SCIENCE TOOLS
Estimating and Measuring
Volume
In almost every task in life, people use tools. Doctors cut with scalpels, construction workers
dig with shovels, and artists paint with brushes. Science is no different. There are many tools
to help you measure the results of your observations and experiments. These tools can make
your job easier and make your results more precise.
Background
Sometimes in science, you may need to measure
how much of a liquid there is. You can do this by
measuring the amount of space the liquid fills, or
its volume. You may use tools such as a graduated
cylinder or a measuring cup. These tools come in
many shapes and sizes. It is important to understand
how to fill a container to just the right level and to
read the liquid level on a container that is already
filled. Most of the time in science, you will use the
metric system to measure liquids, but it helps to
be familiar with the English system (or standard
system) as well. Scientists often use just the metric
system so they can communicate about their results
with scientists around the world. By using a single
system of measurement, scientists everywhere can
understand the results.
Materials
❑ metric graduated cylinder
❑ water
q (optional) various tools
to measure volume in
English/standard units
(e.g., measuring cups,
measuring spoons,
gallon jugs)
q drinking cups and other
containers that hold liquids
q Data Sheet
Time – 30 – 45 minutes
meniscus
Procedure
Part 1: Get to know your measurement tools
2. Practice filling the graduated cylinder with various
volumes of water and reading the volumes. Let
each group member practice reading volumes.
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1. As a group, examine a metric graduated cylinder.
Discuss the units of measurement listed on its side,
and identify the maximum volume it can measure.
The surface of a liquid
often curves up near the
edges. This curve is called
a meniscus. To get the
best measurement, read
the marking at the very
bottom of the meniscus.
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EXPLORATION
Science Tools—Estimating and Measuring Volume
3. Be as precise as you can be with your
measurements. If the water level falls
between two marks on the cylinder,
discuss how you could estimate the
volume by judging how far the water
level is from the two marks closest to it.
2. Carefully pour the water
from the drinking cup
into your graduated
cylinder. Measure the
volume as precisely as
you can. Refer to Part 1
for tips on measuring
volume. Record the
actual volume on the data sheet.
4. Look at the water level, and discuss
whether it seems to form a meniscus,
or curved surface. This effect is more
noticeable in a narrow cylinder. If you
do see a meniscus, measure the volume
at its lowest point, not where the water
touches the edge of the container.
3. Repeat step 2 by starting with other
water levels in the drinking cup, and
completing a row of the data sheet
each time.
4. If you have other containers that can
hold water, such as mugs, soda cans,
bottles, or cooking pots, you may use
them instead of the drinking cup. If
a container holds more water than
your graduated cylinder can measure,
discuss as a group how to find the
volume, and then try it.
5. Now have one group member at a time
challenge the rest of the group to fill the
graduated cylinder with water, up to
a specific volume. Practice adding and
pouring off small amounts of water
until the water is at the level you seek.
6. (Optional) Repeat steps 1–5 using a
measuring cup or other tools that use
the English (or standard) system of
measuring volume.
5. (Optional) Ask
your teacher for
another copy of
the data sheet.
Repeat steps
1–4 using a
measuring cup
or other tools that use the English or
standard system of measuring volume.
Be sure to write the units (fluid ounces,
cups, teaspoons, tablespoons, quarts,
etc.) after each number.
Part 2: Estimate and measure volumes
1. Now practice estimating volume. Fill
a drinking cup partway with water.
Do not add more than will fit into
your graduated cylinder. Make a group
estimate of the volume, in metric units.
Record the estimated volume on the
first row of the table on your data sheet.
You may write mL for milliliters and
L for liters.
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Science Tools—Estimating and Measuring Volume Data Sheet
EXPLORATION
Name________________________________________ Date_____________
Type of tool used to measure volume:______________________________
Collect Data
Units used to measure volume:______________________________
Type of container used
for pouring
Estimated volume
Actual volume
drinking cup
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EXPLORATION
Science Tools—Estimating and Measuring Volume Questions
Name________________________________________ Date_____________
Analyze Data
1. Were you able to estimate the volumes more accurately when there was a small
volume of water or a large volume of water? Why do you think this was so?
2. Were there any volumes that did not land on an exact mark? If so, how did you
measure the volume?
3. Did your estimates get more accurate as you had more practice? Why do you think
this was so?
4. Did you ever observe a meniscus during the activity? Why do you think you did or
did not?
5. (Optional) If you practiced measuring volume in the English (or standard) system,
how would you compare it to measuring volumes in the metric system?
Conclusion
How can measuring volumes of liquids help you in science activities?
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