TEACHING VOLUME OF LIQUID
AN OVERVIEW OF VOLUME MEASUREMENT
If you look in a carton of milk, at a balloon, or a box of cookies, you will notice that there are different ways and things that take up space. In the example of the milk carton, the milk inside is taking up space. In the example of the balloon, air or gas is taking up space. When you look at the box of cookies, you will notice that the cookies are taking up space. This shows that solids, liquids, and gases all take up space. Volume is the measurement of the space taken up by solids, liquids, and gases. The measurement of ‘volume’ is essential to mathematics and science.
Perimeters are the measurement around an object. To measure the surface of something means that you measure the area of the thing. To measure what is inside something is to measure the volume of the thing. The measurement of volume is three dimensional because it takes into consideration what is inside the thing/object.
In the case of cubes, solid squares or rectangles, the volume can be measured by applying the following formula:
Volume = Length x Width x Height = l x w x h
The formula is sometimes also written as:
Volume = Base x Width x Height = b x w x h
For example, if the width is equal to 4, the length is equal to 1, and the height is equal to 3. Then to calculate the volume: l x w x h = 1 x 4 x 3 = 12. We always write a cube after the volume measurement, whether it is expressed in centimeters or inches, or if it is expressed in grams or ounces. So this means that the volume of the above rectangle is equal to 12cm3 or 12 inches cubed.
Volume can change. If you heat something, they usually take up more space than cooler things. When you heat an object, for example, the object or thing expands taking up more space. When you cool the object, it shrinks and takes up less space.
PART A
VIDEO PRESENTATION
TITLE OF VIDEO : HOW TO MEASURE THE VOLUME OF LIQUID WITH A
GRADUATED CYLINDER
SOURCE : http://www.wonderhowto.com/how-to-measure-volume-liquid-
with-graduated-cylinder-357476/
LENGTH : 1:15
FILE SIZE : 6,341KB
FORMAT : FLASH VIDEO
QUALITY : 681Kbps
AUDIO CHANNELS : 2
DATE CREATED : 10/27/2010
REASONS FOR CHOOSING THE VIDEO
- The explanation is thorough and straight forward
- The use of real objects make it easy to understand
- It shows in detail how to measure volume of liquid
- The language used is simple English
PART B
TEACHING ACTIVITIES AND MATERIALS
LESSON ONE
LEVEL OF STUDENTS : HIGH ACHIEVERS
DURATION : 60 minutes
OBJECTIVES :
By the end of the lesson, students should be able to:
1. Understand the concept of volume and use the appropriate units in common measuring systems (i.e., cubic centimeter [cm 3], cubic meter [m3], cubic inch [in 3], cubic yard [yd3]) to compute the volume of rectangular solids.
2. Differentiate between, and use appropriate units of measures for, two- and three-dimensional objects (i.e., find the perimeter, area, volume).
TEACHING AIDS :
1. Two units of measuring cups per group
2. A unit of tape measure per group
3. A graduated cylinder that can hold 500ml of water
4. A beaker
5. A pipette
6. A flask
7. A source of water
STEPS
STEP 1
Teacher reviews with the students on how to calculate the area of a circle. Teacher then introduces them to the concept of how to calculate the volume of a cylinder.
Teacher explains :
“The formula for the area of a cylinder is pi*radius squared. The volume of a cylinder is calculated as pi*radius squared*height or the area of the cylinder’s base multiplied by the cylinder’s height.”
Teacher also explains about radius and pi. Teacher also explains and reveals the calculation for the base of the cylinder.
STEP 2
Teacher explains the concept in measuring volume. Teacher also shows the four containers that are explained to the students.
Teacher’s explanation:
“It is very easy to measure the volume of liquids, because they take the shape of any container that you put them in. Scientists have developed many different specialized containers to measure liquid volume. You have probably seen many of them in the science lab.
A beaker is usually used to measure larger amounts of liquid. Beakers are usually made of glass, and can be used to heat liquids when placed on a hot plate. They can hold as much as 1000 milliliters or even more. On the other hand, beakers can be quite small, only holding 50 milliliters of liquid. A beaker is not the best tool for measuring a very exact amount of liquid, simply because it is not designed to do so.
A pipette measures small amounts of liquid with a great deal of precision. Pipettes look like eye droppers. They are usually large enough to measure 5 milliliters of liquid. One benefit of a pipette is that it sucks up liquid rather than having liquid poured into it. This means that you can measure liquid from the bottom of a container without mixing it.
A flask is a useful tool for measuring, mixing, or storing any amount of liquid. Flasks commonly come in sizes between 125 and 1000 milliliters. Flasks are cone-shaped, with a straight neck. While they are very useful for storing liquids, flasks are not very precise measuring tools.
