E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Mass
Abstract
This required lesson provides the background information necessary for students to
understand how to measure mass. 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: Mass*
Objective Met
1
2
3
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* This lesson and the chosen hands-on activity is required as an introduction to measuring mass.
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E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Mass
Instructor Materials
• 1 Triple beam balance
• 2 Objects of different weight (you may use
miscellaneous objects from the classroom)
• “Introduction to Measurement” PowerPoint
presentation (optional)
The activity included here utilizes
the triple beam balance. Adjust the
steps if you choose to use a digital
scale instead.
Student Materials
Per group of 4 students
• 2 Triple beam balances or digital scales
• 2 Sets of 4 metal samples of different masses with the
same volume (available in sets from science supply
catalogs)
• 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 handson opportunity to measure mass. This lesson plan
contains one approved hands-on activity. However,
also included here is a list of approved hands-on
measuring mass 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: Mass
Instructor Background Information:
Key Vocabulary
Gram—Standard metric
unit used to measure the
mass of an object.
Mass—The amount
of matter in an object,
independent of gravity.
Mass is different from
weight of an object. Weight
is the gravitational effect on
a mass.
Metric System—Universal
system of measurement
used by scientist all over
the world; based on 10 and
powers of 10.
Triple Beam Balance— An
instrument that measures
the mass of an object by
using a set of three sliding
weights to balance the mass
on a pan.
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E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Mass
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.
Mass v. Weight
The mass of an object is commonly referred to as weight;
however, this is not the case. There is a difference between the
mass and the weight of an object.
Mass is the measure of the amount of matter in a body. Whereas,
weight is the measure of the amount of force acting on a mass
due to the acceleration of gravity.
We use weight as a measurement to indicate mass. But, mass is
the amount of matter in a material, and weight is a measure of
force acting on that material.
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E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Mass
Instructor Preparation:
Activity Preparation
üü Familiarize yourself with the operating instructions for the
triple beam balance or scale chosen for the activity.
üü Prepare the measuring mass 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: Mass
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.
You may want to show the images
and captions in the PowerPoint
presentation for this lesson as you
discuss the metric system.
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:
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 mass.
Also cover the prefixes for each unit of measure (see the
activity log).
Introduction to Measuring Mass
6. Demonstrate how to use a triple beam balance or digital
scale.
7. Choose two objects from the classroom to use as examples.
8. Weigh each one separately.
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E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Mass
9. Ask: What is the difference between mass and weight? (The
mass of an object is the amount of matter [stuff] in that object,
whereas the weight of the object is the measured gravitational
pull on that object.)
10. Ask: Which object weighs more? (The one with more mass.)
11. Write the weights on the chosen presentation board.
12. Ask: Which one has more mass? (The one with the most
weight.)
13. Choose from one of the two possible options below to
provide students with a hands-on opportunity to measure
mass.
Option 1: Measuring Mass Activity
14. Overview the mission for the students.
Your group is on the DoD Satellite Station, and you must
complete some repairs. You have received four different metals
to use while making the repairs, and you must determine the
identity of these metals in order to use them properly.
15. Ask: What is the metric measurement unit for mass? (Gram.)
16. Give examples of one gram: paper clip, M&M, etc.
17. Explain to students that they will be measuring mass
using a triple beam balance (or digital scale). The students
will measure the mass of each of the unknown metals to
determine the identity of the metals based on a table of
prerecorded masses found in their activity logs.
18. Each student will measure one of the samples using the steps
below.
A. Remind students to ensure there is nothing on the pan
of the balance and all the sliders are set at zero. The two
horizontal lines at the far right of the scale should line up
with one another.
B. Working in pairs, direct the first student to place the
metal sample on the plate. The beam should go up.
C. Begin with the heaviest slider, the one in the middle
which measures 100s of grams. Move the slider over one
notch at a time, letting go at each 100 gram stop. When
the beam drops below the zero line, move the slider back
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E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Mass
to the previous stop, and rest it in the notch. Move to the
next smaller slider. Remind students to be sure the slider
is always in a notch.
Moving the tenths of grams is
easier to move with an eraser or
pencil tip.
D. Repeat the previous step with the farthest slider
measuring 10s of grams.
E. Finally, repeat the process with the nearest slider
measuring grams and 10ths of grams.
F. Add the numbers together from each of the sliders to
obtain the total mass of the sample.
G. Students should share the measurement with their group
members. Have them all record their answers in their
activity logs.
H. Have students repeat steps A-G, using a different metal
and giving their partner a turn.
19. Direct students, as a group, to use the values in the blue
table at the top of their activity logs to identify each of the
unknown samples. Review findings as a class.
Option 2: Approved Hands-On Measuring Mass Activities
in Other Lesson Plans
There are activities throughout the approved STARBASE
curriculum that can be utilized to meet the Basic Measurement:
Mass hands-on activity requirement.
