Measurement
Hunt
Submitted by: First M. Last
Period: 1st
Date: August 17, 2015
Table of Contents
Problem……………………………………………………………………………………………………….1
Hypothesis…………………………………………………………………………………………………..1
Purpose/Theory…………………………………………………………………………………………..1
Research Words………………………………………………………………………………………….2
Materials……………………………………………………………………………………………………..3
Procedure……………………………………………………………………………………………………4
Observations……………………………………………………………………………………………….5
Conclusion…………………………………………………………………………………………………..6
Problem:
How many different observations and measurements can be taken of five
different common classroom objects?
Hypothesis:
It is hypothesized that at least five quantitative and five qualitative measurements
can be made for all five different objects, and the quantitative measurements can
be converted between English and Metric measurements.
Purpose/Theory:
The purpose of this lab exercise is to determine and learn the different methods
of quantitative and qualitative data analysis of solid and liquid objects and to
learn how to use conversion of those measurements both within the existing
scale and between English and Metric measurements.
Research:
Data analysis is the practice of getting data, and then going over it or
converting it to determine the results of an effort, like experimentation. This
analysis is then used to determine a conclusion, as well as to communicate
information about the effort a person did. Data are the descriptions taken from
the exercise, which are the spoken or written representation or account of a
person, object, or event (Dictionary.com, 2015).
The English system of measurement is a system of weights and measures
such as the inch, yard, quart, ounce and pound that evolved over time and was
used throughout most of the world. The system was developed out of necessity
and there was no major standard in the measurements other than the existing
use of a standard of measurement already established by others and by opinion.
For instance, the Romans liked the number 12, so they produced the 12 inches to
produce a foot base. Very few countries still use this method of measurement,
the primary country still using this method of measurement is the United States,
who has not converted to the traditional metric method of measurement due to
the cost of conversion of the standards that make up the English system
(study.com, 2015). The inch is a unit of linear measure equal to one twelfth of a
foot (2.54 cm) (Dictionary.com, 2015).
The metric system (or Scientifique International – SI) unit of measurement
is the primary system of measurement in most other countries, while the United
States uses both English and Metric systems. The metric system is based on 10’s.
The metric system uses units such as meter, liter, and gram to measure length,
liquid volume, and mass. The “power of ten” measurement indicates that units
within the system get larger or smaller by a power of 10. This means that a meter
is 100 times larger than a centimeter, and a kilogram is 1,000 times heavier than a
gram (Monterey Institute, 2015). The basic measurement of length in the metric
system is a meter, which is equal to 100 centimeters or approximately 39.37
inches (Dictionary.com, 2015).
Common Measurements in Customary and Metric Systems
Length 1 centimeter is a little less than half an inch.
1.6 kilometers is about 1 mile.
1 meter is about 3 inches longer than 1 yard.
Mass
1 kilogram is a little more than 2 pounds.
28 grams is about the same as 1 ounce.
Volume 1 liter is a little more than 1 quart.
4 liters is a little more than 1 gallon.
(Monterey Institute, 2015)
Prefixes in the Metric System
kilo-
hecto-
1,000
100
timeslarger t timeslarger t
han base unit han base unit
(Monterey Institute, 2015)
deka-
met
er
gra
m
liter
deci-
centi-
milli-
10
timeslarger t
han base unit
base
units
10
timessmaller t
han base unit
100
timessmaller t
han base unit
1,000
timessmaller t
han base unit
The names of metric units are formed by adding a prefix to the basic unit of
measurement. To tell how large or small a unit is, look at the prefix. To tell
whether the unit is measuring length, mass, or volume, look at the base
(Monterey Institute, 2015).
A qualitative measurement is a measurement that relates or measures the
quality such as color, texture or shape of an object. A quantitative measurement
is numerical and measured using measuring instruments such as length, width,
height, mass, temperature, volume, etc. (dictionary.com, 2015). Measurement
instruments include items such as rulers, scales, water displacement,
thermometers, and other items marked off in pre-established measurements.
Qualitative measurement includes using the five senses: sight, sound, touch,
taste, and smell. The data taken from these measurements are then analyzed and
placed into forms of presentation such as tables and graphs to see if the
hypothesis is answered or rejected, to draw a conclusion from the data and
evidence collected in the experiment.
