· Web viewCan be using the water displacement method if it’s an irregular object How to find...
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Measurements and Graphing 1
Transcript of · Web viewCan be using the water displacement method if it’s an irregular object How to find...
Measurements and Graphing
Name: ____________________________________
Period: ________
Teacher: Ms. Hidalgo
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__________________ _________________________________________________________________________________________________ Date Title
Questions/Main Ideas Notes
________________________________________
________________________________________
________________________________________
________________________________________
Distance from one point to another
To measure length
The basic unit of length
The one we will be using in class is
How to measure to the nearest tenth:
Start at the zero on the cm side
The numbers represent centimeters; write them to the left
of the decimal
The lines in between are tenths of a cm; write them to the
right of the decimal.
What is the length from 0 to B? __________________
Summary of most important ideas:
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Data Table:
OBJECT MEASUREMENT (CM)Check with teacher or
elbow buddyUnsharpened pencil
Index card (long way)
Paperclip
Calculator
Manila Folder
Other
Other
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__________________ _________________________________________________________________________________________________ Date Title
Questions/Main Ideas Notes
_________________________________________
_
Used to organize and look at data measurements
The X-axis goes left to right (horizontal) (independent variable)
The Y-axis goes up and down (vertical) (dependent variable)
How to determine the interval of a line graph:
Find the range of the data (max – min = range)
Divide range by number of lines provided
Round quotient up
Start numbering!
Summary of most important ideas:
Height of Ms. Hidalgo
Hei
ght (
feet
)Ag
eHeight (feet)
0 1.2
5 2.3
10 5.0 Age (Years)
15 5.1 X-Axis Interval:
20 5.1 Y-Axis Interval:
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Making a Line Graph
Before plotting points every graph must have 5 things:
1. Title: A graph must be titled. A title goes at the top.
2. Axis: Decide how to set up your data. The dependent variable goes on the Y-axis and
the independent variable goes on the X-axis.
3. Interval: How are you going to best fit your data on the graph? The interval between
the lines must be the same.
4. Label: Both the x- and y-axis must be labeled. Labels must have the correct units in
parentheses.
5. Scale: The x-axis and the y-axis must be numbered. Decide on appropriate numbers
for you graph.
Remember TAILS for every graph.
Use the data table to help you plot your graph.
How Temperature Affects Students’ Trips to the Water FountainTemperature (Celsius) Trips to the Water Fountain per day
0 412 524 736 10
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Homework: Drawing a line graph
A science class is studying frogs. They counted the number of times that the frogs croaked at different temperatures. The results are in the table.
Temperature °C Croaks per Minute
22 1223 1424 1526 1628 1731 2132 26
Please create a line graph using the data table.
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Interpolation and Extrapolation
A graph can be used to predict the results of observations or the existence of other data.
There are two types of predictions that can be made. One is called extrapolation and the other is called interpolation.
Extrapolated predictions are those that are made outside of the known data points. .
Trends in the known data can often be used to make accurate extrapolated predictions; however, this is not always the case. A young man’s parents kept track of his height through the years, as shown in the graph below. Extrapolation shows that Bryan will be about 10 feet tall when he’s 30 years old. What faulty assumption was made in this extrapolation?
Interpolated predictions are those that are made between known data points. An interpolation of this data would lead one to the prediction that Bryan was about 4.5 feet tall at the age of 14. Is this a reasonable prediction?
Was your interpolated prediction more or less accurate than your extrapolated prediction? Typically, interpolated predictions are more accurate. Why do you think this is so?
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__________________ _________________________________________________________________________________________________ Date Title
Questions/Main Ideas Notes
________________________________________
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________________________________________
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________________________________________
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________________________________________
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Objects that take up _________________ and have _______________.
The amount of __________________ in an object; does not change.
The effect of __________________ on an object.
The instrument used to measure mass.
The basic unit of measurement.
The unit of measurement used in this class.