They are outlined in the table below.
Guidelines to keep in mind:
A. Measuring mass activities will
be designated in the lesson
plans below with the symbol in
Figure 1.
Figure 1: Mass Activity
Symbol
B. In order to satisfy the
hands-on requirement, each student must be given the
opportunity to conduct the applicable measurement
activity.
C. The information presented in the Introduction to
Measuring Mass 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.
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E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Mass
Core Curriculum Area
Lesson Plan Title
Introduction to Rocketry:
Appendix A: Straw Rockets
Introduction to Rocketry:
Appendix B: Water Rockets
Introduction to Rocketry:
Appendix C: CO2 Rocket Dragsters
Physics:
A. Newton’s Three Laws of Motion
Introduction to Rocketry:
Appendix D: Solid Propellent
Rockets
Introduction to Newton’s 2nd Law:
Appendix A: Newton Launcher
Introduction to Newton’s 2nd Law:
Appendix B: Trebuchet
Introduction to Newton’s 2nd Law:
Appendix C: Impact Cars
Physics:
B. Fluid Mechanics &
Aerodynamics
Bernoulli’s Principal Experiments
Chemistry Sciences:
B. Physical and Chemical Changes
Intro to Physical and Chemical
Changes: Appendix B: Blackbird
Thermal Expansion
Chemistry Sciences:
C. Atmospheric Properties
Fluid Investigations
Technology:
A. Innovations
Nanotechnology: Miniscule
Matters
Engineering:
A. Engineering Design Process
Introduction to EDP:
Appendix A: Eggbert
Mathematics Operations &
Applications: B. Measurement
Engineering Measurement
Training
Mathematics Operations &
Applications: D. Data Analysis
Pop! Goes the Fizz
9
Basic Measurement: Mass Assessment
Suggested Final Assessment Questions
1. What is the difference between mass and weight?
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: Mass Assessment
Suggested Final Assessment Questions
Knowledge
1. What is the difference between mass and weight?
Answer: Mass is the measure of the amount of matter in an
object. The mass of the object is the same everywhere, whether
on Earth, Mars, or floating in space. Weight is the amount of
force gravity has on an object. Weight changes depending
on where it’s measured. The weight of a baseball is different
on Earth than it is on the moon because the moon has less
gravitational pull.
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: Mass
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)
Activity Log
Basic Measurement: Mass
Identifying the
Samples
Use these known masses
to identify each metal
sample.
MISSION:
Your group is on the DoD Satellite Station, and you
must complete some repairs. You have received four
different metals to use while making the repairs,
and you must determine the identity of these metals
in order to use them properly.
Work in pairs. While your partner is massing one sample,
watch to make sure the measurement is accurate. Share
results with your group to complete all four samples.
Aluminum:
Steel:
Brass:
Copper:
Class Example: Objects in Classroom
Triple Beam Balance Readings
Hundreds Beam
_____ _____ _____ . 0
Tens Beam
+
Grams Beam
+
Total Mass
=
_____ _____ . 0
g
g
_____ . ________ g
_____ _____ _____ . ________ g
Identifying an Object by Mass
Mass of Sample A:
g
Identify of Sample A:
Mass of Sample B:
g
Identify of Sample B:
Mass of Sample C:
g
Identify of Sample C:
Mass of Sample D:
g
Identify of Sample D:
21 g
62 g
68 g
71 g
Activity Log
Basic Measurement: Mass
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)
Activity Log
Basic Measurement: Mass
MISSION:
Your group is on the DoD Satellite Station, and you
must complete some repairs. You have received four
different metals to use while making the repairs,
and you must determine the identity of these metals
in order to use them properly.
Work in pairs. While your partner is massing one sample,
watch to make sure the measurement is accurate. Share
results with your group to complete all four samples.
Identifying the
Samples
Use these known masses
to identify each metal
sample.
Aluminum:
Steel:
Brass:
Copper:
Class Example: Objects in Classroom
Triple Beam Balance Readings
Hundreds Beam
_____ _____ _____ . 0
Tens Beam
+
Grams Beam
+
Total Mass
=
_____ _____ . 0
g
g
_____ . ________ g
_____ _____ _____ . ________ g
Identifying an Object by Mass
Mass of Sample A:
68
g
Identify of Sample A:
Brass
Mass of Sample B:
21.5
g
Identify of Sample B:
Aluminum
Mass of Sample C:
71
g
Identify of Sample C:
Copper
Mass of Sample D:
62
g
Identify of Sample D:
Steel
21 g
62 g
68 g
71 g
E 3.1.1.5. Mathematics Operations & Applications: B. Measurement
Lesson Plan: Basic Measurement: Mass
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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