Chapter 2 Resource: Measurement - Learning Services Home

Glencoe Science 

Chapter Resources 

Measurement 

Includes: 

Reproducible Student Pages 

ASSESSMENT 

✔ Chapter Tests 

✔ Chapter Review 

HANDS-ON ACTIVITIES 

✔ Lab Worksheets for each Student Edition Activity 

✔ Laboratory Activities 

✔ Foldables–Reading and Study Skills activity sheet 

MEETING INDIVIDUAL NEEDS 

✔ Directed Reading for Content Mastery 

✔ Directed Reading for Content Mastery in Spanish 

✔ Reinforcement 

✔ Enrichment 

✔ Note-taking Worksheets 

TRANSPARENCY ACTIVITIES 

✔ Section Focus Transparency Activities 

✔ Teaching Transparency Activity 

✔ Assessment Transparency Activity 

Teacher Support and Planning 

✔ Content Outline for Teaching 

✔ Spanish Resources 

✔ Teacher Guide and Answers

Glencoe Science 

Photo Credits 

Section Focus Transparency 1: FOXTROT © Bill Amend. Reprinted with permission of UNIVERSAL 

PRESS SYNDICATE. All rights reserved.; Section Focus Transparency 2: Jeff Greenberg; Section Focus 

Transparency 3: (t) Photograph by Thomas A. Heinz, courtesy of Western Pennsylvania Conservancy, 

(b) Courtesy LDA - L.D. Astorino Companies 

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. 

Permission is granted to reproduce the material contained herein on the condition 

that such material be reproduced only for classroom use; be provided to students, 

teachers, and families without charge; and be used solely in conjunction with the 

Measurement program. Any other reproduction, for use or sale, is prohibited 

without prior written permission of the publisher. 

Send all inquiries to: 

Glencoe/McGraw-Hill 

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Printed in the United States of America. 

1 2 3 4 5 6 7 8 9 10 079 09 08 07 06 05 04

Reproducible 

Student Pages 

Reproducible Student Pages 

■ Hands-On Activities 

MiniLAB: Measuring Accurately . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 

MiniLAB: Try at Home Measuring Volume . . . . . . . . . . . . . . . . . . . . . 4 

Lab: Scale Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 

Lab: Design Your Own Pace Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . 7 

Laboratory Activity 1: Mass and Weight. . . . . . . . . . . . . . . . . . . . . . . . 9 

Laboratory Activity 2: Measuring Using SI Units. . . . . . . . . . . . . . . . 11 

Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 13 

■ Meeting Individual Needs 

Extension and Intervention 

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 15 

Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 19 

Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 

Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 

Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 

■ Assessment 

Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 

■ Transparency Activities 

Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 40 

Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 

Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 

Measurement 1

Hands-On Activities 

Hands-On 

Activities 

2 Measurement

Name Date Class 

Measuring Accurately 

Procedure 

1. Fill a 400-mL beaker with crushed ice. Add enough cold water to fill the 

beaker. 

2. Make three measurements of the temperature of the ice water using a 

computer temperature probe. Remove the computer probe and dry it with 

a paper towel. Record the measurements in your Science Journal. Allow 

the probe to warm to room temperature between each measurement. 

3. Repeat step two using an alcohol thermometer. 

Data and Observations 



1 


2 


3 

Computer 

Probe 

Alcohol 

Thermometer 

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 

Analysis 

1. Average each set of measurements. 

2. Which measuring device is more precise Explain. Can you determine 

which is more accurate How 




Measuring Volume 

Procedure 

1. Fill a plastic or glass liquid measuring cup until half full with water. 

Measure the volume. 

2. Find an object, such as a rock, that will fit in your measuring cup. 

3. Carefully lower the object into the water. If it floats, push it just under the 

surface with a pencil. 

4. Record the new volume of the water in Data and Observations. 


Beginning 

Volume 

Volume 

with Object 

Difference 

Analysis 

1. How much space does the object occupy 

2. If 1 mL of water occupies exactly 1 cm 3 of space, what is the volume of the object in cm 3 




Scale Drawing 

Lab Preview 

Directions: Answer these questions before you begin the Lab. 

1. Explain why a scale in a scale drawing provides helpful information. 


2. Explain how using a scale drawing helps to compare the relative sizes of the objects in the 

drawing. 

A scale drawing is used to represent something that is too large or too small 

to be drawn at its actual size. Blueprints for a house are a good example of a 

scale drawing. 


