Metric Measurement Lab

Name: ____________________________________! Date: _______________! Core: ___________
Metric Measurement Lab
Background: The efficiency and effectiveness of the metric system has long been evident to
scientists, engineers, and educators. This lab will enable you to develop an appreciation of the
efficiency of the metric system and the ability to take measurements using this system. In order
to understand completely the usage of the Metric System, you need to be familiar with the
history of how the system came into being and with the conversion factors.
Objective: In this investigation, you will learn how to accurately measure length, volume,
temperature and mass using scientific equipment.
Materials:
water
foam block
2 beakers metric ruler
graduated cylinder
triple beam balance
2 Celsius thermometers clock
ice cubes
marble
stirring rod
calculator
Experimental Procedure:
Note: be sure to use the proper units for all answers recorded on the Data Tables.
1. Complete length, mass, volume and density measurements using metric instruments.
a. using a metric ruler, measure the length, width and height of a foam block.
Express your answer to the nearest 0.10 of a cm. Record you answer in Data Table 1.
b. using your measurements of the block, calculate the volume of the block. Express
your answer to the nearest 0.10 of a cubic-centimeter (cm3).
Record your answer in Data Table 1.
c. using the triple-beam balance, determine the mass of the block. Express your answer
to the nearest 0.10 of a gram. Record your answer in Data Table 1.
d. using your found values of volume and mass, calculate the density of the block.
Record your answer in Data Table 1.
Density is calculated as Mass divided by Volume. (D=M/V)
2. Measure the volume of a liquid. Note: you may need to use the “over-flow” beaker in the
event the amount of liquid exceeds the capacity of the graduated cylinder.
a. pour the water from beaker “A” into the graduated cylinder.
b. measure the amount of water in the graduated cylinder. To accurately measure the
volume, your eye must be at the same level as the bottom of the meniscus.
The meniscus is the curved surface of a column of liquid.
Record your answer in Data Table 2.
c. repeat steps a and b for beaker “B.”

