Scribd
Upload
243 views3 pages

Rhyse Olney - Scientific Measurement Classroom Scavenger Hunt

This document provides instructions for a classroom scavenger hunt where students measure various objects to practice using scientific measuring tools. Students are asked to measure lengths using a meter stick or ruler, masses using a triple beam balance, and volumes using a graduated cylinder. They record 20 measurements of everyday classroom items like pencils, books, and containers of liquid. The document teaches that measurements should be recorded with the correct unit and calibration of the tool, and measurement involves estimating between defined units on the instrument.

Uploaded by

api-553019649
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
243 views3 pages

Rhyse Olney - Scientific Measurement Classroom Scavenger Hunt

This document provides instructions for a classroom scavenger hunt where students measure various objects to practice using scientific measuring tools. Students are asked to measure lengths using a meter stick or ruler, masses using a triple beam balance, and volumes using a graduated cylinder. They record 20 measurements of everyday classroom items like pencils, books, and containers of liquid. The document teaches that measurements should be recorded with the correct unit and calibration of the tool, and measurement involves estimating between defined units on the instrument.

Uploaded by

api-553019649
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 3

Scientific Measurement Classroom Scavenger Hunt

Precision of Measurements:
When measuring we should take measurements as accurately as the tool is **calibrated. The ruler below is
calibrated to the tenths (0.1), hundredths (0.01), or thousandths (0.001) In many cases, you
must partially estimate a measurement because it fits between two defined measurements on the instrument
used (guestimate). In the photo below, the rectangle measures someplace between and 2.3 long.
2.4
**The reading of an instrument with those of a standard in order to check the instrument's accuracy.

Example 1. The answer: 2.33cm

Example 2. The answer: 0.33cm

Part one: Measuring Length


Directions: Use either a meter stick or metric ruler to measure the following items in the classroom. You will
work in lab groups but can move around the room if you need to.
RECORD THE UNIT OF MEASUREMENT EVERY TIME YOU MEASURE!!
1. Length of a paper clip: 3.21cm
2. Width of paper clip: 0.70cm
3. Width of classroom door (inside width): 90.21cm
4. Height of classroom door: 100.6cm
5. Length of lab desk:137.51cm
6. Length of physical science book: 28.31cm
7. Width of physical science book: 22.41cm
8. Width of science classroom (across the back of the room by the lab stations): 964.61cm
9. Length of an unsharpened/unused pencil: 19.1cm
10. Width of the unsharpened/unused pencil eraser: .61cm
Part two: Measuring mass and volume
Directions: Use the triple beam balance and graduated cylinder, measure the mass in the grams or milligrams, of
the following items:
RECORD THE UNIT OF MEASUREMENT EVERY TIME YOU MEASURE!!
11. Empty graduated cylinder: 119.7g
12. The mass of 43 mL of water:40.7g Hint: You will need to do some subtraction!
13. The mass of 97 mL of water:94.1g
14. The mass unsharpened/unused pencil: 5.91g
15. The mass of 10 paper clips: 3.73g
16. The mass of your dry erase marker: 7.66g
17. The mass of the black classroom stapler: 349.04g
18. The mass of a highlighter: 13.41g
19. The volume of mystery liquid from the cup with your table number A: 78.47g
20. The volume of mystery liquid from the cup with your table number B: 63.1g

Part three: Conclusion


Directions: Answer the following questions in complete sentences in a separate color on this google document.
1. What was the longest thing you measured? What unit of measurement did you label this thing? Science
class room(964.61cm)
2. What was the shortest thing you measured? What unit of measurement the width of a pencil eraser. (0.61
cm) did you label this thing?yes
3. Explain two or more reasons the metric system is easier to use than the standard English system. More
commonly used system. It's calibrated to the tens and standard is calibrated to the eights.

4. What is the lightest mass your triple beam balance can measure? What. unit of measurement did you
label this thing? .01g
5. What is the heaviest mass your triple beam balance can measure? What unit of measurement did you
label this thing? 610g
6. Explain how to use a triple beam balance as if you were instructing one of our middle school students
who have never used this measuring tool.
7. Find one picture and insert here on how you measured mass using the triple beam balance.

8. On your graduated cylinder, how much do each of the white lines in between the big numbers
represent?1 ml

9. Find one picture and insert here on how you measure using the meniscus.
10. Then using the word meniscus, explain how you measure the amount of liquid in the graduated cylinder.
When measure the amount of water in a graduated cylinder you always measure at the bottom of the
meniscus.

You might also like