Real-World Question 

How can you represent your classroom 

accurately in a scale drawing 

Materials 

1-cm graph paper 

pencil 

metric ruler 

meterstick 

Goals 

■ Measure using SI. 

■ Make a data table. 

■ Calculate new measurements. 

■ Make an accurate scale drawing. 


Part of 

Room 

Room Dimensions 

Distance in 

Room (m) 

Distance on 

Drawing (cm) 

Procedure 

1. Use your meterstick to measure the length 

and width of your classroom. Note the 

locations and sizes of doors and windows. 

2. Record the lengths of each item in the data 

table below. 

3. Use a scale of 2 cm 1 m to calculate the 

lengths to be used in the drawing. Record 

them in your data table. 

4. Draw the floor plan on the next page. 

Include the scale. 




Floor plan drawing 

(continued) 

Conclude and Apply 

1. How did you calculate the lengths to be used on your drawing Did you put a scale on your 

drawing 

2. Infer what your scale drawing would look like if you chose a different scale. 

3. Sketch your room at home, estimating the distances. Compare this sketch to your scale 

drawing of the classroom. When would you use each type of illustration 

4. What measuring tool simplifies this task 

Communicating Your Data 

Measure your room at home and compare it to the estimates on your sketch. Explain to 

someone at home what you did and how well you estimated the measurements. For more 

help, refer to the Science Skill Handbook. 




Design Your Own 

Pace Yourself 

Lab Preview 

Directions: Answer these questions before you begin the Lab. 

1. Explain why scientists do experiments. 


2. Explain why accurate measurement tools are very important in an experiment. 

Track meets and other competitions require participants to walk, run, or 

wheel a distance that has been precisely measured. Officials make sure all 

participants begin at the same time, and each person’s time is stopped at the 

finish line. If you are practicing for a marathon or 10K, you need to know 

your speed or pace in order to compare it with those of other participants. 

How can your performance be measured accurately 


Real-World Question 

How will you measure the speed of each 

person in your group. How will you display 

these data 

Form a Hypothesis 

Think about the information you have learned 

about precision, measurement, and graphing. 

In your group, make a hypothesis about a 

technique that will provide you with the most 

precise measurement of each person’s pace. 

Goals 

■ Design an experiment that allows you to 

measure speed for each member of your 

group accurately. 

■ Display data in a table and a graph. 

Possible Materials 

meterstick 

stopwatch 

*watch with a second hand 

*Alternate materials 

Safety Precautions 

Work in an area where it is safe to run. 

Participate only if you are physically able to 

exercise safely. As you design your plan, make 

a list of all the specific safety and health precautions 

you will take as you perform the 

investigation. Get your teacher’s approval of 

the list before you begin. 

Test Your Hypothesis 

Make a Plan 

1. As a group, decide what materials you will 

need. 

2. How far will you travel How will you measure 

that distance How precise can you be 

3. How will you measure time How precise 

can you be 

4. List the steps and materials you will use to 

test your hypothesis. Be specific. Will you 

try any part of your test more than once 



(continued) 


5. Before you begin, create a data table on a separate sheet of paper. Your group must decide on 

its design. Be sure to leave enough room to record the results for each person’s time. If more 

than one trial is to be run for each measurement, include room for the additional data. 

Follow Your Plan 

1. Make sure that your teacher approves your plan before you start. 

2. Carry out the experiment as planned and approved. 

3. Be sure to record your data in the data table as you proceed with the measurements. 

Analyze Your Data 

1. Graph your data. What type of graph would be best 

2. Are your data table and graph easy to understand Explain. 

3. How do you know that your measurements are precise 

4. Do any of your data appear to be out of line with the rest 

Conclude and Apply 

1. Explain how it is possible for different members of a group to find different times while measuring 

the same event. 

2. Infer what tools would help you collect more precise data. 

3. What other data displays could you use What are the advantages and disadvantages of each 

Communicating Your Data 

Make a larger version of your graph to display in your classroom with the graphs of other 

groups. For more help, refer to the Science Skill Handbook. 





1 

Laboratory 

Activity 

Mass and Weight 

Mass is the measure of the amount of matter in an object. Weight is the measure of the force 

with which one body is attracted toward another body. This force of attraction is called gravity. 

For example, the Moon is attracted toward Earth by Earth’s gravitational field. Likewise, Earth is 

attracted toward the Moon by the Moon’s gravitational field. 

Strategy 

You will measure the force of gravity on marbles. 

You will deduce the relationship between mass and weight. 

