For a printer friendly version of this lab, click here. Metric Measurement Lab Note: Remember you are responsible for graphs, charts and other items that form part of the overall summary of this topic. 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 conversion factors be sure to reference the website notes for these topics. Objective: In this investigation, you will learn how to accurately measure length, volume, temperature and mass using scientific equipment. Materials: water two (2) beakers graduated cylinder two (2) Celsius thermometers ice cubes measuring object triple beam balance metric ruler watch stirring rod rock 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.
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.
3. Determine the volume of a solid object using displacement.
4. Measure the temperature of a liquid.
Analysis Questions: 1. What is the largest volume that your graduated cylinder is able to measure? 2. What is the smallest volume of a liquid that your graduated cylinder is able to measure? 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, 25 ml or 10 ml, which would you use to accurately measure 8 ml of a liquid? Explain. 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. 7. When ice was added to beaker B, the thermometer was not removed. Explain why. 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. 9. Why do you think the water in the graduated cylinder forms a meniscus? 10. Evaporation is sometimes described as a cooling process. This is because as a liquid evaporates it takes heat from its surroundings. Using water, two (2) Celsius thermometers, a small piece of gauze and some thread, design an investigation to test the first statement. Indicate the control and the variable; include problem, hypothesis, procedure and your expected observations and conclusions. DATA TABLE 1
DATA TABLE 2
DATA TABLE 3
DATA TABLE 4
DATA TABLE 5
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