E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Liquid Volume
Abstract
This required lesson provides the background information necessary for students to
understand how to measure liquid volume. Within this lesson, there are two options for
activities to give each student hands-on experience with this skill. The first option is to
have students complete the activity included here. The second option allows the instructor
to choose an activity from the list of approved hands-on activities contained in lessons
throughout the STARBASE curriculum.
Time: 30 Minutes
Objectives: Mathematics Operations & Applications: B. Measurement
1. The learner will apply appropriate standard units and tools to measure length.
2. The learner will apply appropriate standard units and tools to measure liquid volume.
3. The learner will apply appropriate standard units and tools to measure mass.
Lesson Plan
Appendices
Basic Measurement: Liquid
Volume*
Objective Met
1
2
3
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* This lesson and the chosen hands-on activity is required as an introduction to measuring liquid volume.
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E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Liquid Volume
Instructor Materials
•
•
•
•
1 - 250 mL graduated cylinder
1 - 100 mL graduated cylinder
1 - 1 liter bottle of colored water
“Introduction to Measurement” PowerPoint
presentation (optional)
Student Materials
Per group of 4 students
• 1 - 250 mL graduated cylinder
• 1 - 100 mL graduated cylinder
• 2 - 5 gallon waste containers
• 4 Containers of various sizes and appearances labeled
A, B, C, D, with specific volumes (225 mL, 150 mL, 25
mL, and 10 mL) filled with water. (You may choose to
color the water with food coloring; ensure all samples
are the same color.)
• Scratch paper
Pertinent Information
»» Required Lesson: This lesson is a required lesson
and must be completed as part of your curriculum
instruction.
»» Activity Planning: To successfully complete this
required lesson, students must be given a hands-on
opportunity to measure liquid volume. This lesson
plan contains one approved hands-on activity.
However, also included here is a list of approved
hands-on measuring liquid volume activities to
choose from found in lesson plans throughout the
STARBASE curriculum.
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E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Liquid Volume
Instructor Background Information:
Key Vocabulary
Graduated Cylinder—A
container used for
measuring liquids marked
with a graded scale.
Liter—Standard metric
unit used to measure liquid
volume.
Meniscus—The convex
or concave upper surface
of a column of liquid; the
curvature of which is caused
by surface tension.
Metric System—Universal
system of measurement
used by scientist all over
the world; based on 10 and
powers of 10.
Volume—Amount of space
an object occupies.
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E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Liquid Volume
The Metric System
The metric system is a universal system of measurement used
by most of the world. To have a single unit of measurement
for a physical quantity is one goal of the metric system. For
example, the standard metric unit for measuring mass is gram.
The standard metric unit for measuring length is meter. The
standard metric unit for measuring liquid volume is liter, and the
standard metric unit for measuring temperature is Celsius. This
makes it possible to communicate with others who do not share
a common language.
Another important reason for using the metric system relates
to conversion factors. Conversion factors are no longer
needed when making calculations with physical quantities. All
lengths and distances, for example, are measured in meters, or
thousandths of a meter (millimeters), or thousands of meters
(kilometer), and so on. There is no need for different units with
different conversion factors, such as inches, feet, yards, miles, etc.
The metric system is based on 10 and powers of 10, so that one
can convert by simply moving the decimal place: 1.234 meters
is 1234 millimeters, 0.001234 kilometers, etc. A standard set of
prefixes in powers of ten are used to derive larger and smaller
units from the base units. The use of fractions, such as 2/7 of a
meter, is not prohibited, but uncommon, as it is generally not
necessary, which is another benefit to using the metric system.
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E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Liquid Volume
Instructor Preparation:
Activity Preparation
üü Prepare the measuring liquid volume demonstration by
positioning all the materials on a display table at the front of
the class.
üü For the hands-on activity, distribute the materials to each
table.
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E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Liquid Volume
Lesson:
Complete this introduction to
the Metric System with the first
Basic Measurement lesson plan you
introduce. For the remaining two
Basic Measurement lesson plans,
start at Step 5 to review the tools
and measurements that relate to
the associated lesson.