Materials 

rubber band (large, wide) 

plastic bottle (with handle) 

balance 

meterstick 

12 glass marbles (large) 

scissors 

Procedure 

1. Cut the rubber band. Attach one end to the 

handle of the bottle. 

2. Measure the mass of the bottle and the 

attached rubber band in grams and record 

in Table 1. Lift the bottle using the rubber 

band. Measure the length of the rubber 

band in centimeters and record. 

3. Place three marbles in the bottle. Measure 

the mass of the bottle with the three marbles 

in it and record. Lift the bottle and measure 

the length of the rubber band. Record. 


Table 1 

Plastic bottle 

Bottle 3 marbles 



Mass (g) 

4. Add three more marbles to the bottle and 

measure the mass of the bottle with the six 

marbles in it. Record in the table. Lift the 

bottle and measure the length of the 

rubber band. Record. 

5. Add the remaining marbles and measure 

the mass of the bottle with the 12 marbles 

in it. Record. Lift the bottle, measure the 

length of the rubber band, and record. 

Length of the Rubber Band (cm) 




Laboratory Activity 1 (continued) 


Questions and Conclusions 

1. What did the rubber band represent 

2. What two objects were attracting each other 

3. What happened to the mass of the plastic bottle and its contents as you added marbles 

4. What happened to the length of the rubber band as you added more mass to the plastic bottle 

5. What happened to the force of attraction between Earth and the plastic bottle and its contents 

6. How are weight and mass related 

7. If the force of attraction (gravity) on the Moon is 1/6 that of the force on Earth, what would 

you weigh on the Moon if you weighed 42 kilograms, or about 412 N (newtons) on Earth 

8. If your mass on Earth were 42 kilograms, what would your mass be on the Moon 

Strategy Check 

Can you measure the force of gravity on marbles 

Can you state the relationship between mass and weight 





2 

Laboratory 

Activity 

Measuring Using SI Units 

International System (Systeme Internationale, or SI) units of measuring are used in science 

throughout the world. These units are easier to use than our Standard English system of inches, 

feet, miles, ounces, and pounds. The International System of measures is a decimal system. 

SI units are based on 10 and multiples of 10. Measuring devices based on SI units include metric 

rulers, metersticks, liter beakers, and balances graduated in grams and milligrams. 

Strategy 

You will create a set of masses. 

You will use the water displacement method 

to determine the volumes of the masses. 

Materials 

balance 

materials for masses 

clay 

(standard set) 

beaker (50 mL) creative mass set 

water 

Procedure 

1. Using the balance, measure exactly 10 g of 

clay. Mold the clay into any shape. 

2. Determine the volume of the clay and 

record in Table 1. Sketch the shape of the 

mass and set the mass aside. Record all 

data in the table. 


Table 1 

3. Using one of the materials provided by the 

teacher, make a set of masses. You should 

have five 1 g masses, two 2 g masses, one 

5 g mass, one 10 g mass, and one 20 g 

mass. Record the materials you choose. 

4. When you have created your set of masses, 

use the balance to see if the 20g mass exactly 

balances the combined masses of the 10 g 

mass, two 2 g masses, one 5 g mass, and one 

1 g mass. Record your results on the table. 

5. Determine the volume of each mass of 

your set. Record in the table. 

Material Used Mass (g) Volume (mL) 

Masses balance 

Shape of Mass 

10 

1 

5 

10 

20 

yes 

no 




Laboratory Activity 2 (continued) 


Questions and Conclusions 

1. Do the sums of the masses exactly equal 20 g 

2. What materials did you use What were some of the problems you encountered using these 

materials 

3. How accurate is your set of masses 

4. How did you determine the volume of each of the masses 

5. Do all the 10 g clay masses have the same volume regardless of shape 

Do all the 10 g masses of the class have the same volume Explain. 

6. Why do you think the shape of the standard masses was chosen 

Strategy Check 

Can you create a set of masses 

Can you use water displacement method to determine the volume of masses 





Directions: Use this page to label your Foldable at the beginning of the chapter. 

Estimate It 


Measure It 

Round It 

Length 

of ______ 


Volume 

of ______ 

Mass 

of ______ 

Temperature 

of ______ 

Rate 

of ______ 


Meeting Individual Needs 

Meeting Individual 

Needs 



Directed Reading for 

Content Mastery 

Overview 


Directions: Complete the concept map using the terms below. 

volume mass weight temperature length 

1. 

measures 

hot and cold 

Measuring Physical 

Properties 

2. 

3. 

