Standard, Objective and Indicators Covered: Standard1 - Students will understand the structure of matter. Objective 2 - Accurately measure the characteristics of matter in different states. Indicator a - Use appropriate instruments to determine mass and volume of solids and liquids and record data. Intended Learning Outcomes: 1A - Observe objects and events for patterns and record both qualatative and quantitative information. 1B - Sort and sequence data according to given criteria. 1D - Select the appropriate instrument; measure, calculate and record in metric units, length, volume, temperature, weight, to the accuracy of instruments used. 2B - Raise questions about objects, events and processes that can be answered through scientific investigation. Time Required: One 45-50 minute class period is usually sufficient. Description: Students will learn three ways to find the volume of an object - direct measurement with the rulers, indirect measurement with the graduated cylinders, and the water displacement method. They will calculate the percentage of air in sand using their volume measurements. They will see how the smaller graduations on a measuring device increase its accuracy. Materials: (per group of 2-4 students) 1 small rock 1 marble 1 rectangular wood block (about 3 by 4 by 5 cm, it's nice if they are about the same volume as the baby food jar) 1 baby food jar or any small container 2 graduated cylinders - 100 mL 1 metric ruler 40 mL sand 1-50 mL beaker 1-250 mL beaker bucket for wet sand - for class disposal Student Background Information: Volume is the amount of space something takes up. It can be measured three ways. If an object is rectangular, the length, width and height can be measured directly with a metric ruler. The three numbers multiplied together are the volume in cubic centimeters. For irregularly shaped solids, water displacement can be used. The volume of a certain amount of water in a graduated cylinder or other measuring device is first measured. The object is dropped in. The change in water level is its volume. If an overflow jar is available, the jar is filled; a graduated cylinder placed under the spout, the object dropped in and the overflow is measured. The volume of containers can be measured indirectly by filling them with water, then pouring the liquid into a graduated cylinder or beaker for measurement. Teacher Background Information: (Do not share with students until after the lab) The smaller the graduations on the measuring device the more accurate your measurement will be. A milliliter is the same amount of volume as a cubic centimeter. The volume of air in sand can be calculated by adding 40 ml of water to 40 ml of dry sand. The water will fill the air spaces in the sand and the top surface will be at about 65 ml. Since it would have been 80 ml without the air, the air must take up 15 ml of the sand. By dividing 15 ml of air by the 40 ml of dry sand, the percentage of air in sand is found. It is usually about 30%. Safety suggestions: If the students can find a way to hurt themselves on this one, they were going to do it anyway. To ensure safety of your graduated cylinders, make sure the rocks are too big to fit in them. Have the students tilt the graduated cylinders on an angle and slide the marbles or rocks down the side for the water displacement method. This will reduce the amount of spash produced and reduce the chances of the graduate breaking. Plastic graduates are always a good idea in the junior high classroom. Student Page for the Volume Lab
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