Activities

1. State the typical scientific units to measure:
   (Remember, the units we use in science may be different than our daily lives)
   
   1. Time
   2. Mass
   3. Distance
   4. Volume
   5. Temperature
      
      

2. Match the appropriate measurement to the instrument by placing the letter corresponding to the measurement from column A, next to the instrument in column B.

3. Read the following scenarios to determine the appropriate instrument to use. Consider if they might use a scientific measuring tool, or a house hold tool.
   
   1. A student measures the height of his kite on a windy day.
   2. A mother heats her baby’s bottle for the morning feeding.
   3. A chef at a restaurant measures out the precise amount of liquid to add to the recipe.
   4. The worker at the deli counter weighs the customer’s meat order.
      
      
4. State what the units for each of the following items would typically be. Remember to use metric units.
   
   1. The length of your eyelash
   2. A pencil
   3. The width of the classroom
   4. An air plane flight from east coast to west coast

5. Explain to another student why we cannot use a ruler to measure the length of a rock. Be sure to state the difference between a regular or liner object and an irregular object.
   
   
6. Given a diagram of a triple beam balance, determine the weight of the object being weighed using appropriate units.
   
   
7. When we measure time, there are investigations where the scientist may count up, or they may count down. Identify 2 investigations, one when time is measured increasing, and one when time is measured in decreasing numbers. Explain your reasoning.
   
   
8. Convert the following temperature from °F to °C using the formula: (°F-32) ÷ 1.8
   1. 98°F = ______°C
   2. 212°F = ______°C
   3. 0°F= ______°C

9. Prepare an argument in favor of the most useful scientific measurement and corresponding tool. Be prepared to explain the many uses for your choice. What would science be like without it? How might scientists have to alter their current way of thinking?
   
   
10. Read the following scientific journal entry. Then, write in all the places where there could be measurements made. When possible, include appropriate scientific units.

I woke up this morning to hear birds singing at my window. I noticed the clock and realized I had to get moving so I could make it to school on time.

Starting with my clothes, I went through my morning routine of dressing, brushing my teeth and hair. Then I went down to the kitchen to have a bowl of cereal. Glancing at the clock again, I picked up my backpack and headed out the door. I heard someone call out to me, “Don’t forget your jacket!” so I picked it up on my way out.

The walk to school is not very long, so I began my typical pace. Along the way I heard the garbage truck beginning its morning rounds, picking up the trash. Most cans were packed to the top. About half way through my walk I made the appropriate safety precautions, and finally arrived to school.

Answer Key/Rubric

1. 
   
   1. Seconds (minutes, hours)
   2. Grams (milligrams, kilograms, ect.)
   3. Meters (millimeters, kilometers, ect.)
   4. cm³ or mL
   5. Celsius C°
      
      
2. Matching:

1. B
2. C
3. A
4. F
5. E
6. D

3. All could be found in the house
   
   1. Tape measure
   2. Thermometer
   3. Graduated cylinder or measuring cup
   4. Scale
      
      
4. Appropriate units:
   
   1. mm
   2. cm
   3. m
   4. km

5. A rock is not a regular object, therefore you cannot find the length using a ruler
   
   
6. Answers will vary depending on the image given to students.
   
   
7. Measure increasing- freezing, decreasing numbers- melting
   
   
8. Converted temperatures:
   
   1. 36.6°C
   2. 100°C
   3. -18°C

9. Teacher will evaluate student's argument
   
   
10. Student responses will vary.  Use this rubric to evaluate the responses.