4. 

measures 

measures 

measures 

distance between points 

space an object 

occupies 

action of gravity on 

an object 



Directions: Complete the following sentences using the terms below. 

tenth giga kilo 

hundred liter million 

6. A prefix that means thousand (1000) is ____________________. 

7. The prefix deci- means ____________________. 

measures 

8. One thousand milliliters is one ____________________. 

9. There are one ____________________ centimeters in one meter. 

10. The prefix mega- stands for ____________________. 

11. The multiplier billion has the prefix ____________________. 

5. 

amount of matter 

in an object 





Section 1 ■ Description and 


Section 2 ■ SI Units 

Directions: Use line a in the box below to answer the following questions. 

1. Is the estimated length of line a about 4 cm or 10 cm 

a 


2. Explain why the other choice in question 1 cannot be correct. 

3. How would you get a precise measurement of line a to the nearest millimeter 

Directions: Answer the following questions on the lines provided. Use the table below to answer questions 4–7. 

SI Prefix Meaning 

kilothousand 

(1000) 

hecto- 

hundred (100) 

deca- 

ten (10) 

deci- 

tenth (0.10) 

centi- 

hundredth (0.01) 

milli- 

thousandth (0.001) 

4. How many meters are in a kilometer 

5. How many grams are in two kilograms 

6. A milliliter is what part of a liter 

7. Ten millimeters equal how many centimeters 

8. What do the letters SI stand for 

9. What is the SI unit of mass 

10. What is the SI unit of temperature 







Section 2 ■ SI Units 

Section 3 ■ Drawings, Tables, and 

Graphs 

Directions: Write the letter of the correct term in Column II next to its description in Column I. 

Column I 

Column II 

1. amount of change of one measurement in a given a. meter 

amount of time 

b. newton 

2. instrument used to measure temperature 

c. cubic meter 

3. SI unit of weight 

d. pan balance 

4. SI unit of length 

e. thermometer 

5. instrument used to measure mass 

f. second 

6. unit used to express volume 

g. rate 

7. SI unit of time 

Directions: Label each graph as a circle graph, bar graph, or line graph. Then complete the sentences below. 

Metalloids 

6% 

Types of Elements 

Nonmetals 

10% 

Metals 

79% 

Noble 

Gases 

5% 

km/hr 

45 

40 

35 

30 

25 

20 

15 

10 

5 

0 

Speed of Selected Animals 

Racerunner 

Lizard 

Rhinoceros 

Arabian 

Camel 

11. The ____________________ graph shows relationships between two variables. 

12. The ____________________ graph shows parts of a whole. 

13. The ____________________ graph compares variables; one variable is divided 

into parts, and the other variable is a number. 

Millions 

25 

20 

15 

10 

5 

0 

1961 

Potato Production 

in the United States 

1969 1977 1985 1993 

8. ________________ 9. ________________ 10. ________________ 

Year 






Key Terms 


Directions: Solve the puzzle by writing the term that matches each description below. The letters in the dark, 

vertical box will spell a familiar word. 

1 

2 

3 


8 

5 

6 

7 

4 

9 

10 

11 

1. amount of matter in an object 

2. displays information in rows and columns 

3. graph that shows the parts of a whole 

4. International System of Units 

5. on this temperature scale, water boils at 100 degrees 

6. type of graph that compares variables with one variable divided into parts 

7. SI unit of temperature 

8. SI unit of mass 

9. SI unit of length 

10. type of graph that shows the relationship between two variables 

11. useful when exact data are not required 



Nombre Fecha Clase 

Lectura dirigida para 

Dominio del contenido 

Sinopsis 

La medición 

Instrucciones: Completa el mapa de conceptos usando los siguientes términos. 

el volumen la masa el peso la temperatura la longitud 

Cómo medir 

propiedades físicas 

1. 

2. 

3. 

mide 

mide 

mide 

el grado de calor o de 

frío de un cuerpo 

distancia entre puntos 

el espacio que ocupa 

un cuerpo 

4. la acción 

mide de la gravedad sobre un 

cuerpo 

Satisface las necesidades individuales 


Instrucciones: Completa las oraciones usando los siguientes términos. 

decenas giga kilo 

centena litro millón 

6. Un prefijo que significa millar (1000) es ____________________. 

7. El prefijo deci- significa ____________________. 

mide 

8. Mil mililitros equivalen a un ____________________. 

9. Hay un(a) ____________________ de centímetros en un metro. 

10. El prefijo mega- significa ____________________. 

5. 

la cantidad de materia 

en un cuerpo 

11. El multiplicador de mil millones tiene el prefijo ____________________. 

La medición 19




Sección 1 ■ Descripción y 

medición 

Sección 2 ■ Unidades SI 

Instrucciones: Usa la línea a del cuadro para contestar las siguientes preguntas. 

a 


1. ¿Es la longitud estimada de la línea a cerca de 4 cm o cerca de 10 cm 

2. Explica por qué la otra opción en la pregunta 1 no puede ser correcta. 

3. ¿Cómo encontrarías una medida precisa, en milímetros, de la línea a 

Instrucciones: Contesta las siguientes preguntas en las líneas de la derecha. Usa la siguiente tabla para contestar 

las preguntas 4 a 7. 