Metric System Introduction
1. Discuss the English system of measurement by posing
several questions to the class to see if they can determine
the answers. Write their responses on the board. If they can’t
answer, write the answers.
a. Ask: How many centimeters are in an inch? (2.54)
b. Ask: How many inches are in a foot? (12)
c. Ask: How many feet are in a mile? (5,280)
d. Ask: How many cups are in a pint? (2)
e. Ask: How many pints are in a quart? (2)
Depending upon their science
background, some students may or
may not have heard of the metric
system. Wait for a few seconds, and
if no student responds, explain how
the systems differ.
f. Ask: How many quarts are in a gallon? (4)
2. Ask: Aren’t those a lot of numbers to remember? How is the
metric system different from the English system? (The metric
system is different from the English system because there are not
as many different numbers to remember. The metric system is
based on 10 and powers of 10.)
3. Have students complete the top line of their “Metric Units
and Tools” activity log.
4. Metric Stick Example:
You may want to show the images
and captions in the PowerPoint
presentation for this lesson as you
discuss the metric system.
On this meter stick, I have one meter, 10 decimeters, 100
centimeters, and 1,000 millimeters. All I have to remember
is to multiply by 10. Scientists, technologists, engineers, and
mathematicians all over the world use the metric system. If I
travel to China but don’t speak Chinese, I can still communicate
my measurements to them because we all use the same system.
5. Go over the metric system page in the activity log. Have
students fill in the standard metric unit and the tool used to
measure liquid volume.
Also cover the prefixes for each unit of measure (see the
activity log).
Introduction to Measuring Liquid Volume
6. Demonstrate how to use a graduated cylinder, including an
explanation of the meniscus. The surface of the liquid will be
curved, and the volume should be read at the bottom of the
curve.
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E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Liquid Volume
7. Have a one liter bottle of colored water and both graduated
cylinders on the demonstration table, ready for use.
8. Ask: Why would we need two different size cylinders?
9. In the 100 ml cylinder, measure an amount of colored water
less than 100 ml.
10. In the 250 ml cylinder, measure an amount of colored water
greater than 100 ml.
11. Explain that when measuring liquid volume, you want to use
a graduated cylinder large enough to measure all the liquid
you need at once.
12. Choose from one of the two possible options below to
provide students with a hands-on opportunity to measure
liquid volume.
Option 1: Measuring Liquid Volume Activity
13. Overview the mission for the students.
Your group will be transporting four different liquids to the DoD
Satellite Station. Unfortunately, the labels on the containers
have fallen off; however, the liquids were pre-measured and
recorded in the blue table. Your group must measure the liquid
volumes and identify the liquids.
14. Explain to students that they will be measuring liquid volume
using graduated cylinders and the metric unit of milliliters.
The students will measure the volume of each of the
unknown liquids and determine the identity of the liquids
based on a table of prerecorded volumes.
15. Each student is assigned one of the four liquids to measure.
The student with cup A begins and follows the directions on
the activity log. After the first student pours the liquid into
the graduated cylinder, he/she should give each student
at the table an opportunity to look at the cylinder. All four
students should decide together the volume of the liquid
and record the amount in their activity logs.
16. Have each student continue in the same manner (the student
with cup B goes second, C goes third, and D goes fourth)
until all four of the liquids have been measured and all four
students agree on the measured volume of each of the
liquids.
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E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Liquid Volume
17. Students will then use the values in the blue table at the top
of their activity logs to identify each of the unknown liquids.
Review findings as a class.
Option 2: Approved Hands-On Measuring Liquid Volume
Activities in Other Lesson Plans
There are activities throughout the approved STARBASE
curriculum that can be utilized to meet the Basic Measurement:
Liquid Volume hands-on activity requirement. They are outlined
in the table below.
Guidelines to keep in mind:
A. Measuring liquid volume
activities will be designated in
the lesson plans below with the
symbol in Figure 1.
B. In order to satisfy the
hands-on requirement, each
student must be given the
opportunity to conduct the
applicable measurement activity.
You may need to substitute the
graduated cylinder in the materials
list for the appropriate measuring
tool for the chosen activity, such as
a beaker or a flask.
Figure 1: Liquid Volume
Activity Symbol
C. The information presented in the Introduction to
Measuring Liquid Volume section of this lesson plan must
be introduced before the chosen activity. This provides
students the context and direction necessary for the
activity to be effective.
Core Curriculum Area
Lesson Plan Title
Introduction to Physical and
Chemical Changes (Parent)
Chemistry Sciences:
B. Physical and Chemical Changes
Intro to Physical and Chemical
Changes: Appendix A: Warm Ups
and Cool Downs
Intro to Physical and Chemical
Changes: Appendix C: Unknown
Substance Analysis
Mathematics Operations &
Applications: D. Data Analysis
Pop! Goes the Fizz
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Basic Measurement: Liquid Volume Assessment
Suggested Final Assessment Questions
1. Which unit would you use to measure the amount of liquid
in a bottle of water?
