CONTENT & PROCESS SKILLS
Measurement Procedures
Where is zero?
Counting Units
Using Measurement Tools



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Where is zero?
Discussion Topic:
Where is zero on a ruler? Does zero on a ruler mean no length? Where is zero on a bathroom scale? Does zero mean no weight? Where is zero on a thermometer? Does zero on a thermometer mean no temperature?

Laboratory Inquiry:
Does zero grams equal zero pounds? How could you test your answer? Does zero degrees centigrade equal zero degrees Fahrenheit? How could find out the answer?


Counting Units
Skill:
Can your students use a "broken" ruler? After your students have learned to measure length with a ruler, give them some rulers that are missing the first part of the scale. Can your students still use the rulers to measure length correctly?

Activity:
Use a "Catch the Ruler" activity to measure reaction time. Students work in pairs to measure their reaction time by measuring the distance a ruler travels as it is dropped between their fingers. Some questions the teacher might ask are:

  • What part of the ruler is the beginning distance or zero mark?
  • Why is distance used as a measure of reaction time?
  • What happens to the distance measurement when the ruler is dropped upside down from the beginning set up?


Using Measurement Tools

Instructional Suggestions:
Measurement tools are used in many careers and fields of study. People in different occupations have their own rules and techniques for using measurement tools correctly. To introduce your students to some tool-use issues, try the following activities in your class:

  1. Relate measurement procedures to real world activities, such as cooking. Why is it important to pack down brown sugar or be sure that a teaspoon of salt comes just to the edge of a measuring spoon? Ask a cafeteria worker to describe how food is measured and cooked in the school cafeteria. If any repairs are being done at your school, how is measurement important for fixing or replacing things?
  2. Misuse some measurement tools and have your student identify what you are doing wrong. You could take the temperature of air in the room while holding the bulb of the thermometer, or you could lay the wrong end of a ruler beside something you are measuring.
  3. Give your students opportunities to measure objects indirectly. For instance, you don't want to go into a zoo exhibit with a dangerous animal, so how could you measure the length of the tiger?
  4. Give your students opportunities to measure objects using tools that require some calculations, such as a clinometer for measuring the the height of tall building or calculating walking speed with a trundle wheel and a stop watch.
  5. Ask your students why it is important to have standard measurement procedures within a field of study or occupation. What might happen if a doctor measured body temperature differently than other doctors did?


This page was last updated 04/10/01.
Web Page Author: Debbie Jensen djensen@rice.edu
The SMI Teacher Enhancement Web Site
is part of the Rice University Precollege Web Site
Web Site Master: Marty Daniel martyd@rice.edu