Prefijo SI 

kilo- 

hecto- 

Significado 

millar (1000) 

centena (100) 

deca- 

decena (10) 

deci- 

décima (0.10) 

centi- 

centésima (0.01) 

mili- 

milésima (0.001) 

4. ¿Cuántos metros hay en un kilómetro 

5. ¿Cuántos gramos hay en dos kilogramos 

6. ¿Qué parte de un litro es un mililitro 

7. ¿Cuántos centímetros son 10 milímetros 

8. ¿Qué significan las siglas SI 

9. ¿Cuál es la unidad SI para la masa 

10. ¿Cuál es la unidad SI para la temperatura 


20 La medición





Sección 2 ■ Unidades SI 

Sección 3 ■ Diagramas, tablas 

y gráficas 

Instrucciones: Escribe al lado de su descripción en la Columna I la letra del término correcto de la Columna II. 

Columna I 

Columna II 

1. cantidad de cambio en una medida por 

a. metro 

unidad de tiempo 

b. newton 

2. instrumento que se usa para medir la temperatura 

c. metro cúbico 

3. unidad SI para el peso 

d. balanza de 

4. unidad SI para la longitud 

platillo 

5. instrumento que se usa para medir la masa 

e. termómetro 

6. unidad que se usa para expresar el volumen 

f. segundo 

7. unidad SI para el tiempo 

g. tasa 

Tipos de elementos 

No metales Gases 

Metaloides 

6% 

10% nobles 

5% 

Metales 

79% 

km/hr 

Velocidad de animales selectos 

45 

40 

35 

30 

25 

20 

15 

10 

5 

0 

Lagartija Rinoceronte Camello 

correcaminos 

arabigo ´ 

Instrucciones: Rotula cada gráfica como circular, de barras o lineal. Completa luego las oraciones. 

11. La gráfica ____________________ muestra la relación entre dos variables. 

12. La gráfica ____________________ muestra las partes de un todo.. 

13. La gráfica ____________________ compara variables; una variable está dividida 

en partes y la otra variable es un número. 

Millones 

25 

20 

15 

10 

5 

0 

1961 

Producción de papas 

en Estados Unidos 

1969 1977 1985 1993 

8. ________________ 9. ________________ 10. ________________ 

Ao 

La medición 21 

Satisface las necesidades individuales




Términos claves 

La medición 

Instrucciones: Resuelve el crucigrama escribiendo los términos de cada descripción. Las letras en las cajas 

verticales deben darte la respuesta para la clave 11. 

1 

2 


6 

8 

4 

7 

9 

3 

5 

10 

1. en esta escala de temperatura, el agua hierve a 100 grados 

2. cantidad de materia en un cuerpo 

3. muestra información en hileras y columnas 

4. sistema que asigna valores numéricos a las observaciones 

5. unidad SI para la longitud 

6. gráfica que compara dos variables, cuando una de ellas está dividida en partes 

7. gráfica que muestra las partes de un todo 

8. unidad SI para la temperatura 

9. unidad SI para la masa 

10. gráfica que muestra la relación entre dos variables 

11. util cuando no se requieren medidas exactas 


22 La medición


1 

Reinforcement 

Description and Measurement 


Directions: For each object below, list four questions that can be answered by making measurements. 

1. a. 

b. 

c. 

d. 

2. a. 

b. 

c. 

d. 

Directions: Use these measurements to help you estimate the measurement for each of the objects below. 

3. length of a small paper clip 

4. height of your classroom wastebasket 

5. thickness of a staple 

6. length of your thumb 

Directions: Read the problem, then answer the questions that follow. 

The length of a piece of string is known to be exactly 9.84 cm. Two students measured the string. 

Student A used a ruler marked in centimeters and got a measurement of 10 cm. Student B used a 

ruler marked in millimeters and centimeters and got a measurement of 9.8 cm. 