A graduated cylinder is a more precise tool for measuring small amounts of liquid. Graduated cylinders are long tubes marked in increments. The size of graduated cylinders varies a lot; the smallest ones hold only 10 milliliters, but they can be as large as 1000 milliliters. Graduated cylinders are probably the most precise tool you will use for measuring the volume of liquids in your school science lab.
STEP 3
Teacher takes out the two measuring cups. Teacher allows the students to compare the measuring cup to the graduated cylinder. Teacher asks them to notice and mention if there are any differences between the two apparatuses.
STEP 4
Teacher asks the students to form groups of four students each. Teacher distributes two measuring cups to each group. Teacher asks the students to measure and calculate the volume of each measuring cup. Teacher orders the students to fill the measuring cup with water up until the rim of the cup so that the students will have a good visual experience of what the measurement looks like. Teacher asks the students to take note and give attention on the location of the two cup mark on the measuring cup. Teacher will then asks the students to compare the level of the water in the measuring cup to the two cup mark and observes whether there are any differences.
STEP 5
Teacher asks the students to pour the water from the measuring cup into the graduated cylinder. Teacher asks the students to observe the results and have them verbally report a constructed response detailing what they have observed and what conclusions they can draw from the demonstration.
LESSON TWO
LEVEL OF STUDENTS : LOW ACHIEVERS
DURATION : 60 minutes
OBJECTIVES :
By the end of the lesson, students should be able to:
1. Understand the concept of volume and use the appropriate units in common measuring systems (i.e., cubic centimeter [cm 3], cubic meter [m3], cubic inch [in 3], cubic yard [yd3]) to compute the volume of rectangular solids.
2. Estimate, measure, record, compare, and order objects and containers.
TEACHING AIDS :
1. 2 liter bottles,
2. milk jugs,
3. 24 one inch cubic cubes
4. Source of water,
5. Students’ mouths,
6. graduated cylinders,
7. beakers,
8. cups,
9. straws, and
10. other containers with different volumes.
STEPS
STEP 1
Teacher asks students who has the biggest mouth in the class. The teacher then asks them the focus question of how can we tell for sure that that student has the biggest mouth. Teacher introduces the unit of milliliters and tells students that they are going to measure the volume of their mouths in milliliters to find out who has the biggest mouth. Teacher gives each student cups of water and has them fill their mouths with water by using a straw. When they have their mouths full, teacher asks them spit out the water into a beaker. Then teacher teaches the students how to use a graduated cylinder to measure the volume of that water. Whoever has the largest volume of water after spitting it out has the biggest mouth in the class.
STEP 2
The teacher reminds the students that they have previously learned how to figure an object's area. This is simply multiplying an object's length by its width. However, volume has thee dimensions (length times width times height), whereas area is only two-dimensional. The teacher will work a few problems on the board involving area.
The teacher instructs the student by saying,
"Volume is the space occupied as measured in cubic units."
The teacher explains,
"Cubic units can be feet, inches, centimeters, etc. It would depend on the object being measured as to what 'unit of measure' you would use."
The teacher further says,
"When determining the volume, the answer is written as in³, ft³, m³. The 3 stands for cubed, which means three times, which represents: length, width, and height."
STEP 3
The teacher places the students in pairs and gives each pair 24 one-inch cubes. The teacher instructs the students to build a three dimensional figure using some or all of their cubes. Students are asked to compare the figures they made and report the number of cubes used to make the figures. The teacher reinforces the idea that the number of cubes is a measure of how many inches of a substance it would take to fill up that shape.
The teacher says,
"Notice that it takes 24 cubes to build a rectangle two inches wide, six inches long, and two inches high (width x length x height)."
STEP 4
Teacher asks students to bring out a variety of beverage containers, such as 1 liter milk containers or 2 liter drink bottles that they have brought to school as being asked to by the teacher on the previous day and put all the brought items onto the table. Teacher asks them to work together to estimate and record the volumes of the containers. They can read the labels to determine the actual volume of the containers and then arrange the containers from greatest volume to least volume. This will provide the students with opportunities to sort and order using different units of measure.
REFERENCES :
Adams, D. (1996). Big mouth. Student in T267, Teaching of Mathematics in the Elementary School.
How to Measure the Volume of Liquid with a Graduated Cylinder. [On-line]. Available : http://www.wonderhowto.com/how-to-measure-volume-liquid-with-graduated-cylinder-357476/
Measuring Mass and Volume: Teacher’s Guide for Middle School ( 2005) Editors: Brian A. Jerome, Ph.D. and Stephanie Zak Jerome, Visual Learning Company: Vermont
Ministry of Education. (1996). Grades 2-3 shape and space (measurement). [On-line]. Available: http://www.est.gov.bc.ca/.curriculum/www/irps/mathk7/gr23me00.htm.
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