2. Why is the metric system easier to use than the English
system?
3. Do you think the United States should change to the metric
system? Why or why not?
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Basic Measurement: Liquid Volume Assessment
Suggested Final Assessment Questions
Knowledge
1. Which unit would you use to measure the amount of liquid in
a bottle of water?
Answer: Liter
Comprehension
2. Why is the metric system easier to use than the English
system?
Possible answer: The metric system is based on 10 and the
powers of 10.
Evaluation
3. Do you think the United States should change to the metric
system? Why or why not?
Possible answer: Answers will vary.
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Activity Log
Basic Measurement: Liquid Volume
The Metric System is based on _________________ and powers of ___________.
MASS
LENGTH or
DISTANCE
LIQUID
VOLUME
Standard
Metric Unit:
Standard
Metric Unit:
Standard
Metric Unit:
________
________
________
Tool Used:
Tool Used:
Tool Used:
________
________
________
Units and Prefixes
P re f i xes
milli
(÷ 1000)
centi
(÷ 100)
Un it s
deci
(÷ 10)
gram, meter, liter
Pre fixe s
deka
(X 10)
hecto
(X 100)
kilo
(X 1000)
Basic Measurement: Liquid Volume
MISSION:
Your group will be transporting four different
liquids to the DoD Satellite Station. Unfortunately,
the labels on the containers have fallen off;
however, the liquids were pre-measured and
recorded in the blue table. Your group must
measure the liquid volumes and identify the liquids.
Activity Log
Premeasured amounts
of each liquid:
Laser Oil: 150 ml
Zoom Juice:25 ml
Space Ooze:225 ml
Galactic Glue:10 ml
Each student must measure one of the liquids.
Begin with Liquid A and continue measuring one at a time.
Directions
cup A
read
agree
record
cup A
IDENTIFY what the liquids are based on their volume. Use the blue table above.
Identifying Liquids by Volume
Cup A: ________ml
Liquid A identity: __________________
Cup B: ________ml
Liquid B identity: __________________
Cup C: ________ml
Liquid C identity: __________________
Cup D: ________ml
Liquid D identity: __________________
Activity Log
Basic Measurement: Liquid Volume
10
10
The Metric System is based on _________________
and powers of ___________.
MASS
LENGTH or
DISTANCE
LIQUID
VOLUME
Standard
Metric Unit:
Standard
Metric Unit:
Standard
Metric Unit:
Gram
________
Meter
________
Liter
________
Tool Used:
Tool Used:
Tool Used:
________
Triple beam balance
________
Ruler or meter stick
Graduated cylinder
________
Units and Prefixes
P re f i xes
milli
(÷ 1000)
centi
(÷ 100)
Un it s
deci
(÷ 10)
gram, meter, liter
Pre fixe s
deka
(X 10)
hecto
(X 100)
kilo
(X 1000)
Basic Measurement: Liquid Volume
MISSION:
Your group will be transporting four different
liquids to the DoD Satellite Station. Unfortunately,
the labels on the containers have fallen off;
however, the liquids were pre-measured and
recorded in the blue table. Your group must
measure the liquid volumes and identify the liquids.
Activity Log
Premeasured amounts
of each liquid:
Laser Oil: 150 ml
Zoom Juice:25 ml
Space Ooze:225 ml
Galactic Glue:10 ml
Each student must measure one of the liquids.
Begin with Liquid A and continue measuring one at a time.
Directions
cup A
read
agree
record
cup A
IDENTIFY what the liquids are based on their volume. Use the blue table above.
Identifying Liquids by Volume
225
Cup A: ________ml
Space Ooze
Liquid A identity: __________________
150
Cup B: ________ml
Laser Oil
Liquid B identity: __________________
25
Cup C: ________ml
Zoom Juice
Liquid C identity: __________________
10
Cup D: ________ml
Galactic Glue
Liquid D identity: __________________
E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Liquid Volume
References:
The Science Spot: Science Classroom. (n.d.). Retrieved from
http://sciencespot.net/Pages/classmetric.html
U.S. Metric Association (USMA). (n.d.). Retrieved from http://lamar.colostate.edu/~hillger/
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