7. Which student’s measurement is more accurate Why 

8. How precise is the ruler originally used to measure the string 

9. What is the length of the string to the nearest centimeter 

10 ¢ 

10. What is the length of the string to the nearest tenth of a centimeter 

1 mm 

1 cm 1 m 




2 

Reinforcement 

SI Units 

Directions: Complete the chart by filling in the SI unit and the tool you would use for each measurement. 

Measurement Unit Tool 

1. mass of rock 

2. your body temperature 


3. volume of a plastic block 

4. length of your 

classroom 

5. how much water a 

tablespoon holds 

6. how long between 

blinks of your eyes 

Directions: Convert each of the following SI measures. 

7. 64 km = ____________________ m 

8. 373 g = ____________________ kg 

9. 897 mm = ____________________ cm 

10. 0.25 L = ____________________ mL 

Directions: Use the following information to answer the questions below. 

A train travels at the rate of 120 km per hour. 

11. What is its speed in meters per second 

12. What is its speed in meters per minute Show your work in the space below. 




3 

Reinforcement 

Drawings, Tables, and Graphs 


Directions: Match the information in Column I with the best way to display it from Column II. Write the letter of 

the correct term in the blank at the left. A letter may be used more than once. 

Column I 

Column II 

1. view of Earth from space 

2. amount of rainfall in an area each month for a year 

3. how the constellations change position over several hours 

4. percents of the most abundant metals in Earth’s crust 

5. percents of the different gases in the atmosphere on Mars 

6. how far a hurricane moves each hour 

7. structure of the human ear 

8. daily high and low tide times for a week 

9. how a sound wave travels through the air 

Directions: Use the paragraph below to complete question 10. 

a. bar graph 

b. circle graph 

c. drawing 

d. line graph 

e. movie 

f. photograph 

g. table 

Some animals can live much longer than others. For example, both the golden eagle and the 

blue whale have a maximum life span of more than 80 years, while a guppy’s maximum life span is 

only 5 years. A giant spider may live 20 years, a lobster 50 years, and a crocodile may live 60 years. 

10. Make a chart and draw a graph to display the data given in the paragraph. 




1 

Enrichment 

Weather Instrument Precision 

The symbol ± is used to show precision in measuring devices. For example, ±3°C means that the 

actual temperature may be 3°C greater or 3°C less than the temperature shown on the instrument. 

Max/Min Thermohygrometer 

■ Digitally displays relative humidity and temperature 

■ Measures relative humidity (RH) from 25% to 95% 

with precision +5%RH 

■ Measures temperature 0°C to 50°C with precision +2°C 


Battery Operated Hygrothermograph 

■ Measures relative humidity and temperature and 

records them on a chart 

■ Measures relative humidity from 5% to 99% with +3% 

RH precision 

■ Measures temperature from −10°C to 50°C with +1°C 

precision 

1. Describe ways these two instruments are alike. 

2. Describe the differences between these two instruments. 

3. How precise are the measurements for each instrument 

4. If the display on the thermohygrometer shows 15°C, between what temperatures might the 

actual temperature fall How do you know 

5. Suppose the thermohygrometer shows 52% relative humidity and at the same time the 

hygrothermograph shows 55% relative humidity. What would you expect to be the actual 

relative humidity 




2 

Enrichment 

Defining the Meter 

Over the years, scientists have used different ways to set the exact length of the 

meter. In 1790 it was suggested that the meter be defined as the length of a pendulum 

having a period of one second. 

In 1791 it was proposed that the meter equal one ten-millionth of the distance 

at sea level from the north pole to the equator. In 1799 a platinum bar 

one ten-millionth of the length of the part of the meridian that reached from 

the north pole through Paris to the equator was created as the prototype for the 

meter. This bar, the Metre des Archives, was one meter long from end to end at 

0°C. In 1889 a meter bar made of platinum and iridium and measured at 0°C 

became the standard. 

In 1960 a definition based on the wavelength of krypton-86 radiation in a 

vacuum was instituted. The definition changed again in 1983, when the current 

definition was established. A meter is now defined as the length traveled by 

light in a vacuum in 1/299,702,458 of a second. 

1. What other unit needed to be standardized before the meter could be defined under the 1983 

definition 


2. What are some possible problems with using a physical model as a prototype 


3. Why was it necessary to specify a particular meridian when determining the length of a meter 

4. How precise is an everyday meterstick compared to the length of the standard meter 



3 

Enrichment 

Double Data 

Directions: Use the graph to answer the questions below. 