Using a triple beam balance
Make sure the arrow is point at 0 when the riders are all
to the left. (If not, ask for help.)
Place the object on the pan.
Move the 100 g. rider over first.
Move the 10 g. rider.
Move the 1 g. rider.
Add all the masses together.
Summary of most important ideas:
Instructions: Please circle the bold face vocabulary words and underline their meaning. 11
Matter vs. Mass
All objects take up space. Your computer is taking up space on the desk. You are taking up space on the chair. In science, we say all objects are made of matter. Your computer is made of matter. Your chair is made of matter. The air is made of matter.
Objects have mass.
Mass is the amount of matter in an object. Mass is related to how much something weights. However, mass and weight are two different things. The mass of an object is constant. The mass does not change unless you add or remove material from the object (if you were on a diet and lost weight, then you lost mass). The mass does not change when you move an object from one place to another. Therefore, you have the same mass even if you were walking on the surface of the moon.
Weight is the effect of gravity on an object. The unit for mass is a gram. We use a triple beam balance to measure the amount of mass of an object. All objects exert gravitational force on other objects. You are attracted to books, papers, and chairs. Why then, are you not attracted to these objects, as you are attracted to the Earth? You are! But, the attraction between you and those objects is too weak for you to notice. The gravity of the Earth, however, is more powerful as the Earth is larger. The greater the mass of object, the greater the gravitational force. The gravitational force between objects is weaker, the larger the distance between them. Therefore, you weigh less on the top of a mountain then you do at sea level.
Objects that take up space and have mass are called matter. Everything around you is made of matter. Even chocolate cake is made of matter. Matter is large and matter is small.
Questions:
1. What is MATTER? ________________________________________________________________________________
2. What is MASS? ___________________________________________________________________________________
3. The unit used for mass is called ____________________.
4. What instrument is used to measure the mass of an object? _________________________________
Do Now: Use the word bank to label the parts on the triple beam balance. 12
Mass is _______________________________________________________________________________________________
________________________________________________________________________________________________________
The tool used to measure mass is ________________________________________________
The basic unit of mass is the ____________________________ but we use ____________________ in science class.
Practice: Measuring Mass
Object Mass (g) Check
Homework: Complete the following questions.
Pan Notches Beam
Arrow Rider
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1. How many grams are in a kilogram? _______________________________________________________
2. Label the parts on the diagram.
Measuring Mass14
Besides the digital scales, mass can be measured using the triple beam balance. This type of manual balance (or scale) is made of three riders. When an object is placed on the pan of the scale, the weights are moved along the riders until the pointer is balanced. Then the masses of all the riders are added together to equal the mass of the item on the pan of the scale.
The following balances measure mass in grams. What masses are shown on each of the following balances?
Answer: ______________________________
Answer: ______________________________
Answer: ______________________________
Name: ___________________________________________________ Date: __________________ Period: _________
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Homework: TAILS Practice Sheet
Instructions: Please describe each part of TAILS
T ___________________________________________________________________________________________________
A ___________________________________________________________________________________________________
I ___________________________________________________________________________________________________
L ___________________________________________________________________________________________________
S ___________________________________________________________________________________________________
Instructions: Please respond to the following questions.
1. The independent variable is always placed on the _____________ axis.
2. The dependent variable is always placed on the _____________ axis.
3. How do we decide what the scale should be? ________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
4. How do we decide what the interval should be? ____________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Instructions: Please make a line graph using the data table below. Remember TAILS. 16
What is the scale on the y-axis? _________________________
What is the interval on the x-axis? ______________________
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Minutes spent studying
Test Scores
5 6015 7060 80
120 90130 100
Name: ___________________________________________________ Date: __________________ Period: _________
Gum Graph
A student measures the mass of a piece of gum every minute while he is chewing it to see how it changes over the course of 10 minutes. His data is below:
Minute Weight of Gum0 6.5 g1 5.5 g2 4.7 g3 4.0 g4 3.5 g5 3.3 g6 3.0 g7 3.0 g8 3.0 g9 2.8 g
10 2.8 g
Make a graph of the data and answer the questions on the next page.
