITATIVE LABS
Introduction: In this lab, you will practice making quantitative observations using a variety of scientific tools
(i.e. ruler, digital scale, thermometer, etc). Use the “Quantitative Reference Sheet” given to you in class for
assistance. All answers to the tasks/questions below should be written neatly into your notebook. Also, be sure
to answer in complete sentences (cs) when specified.
MEASURING DISTANCE
Tasks/Questions:
1. What is the metric “base” unit for measuring distance? (Hint: Look at your ref. sheet)
2. What is one common English unit used for measuring distance here in the USA?
3. Measure the length of a desk using your pen or pencil. How many “pens” or
“pencils” long is it?
4. What is wrong with measuring using a pen or pencil? (cs)
5. Are the following units English or metric? Divide them up into a “T” chart-foot, meter, centimeter, mile, inch, kilometer, millimeter, yard.
6. Use a ruler to draw one centimeter into your notebook and label it.
7. Use a ruler to draw ten centimeters into your notebook and label it.
8. Use a ruler to draw one millimeter into your notebook and label it.
9. Use a ruler to draw ten millimeters into your notebook and label it.
10. How does the line you drew for #9 compare with the line you drew for #6? (cs)
11. Use a ruler to draw one inch into your notebook and label it.
12. Look at a ruler. How many centimeters are in an inch?
13. Look at a meter stick. How many centimeters are in one meter? (Hint: Look at your ref. sheet)
14. How many meters are in one kilometer? (Hint: Look at your ref. sheet)
15. Which would be the best metric unit to use (mm, cm, m, or km) when measuring each of the following
distances:
a)
b)
c)
d)
Distance from your house to the Tacoma Dome
Width of your fingernail
Height of the classroom
Length of a piece of paper
MEASURING VOLUME
Tasks/Questions:
1. What is the metric “base” unit for measuring liquid volume?
2. What is a common English unit for measuring volume of a liquid in the USA?
3. What is the definition of “volume”? (cs) (Hint: Look at your ref. sheet)
4. What instruments (or tools) are used in class to measure liquid volume?
5. What is a “meniscus”? (cs) (Note: Ms. Dean will discuss this one in class.)
6. What are 3 things a student should remember to do in order to obtain an accurate
measurement of liquid volume in a container? (Hint: Look at the “help” sheet)
7. Retrieve the “Volume Supplement” from the side counter. Cut and tape the five graduated cylinders
into your notebook. Record the volume of each graduated cylinder (in milliliters/mL) on the appropriate
line. Next, write down the increments for each graduated cylinder on the appropriate line. (Note:
Increments is the amount it is going up by from one line to the next, and so on.)
8. Go to the side counter and measure the volume of each of the five “actual” containers. Record in your
notebook the container letter (or number), the increments of each container, and the volume of liquid in
each container.
MEASURING MASS
4.
5.
6.
7.
8.
9.
Tasks/Questions:
1. What is the definition of “mass”? (cs) (Hint: Look at your ref. sheet)
2. How is mass different from weight? (cs) (Note: Ms. Dean will discuss the
answer to this question plus #3 and #4 below in class.)
3. If you could instantly be transported to the moon, what effect would it have on
your weight? Explain. (cs)
If you could instantly be transported to the moon, what effect would it have on your mass? Explain. (cs)
A scale is used to measure mass or weight. What are the units for weight used here in the USA?
What instrument (or tool) will we use in class to measure mass?
What is the metric “base” unit for measuring mass? (Hint: Look at your ref. sheet)
In order to get an accurate measurement, what are three important things to remember when measuring
mass with a digital scale? (Hint: Look at the “help” sheet)
Go to one of the digital scales set up in the room. Make sure to “zero” or “tare” it out before making
any measurements. Also, be sure to select which “unit” you are measuring in. Now measure the mass
(in grams) of the 3 objects sitting next to the digital scale.
MEASURING TEMPERATURE
Tasks/Questions:
1. What is the metric “base” unit for measuring temperature? (Hint: Look at your ref.
sheet)
2. What is the “English” unit used to measure temperature here in the USA?
3. What is the abbreviation for both Celsius and Fahrenheit? (Hint: See #9 below)
4. What is the abbreviation (or notation) for degrees? (Hint: See #9 below)
5. What instrument (or tool) is used in class to measure temperature?
6. Retrieve a “Temperature Supplement” from the side counter. Use it to answer the questions below:
a)
b)
c)
d)
In the Celsius scale, water boils at what temperature?
In the Fahrenheit scale, water boils at what temperature?
In the Celsius scale, water freezes at what temperature?
In the Fahrenheit scale, water freezes at what temperature?
7. Often times, when traveling to another country, a person will need to know how to convert from one
temperature scale to the other. If you know the temperature in Fahrenheit, what formula do you have to
use to change it to Celsius? (Hint: See the “Conversions” section on your reference sheet.)
8. If you know the temperature in Celsius, what formula do you have to use to change it to Fahrenheit?
9. Convert the following temperature readings to the other scale.
o
o
a) 20 C = _______ F
o
o
c) 60 F = _______ C
o
o
b) 5 C = _______ F
o
o
d) 95 F = _______ C
10. What are five important things to remember for the proper use and handling of a digital thermometer?
(Hint: Look at the “help” sheet)
11. Look back at the “Temperature Supplement”. Cut and tape the three “hypothetical” thermometers into
your notebook. Below each thermometer, record what the temperature is in both Celsius and Fahrenheit
degrees.
12. Look at the “Classroom Thermometer” (Note: It’s below the flag). What is the air temperature of our
classroom in both Celsius and Fahrenheit degrees?
13. Go to the counter and use a digital thermometer to measure the temperature of hot and cold water.
Record the temperatures of each in both Celsius and Fahrenheit degrees.
MEASURING TIME
Tasks/Questions:
1. What is the metric “base” unit for measuring time? (Hint: Look at your ref.
sheet)
2. What instrument (or tool) is used in class to measure time?
3. Retrieve a copy of the “Time Supplement” from the side counter. Cut and tape
“FIGURE 1” into your notebook. Write the following labels and abbreviations into the
appropriate box:




Hours (h)
Minutes (m)
Seconds (s)
Hundredth of seconds (s)
4. Look at “FIGURE 1” again. What is the largest time possible on this timer?
5. Look at “FIGURE 1” again. What is the smallest time possible on this timer?
6. Cut and tape “FIGURE 2” into your notebook. Record the time given below each timer onto the screen
of the timer. Be sure to use the proper notation (Hint: See “FIGURE 1”, if necessary).
7. Cut and tape “FIGURE 3” into your notebook. On the line below each timer, write the exact amount of
time that it is showing. Use the appropriate abbreviations for hours, minutes and seconds (Hint: See
“FIGURE 2”, if necessary).
8. Use a timer to make the following measurements. For each one, conduct 3 trials and find the average
time. Record all information into a neat, ruler-drawn chart.


How long does it take a crumpled piece of paper to drop to the floor from a height of 2 meters? (Have
someone else time you!)
How long does it take a crumpled piece of paper to drop to the floor from a height of 2 meters? (This time,
time yourself!)
9. Look back at your data for dropping a crumpled piece of paper. How did your timings change when
someone else timed you versus when you timed yourself? What may have caused this change? (cs)
10. According to your teacher, what is “human error”? When doing measurements, does human error
matter? Why or why not? (cs)
11. What should you do to avoid “human error” while making measurements of time? (cs)