The double line graph shows the growth of two alligators. The vertical scale shows the length in 

centimeters. 


Length (cm) 

180 

160 

140 

120 

100 

80 

60 

40 

20 

0 

1 2 3 4 5 6 7 8 9 10 

Years 

1. Is a double line graph appropriate for presenting the alligators’ growth Explain. 

2. At what age was the difference in the two alligators’ lengths the greatest Explain how you 

determined your answer. 

3. How can you use the graph to figure out when each alligator grew the most 

4. Write a description comparing the lengths and growth of the two alligators at various ages. 




Note-taking 

Worksheet 


Section 1 

Description and Measurement 

A. _______________—describes world using numbers 

1. Types of ____________—distance, time, speed, volume, mass 

2. Measurement can also help describe __________. 

B. Approximated measurement based on previous experience is ______________. 

1. Estimation is useful when actual measurements are ______________ made. 

2. Estimation can check that an answer is ______________. 

3. When you estimate, you often use the word _________. 

C. Precision and accuracy 

1. _____________—a description of how close measurements are to each other 

a. Used to discuss number of __________________ a measuring device can measure 

b. Degrees of Precision—today’s measuring devices are more ___________. 

2. ____________—comparison of measurement to actual value 


3. Precision and accuracy are important in many ___________ procedures. 


4. Measurements can be ___________ when precision is not needed. 

5. ______________________—reflect true precision of a calculation 

Section 2 

a. Multiplication or division—measurement with the __________ digits determines the 

number of significant digits. 

b. Addition or subtraction—significance determined to the place value of the _________ 

precise measurement 

SI Units 

A. The International System—______ units, in multiples of _______, provide a standard of 

consistent measurement for global science, business, and industry. 

B. Length—the distance between two points; SI unit—_________ 

1. Measure pencil—use _______________ 

2. Measure distance from New York to Chicago—use ______________ 



Note-taking Worksheet (continued) 

C. __________—amount of space an object takes up; SI unit—_______________ 

1. To find volume of regular shape—measure length, width, and __________ and multiply 

2. To find volume of irregular shape—volume by _____________ 

D. Mass—amount of matter in an object; SI unit—____________ 

E. Weight—measurement of force; SI unit—__________ 

F. Temperature—measure of kinetic energy in particles of matter; SI unit—__________ 


G. ________—interval between two events; SI unit—__________ 

H. ________—amount of change of one measurement in a given amount of time 

Section 3 Drawings, Tables, and Graphs 

A. ______________ Illustrations—often make information more clear than written text can 

1. ____________—can emphasize only necessary details or show things you can’t see 

2. _______________—show an object exactly as it is at a single moment 

B. __________—display information in rows and columns for easier comprehension 

C. __________—collect, organize, and summarize data visually 

1. ______________—shows relationship between two variables, which must be ___________ 

2. _____________—uses bars of different sizes to show relationships between variables; one 

variable is divided into parts; the other variable is a number 

3. ________________—shows parts of a whole as percentages 

4. __________ on graphs must be carefully constructed and analyzed so users easily 

understand the information. 



Assessment 

Assessment 



Chapter 

Review 


Part A. Vocabulary Review 

Directions: Use the clues to complete the puzzle. 

1 

2 

3 

4 

5 

6 7 

8 

9 10 

11 

12 


Across 

3. used to show the relationship between 

two variables (2 words) 

5. the international system of measurement 

6. a way to describe the world with numbers 

8. a ratio of two measurements with different 

units 

9. displays information in rows and columns 

11. used to collect, organize, and summarize 

data in a visual display 

13. shows the parts of a whole (2 words) 

13 

Down 

1. the SI unit of mass 

2. the SI scale used to measure temperature 

4. the SI unit of length 

7. making a rough measurement of an object 

by guessing, based on experience 

10. uses bars to show the relationships 

between variables (2 words) 

12. measures the amount of matter in an 

object 

Assessment 



Chapter Review (continued) 

Part B. Concept Review 

Directions: Correctly complete each sentence by underlining the best of the three choices in parentheses. 

1. The prefix (deci-, centi-, deca-) tells you to multiply by 0.1. 

2. The most reasonable measurement for the length of a pen is (14 cm, 14 mm, 14 m). 

Assessment 

3. To show how your body temperature changes every hour, you could use a (circle, bar, line) graph. 

4. (Estimation, Accuracy, Precision) compares a measurement to the real value. 

5. To convert 50 kilometers to meters, multiply 50 by (10, 100, 1000). 

6. (Mass, Volume, Weight) is a measurement of force. 