Name: ____________________________________! Date: _______________! Core: ___________
Metric Measurement Lab
3. Determine the volume of a solid object using displacement.
a. fill the graduated cylinder up to around 50 ml with water.
b. record your marble color and exact volume in Data Table 3.
c. place the marble into the graduated cylinder by sliding it down slowly.
Determine the volume of the marble and water. Record your answer in Data Table 3.
d. determine the volume of the marble. Record your answer in Data Table 3.
4. Measure the temperature of a liquid.
a. fill beaker “A” and beaker “B” with exactly 100 ml of water.
Record this volume in Data Table 4.
b. place a thermometer in each beaker. Wait 2 (two) minutes and then record the
temperature of the water in each beaker in Data Table 5.
c. carefully add 3 (three) ice cubes to the water in beaker “B.” DO NOT STIR.
d. after 1 (one) minute, observe the temperature of the water in each beaker.
Record the temperatures in Data Table 5.
e. after 5 (five) minutes, observe the temperature of the water in each beaker.
Record the temperatures in Data Table 5.
f. find the volume of water in beaker “A.” Record the volume in Data Table 4.
g. Stir the water and ice in beaker “B.”
Continue to stir until the ice has been melted completely.
After the ice in beaker “B” has melted, find the volume of water and record the
volume in Data Table 4.
ANALYSIS QUESTIONS
1. What is the largest volume that your graduated cylinder is able to measure
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2. What is the smallest volume of a liquid that your graduated cylinder is able to measure
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3. Did the temperature of the water in beakers A and B change during the investigation
Explain. ___________________________________________________________________
4. Was there a difference in the volume of water in the beakers at the end of the investigation
Explain. ___________________________________________________________________
5. Of the following graduated cylinders, 100 ml, 25ml, or 10ml; which would you use to
accurately measure 8 ml of a liquid Explain.
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Name: ____________________________________! Date: _______________! Core: ___________
6. Using a Celsius thermometer, how would you determine the temperature of the classroom
Would you change your procedure if you were using a Fahrenheit thermometer Explain.
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7. When ice was added to beaker B, the thermometer was not removed. Explain why.
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8. Suppose the water in beaker B had been stirred after the ice had been added. What would be
the effect of this on the temperature of the water Does stirring have an effect on the final
temperature of the water Explain.
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9. Why do you think the water in the graduated cylinder forms a meniscus
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10. Evaporation is sometimes described as a cooling process. This is because as a liquid
evaporates it takes heat from the surroundings. Using water, two Celsius thermometers, a
small piece of gauze and some thread, design an investigation to test the statement.
Indicate the control and the variable; include problem, hypothesis, procedure, and your
expected observations and conclusions.
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Name: ____________________________________! Date: _______________! Core: ___________
ANALYSIS QUESTIONS - ANSWERS
1. What is the largest volume that your graduated cylinder is able to measure
LARGE CYLINDER =100 mL
SMALL CYLINDER =25 mL
2. What is the smallest volume of a liquid that your graduated cylinder is able to measure
LARGE CYLINDER =1.0 mL
SMALL CYLINDER =.5 mL
3. Did the temperature of the water in beakers A and B change during the investigation
YES, THE TEMPERATURE IN BEAKER “B” WAS COLDER.
4. Was there a difference in the volume of water in the beakers at the end of the investigation
Explain. YES, THE VOLUME IN BEAKER “B” WAS LARGER.
5. Of the following graduated cylinders, 100 ml, 25ml, or 10ml; which would you use to
accurately measure 8 ml of a liquid Explain.
10 mL - THE 10 mL CYLINDER WILL BE CALIBRATED TO A SMALLER SCALE SO
THAT IT WOULD BE ABLE TO GIVE YOU A MORE ACCURATE MEASUREMENT.
6. Using a Celsius thermometer, how would you determine the temperature of the classroom
Would you change your procedure if you were using a Fahrenheit thermometer Explain.
LEAVE THE THERMOMETER IN THE ROOM LONG ENOUGH TO ALLOW THE
THERMOMETER TO ADJUST, THEN I WOULD READ THE TEMPERATURE
FROM THE THERMOMETER. NO, I WOULD NOT CHANGE THE PROCEDURE.
THE ONLY DIFFERENCE WOULD BE THE SCALE IN WHICH THE
TEMPERATURE WAS READ.
7. When ice was added to beaker B, the thermometer was not removed. Explain why.
SO THE TEMPERATURE COULD BE MONITORED AS THE ICE MELTED.
8. Suppose the water in beaker B had been stirred after the ice had been added. What would be
the effect of this on the temperature of the water Does stirring have an effect on the final
temperature of the water Explain.
THE STIRRING OF THE WATER WOULD DISTRIBUTE THE COLDNESS EVENLY
THROUGHOUT THE WATER. YES, BECAUSE THE MELTED ICE WATER IS MUCH
COLDER THAN THE TAP WATER USED IN BEAKER”A”.
9. Why do you think the water in the graduated cylinder forms a meniscus
THE WATER MOLECULES ARE ATTRACTED TO THE WALLS OF THE CYLINDER.

Name: ____________________________________! Date: _______________! Core: ___________
10. Evaporation is sometimes described as a cooling process. This is because as a liquid
evaporates it takes heat from the surroundings. Using water, two Celsius thermometers, a
small piece of gauze and some thread, design an investigation to test the statement.
Indicate the control and the variable; include problem, hypothesis, procedure, and your
expected observations and conclusions.
PROBLEM:
Design an investigation to test the statement that evaporation is a cooling process.
HYPOTHESIS:
If water is allowed to evaporate from the bulb of a thermometer, then the
temperature reading on the thermometer will decrease.
PROCEDURE:
! 1. Obtain 2 celsius thermometers to be used in the investigation.
! 2. Place thermometer “A” on the table and record the temperature in 0 C
! 3. Place gauze around the bulb of thermometer “B” and tie it in place.
! 4. Soak the gauze in water and fan the gauze to cause the evaporation of the water.
! 5. Record the temperatures of both thermometers “A” and “B” every minute for 10 minutes.
CONTROL:
Thermometer “A” with no gauze and water.
VARIABLE:
Thermometer “B” with the gauze and water.
OBSERVATIONS:
Over time, the temperature readings of thermometer “B” will be cooler than the
temperature of thermometer “A”.
CONCLUSIONS:
Evaporation of water from a surface does cause a cooling effect on the surface from
which the water evaporates from.