_________________________________________________________________
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Questions:
1. What is happening to the weight of the gum while the student is chewing it during
the ten minutes? ____________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
2. During which minutes is the gum changing at the fastest rate? ________________________
3. During which minutes is the gum staying the same? ____________________________
4. Interpolation: Based on your graph, what would the weight of the gum be after the
student chewed it for 2 ½ minutes? ____________________________________________
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5. Interpolation: Based on your graph, what would the weight of the gum be after the
student chewed it for 7 ½ minutes? ____________________________________________
6. Extrapolation: Based on your graph, what would the weight of the gum be after the
student chewed it for 12 minutes? ____________________________________________
7. Extrapolation: Based on your graph, what would the weight of the gum be after the
student chewed it for 30 seconds? ____________________________________________
__________________ _________________________________________________________________________________________________ Date Title
Questions/Main Ideas Notes
________________________________________
________________________________________
________________________________________
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How hot or cold something is
The instrument used to measure temperature
The units of measurement
The unit of measurement used in this classroom.
How to measure temperature:
Read the Celsius side
Each small line represents 1° C
Count from zero up if the red line is above
Count from zero down if the red line is below
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Summary of most important ideas:
Reading a Thermometer
Instructions: Find the temperature indicated on each of the twelve thermometers. Remember to write down the correct units!
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__________________ _________________________________________________________________________________________________ Date Title
Questions/Main Ideas Notes
________________________________________ The amount of space occupied by an object
Can be found mathematically if it’s a known shape
Can be using the water displacement method if it’s an
irregular object
How to find the volume via water displacement:
Use a graduated cylinder and partially fill it with water.
Record the initial volume
Place irregular object in the graduated cylinder
Record the final volume
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Subtract the initial
volume from the final
volume
Summary of most important ideas:
Do Now: Using what you know about reading a ruler, can you guess what these liquids measure?
Notes: 24
Volume is _____________________________________________________________________________________
_________________________________________________________________________________________________
The tool we use to measure volume is a ___________________________________________________
The basic unit of volume is the _______________________________ and its abbreviation is
_____________. But we use ____________________________________ in class, which is
abbreviated as ______________.
In this space, write three hints you want to remember about how to measure using a graduated cylinder.
1.
2.
3.
Practice: Measuring Volume
Graduated Cylinder Volume (ml) Check
Graduated Cylinder #1
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Graduated Cylinder #2
Graduated Cylinder #3
Graduated Cylinder #4
Graduated Cylinder #5
Graduated Cylinder #6
Measurement Study Guide
Use your notes to fill in the graphic organizer (2 pages). The first one has been done for you.
Hin
ts t
o re
mem
ber
w
hen
m
easu
rin
g
1.
Star
t at z
ero
2.
Rem
embe
r U
nits
3.
Mea
sure
to te
nth
of c
m –
one
de
cim
al p
lace
(1
.5 c
m)
Oth
er U
nit
s to
k
now
Mill
imet
er10
00m
m=1
m
Kilo
met
er10
00m
=1km
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Un
it w
e u
se in
cl
ass
Cent
imet
er
(hun
dred
th o
f a
met
er)
100c
m=1
m
Bas
ic U
nit
of
Mea
sure
men
t (a
bb
revi
atio
n)
Met
er (
m)
Too
l Use
d
Rul
er o
r m
eter
st
ick
Def
init
ion
of
Pro
per
ty
Leng
th fr
om o
ne
end
to a
noth
er
Pro
per
ty
Mea
sure
d
Dis
tan
ce
Mas
s
Vol
um
e
Tem
per
atu
re
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Glossary
Word Definition
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Word Definition
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