7. One kelvin difference in temperature is (greater than, equal to, less than) one degree Celsius 

difference in temperature. 

8. On a circle graph, a section with an angle measuring 180° represents (18%, 50%, 90%) of the whole. 

Directions: Fill in the blanks with the correct terms. 

9. Write the SI unit that would be the most appropriate way to measure each of the following. 

a. mass of an egg: ____________________ 

b. amount of soil a rectangular flower box can hold: ____________________ 

c. distance between Maine and Florida: ____________________ 

d. temperature in Antarctica in winter: ____________________ 

e. thickness of a sheet of tracing paper: ____________________ 

f. rate at which water flows from a faucet: ____________________ 

10. Write whether a photograph, movie, or drawing would best illustrate each of the following. 

a. the layers of the atmosphere: ____________________ 

b. the actual surface of the moon: ____________________ 

c. a chick hatching from an egg: ____________________ 

Directions: Use the table to answer questions 11 through 13. 

11. What percentage of every dollar goes to salaries 

12. Which type of graph could not be used to 

display the data in the table Why 

13. To make a circle graph of the data in the table, 

how many degrees would represent animal care 

Zoo Admission Fee Usage 

(per dollar) 

Use 

Grounds maintenance 

Animal care 

Building fund 

Amount 

$0.55 

$0.20 

$0.15 


Salaries 

$0.10 


Transparency 

Activities 

Transparency Activities 



1 

Section Focus 

Transparency Activity 

Maybe He’ll Go Away 

Do you think that the teacher really wanted his students to measure 

the length of the battery Look at the objects that are scattered on the 

lab table. What do you suppose is the focus of this lab activity 

FOXTROT © Bill Amend. 

Reprinted with permission of UNIVERSAL PRESS SYNDICATE. All rights reserved. 


1. What are the students using to measure the battery Does this 

give them useful information 

2. What are some measurements that people make in their everyday 

lives 

3. When is it important to measure accurately When is an estimate 

acceptable 




2 

Section Focus 


Fresh, not Frozen 

These people are shopping in a market in Grenada. Grenada uses a 

unit of currency called the East Caribbean dollar. How do tourists 

from the United States know how many U.S. dollars to use when buying 

something in Grenada They need to convert their American 

money into Grenadian money. 


1. Would it be easier if all countries used one type of money 

Explain. 

2. What would happen if each country had its own way of 

measuring length or time 

3. What units of measurement do you know that are used everywhere 




3 

Section Focus 


Different Views 

This house, called Fallingwater, was designed as a weekend home. 

Along with a photograph, you also see a plan for the main floor. 


1. What could you learn about a house by looking at a floor plan 

2. Could you get the same information from a photograph Explain. 

3. What sort of information do you need to build a house What is 

the best way to communicate that information 




2 

Teaching Transparency 

Activity 

Kelvin Scale 

Celsius Kelvin Fahrenheit 

Boiling 

point of 

water 

100°C 

373 K 

212°F 

Freezing 

point of 

water 

0°C 

273 K 

32°F 


Absolute 

zero 

-273°C 

0 K 

– 459.4°F 




Teaching Transparency Activity (continued) 

1. What property of temperature is related to how hot or cold an object is 

2. What type of energy is temperature a measure of 

3. In theory, what is the coldest temperature possible in nature 

4. Is there a time when using different units to measure temperature could be confusing Explain 

your answer by giving an example. 

5. Water at 32°F becomes a solid. What state of matter would water be in at 32°C 32K 





Assessment 



Directions: Carefully review the table and answer the following questions. 

Edson's General Market Revenues for 1999 

(January–June) 

Month 

January 

February 

March 

April 

May 

June 

Revenue in Dollars 

$3,000 

$3,500 

$3,800 

$4,000 

$4,800 

$8,000 


1. According to the information in the table, which of the following 

would best show the changes in revenue over time 

A word web 

C line graph 

B pie chart 

D circle graph 

2. A reasonable hypothesis based on the data in the table is that ___. 

F Edson’s is located in a winter vacation area 

G Edson’s is not making a profit 

H Edson’s is not open during autumn 

J Edson’s is located in a summer vacation area 

3. Which of the following would be the greatest benefit of placing the 

information in the table into a circle graph 

A to compare revenues for each month 

B to see each month’s percentage of the total 

C to see the pattern of revenue change from month to month 

D to see the total revenue for the six-month period

Chapter 2 Resource: Measurement - Learning Services Home

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