Materials:
Equipment
Chemicals
Biological
Ruler
Water
Item 4
Notebook
Item 2
Item 5
250 mL Beaker (1)
100 mL graduated cylinder (1)
Item 1
Item 3
Forceps
Scale
Thermometer
Procedure:
1. Line up measuring implements including ruler and scale. Separate the class
into groups of two. Challenge the class to find 5 things in the classroom to
measure, and challenge them measure each item at least 5 times
quantitatively, and 3 times qualitatively.
2. After 20 minutes, end the measuring efforts, after students have located
and measured their items.
3. Graph quantitative data to compare, and place qualitative data into a table.
4. Convert each number from the quantitative measures into 2 smaller and 2
larger levels, as well as convert to English measurement.
5. Each team should present their findings to the class and compare the
accuracy of their measurements particularly with other students who
measured similar items.
Observations
It was observed that there was not enough time to fully observe and collect
the maximum amount of quantitative and qualitative data on multiple objects.
The easiest observations to take for the majority of the items selected were
weight and the overall area (length, width and height) water displacement of
smaller objects, or other quantitative data. The qualitative data was more difficult
to determine because what one person sees is not necessarily what the next
person sees, particularly with color.
The majority of the quantitative measurements were accurate compared to
the qualitative measurements, particularly in understanding the dimensions of
the object precisely. As an extra measure, the same measurements were taken
using the English system and then compared to the conversions and accuracy.
Metric had a slightly more accurate report than the English measurements both
before conversion and after. The quantitative measurements took longer to
determine than the qualitative, as the measurements had to be precise.
L/W/H
Weight (g) Color
Shape
Smell/Touch
(cm)
Item 1
21/13/11
19
Red
Square
Woody
Item 2
None
16
Clear
Liquid
Sharp/Cool
Item 3
11/2/2
3
Silver
Long/Narrow Metallic/Cold
Item 4
33/1/33
42
Green
Roundish
Woody/Smooth
Item 5
28.2/2/2.4
27
Pink
Roundish
No
smell/Smoothish
Deg. F Measurements vs. Converted
80
70
60
oF
50
oF
40
Converted oF
30
20
10
0
Item 1
Item 2
Item 3
Item 4
Item 5
Deg C Measurements vs. Converted
25
20
15
oC
oC
10
Converted oC
5
0
Item 1
Item 2
Item 3
Item 4
Item 5
(can add diagrams too)
The data collected was placed into tables and the final result was charted
as numerous items of data were used to produce the measurements. Item 1 was
a wooden block, Item 2 was vinegar colored with food coloring, Item 3 was a lab
instrument brought in called an inoculation loop, Item 4 was a plant, and Item 5
was my Index finger. Identifiers could also be used from the materials list as it was
separated into Equipment, Chemical and Biological. There were many more
identifiers for each object, but the ones selected for the table were those that
were common to all five items selected. Two other teams in the class selected the
similar or same items, the inoculation loop and the index finger being the
differing items, while the others would show up randomly in other team’s
selections. There was also a noticeable difference in the conversion numbers
versus the actual measurements in particularly the temperatures as indicated in
the graphed data. The converted numbers were generally off by between two
tenths of a unit and four tenths of a unit between Fahrenheit and Celsius. This
may have been caused by a variation of temperature in the room between
measurements, an error in calculations, or an actual variance in the mathematical
conversion versus the physical conversion.
Conclusion:
Upon conducting the experiment and analyzing the data it can be
concluded that all five items that were selected by my team were identified
primarily through the quantitative data and then the qualitative data, though
both seemed to be needed to truly identify the items selected properly. The
quantitative data could be converted in both larger and smaller directions as well
as between English and Metric measurements. It was noted that there was a
slight discrepancy in the calculated measurements versus the physical
measurements particularly in temperature, where the physical measurement was
different from the calculated conversion measurement by a few tenths of a point.
This data supports the hypothesis as stated and therefore the hypothesis is
accepted. Further experimentation could include more items, and determining if
there is really a major discrepancy between all other English to Metric
measurements and which is more accurate.
Bibliography/Works Cited
Dictionary.com. 2015. General definitions. http://dictionary.reference.com/
Monterey Institute. 2015. “The Metric System of Measurement”
http://www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_
TEXT_RESOURCE/U06_L2_T1_text_final.html
Study.com. 2015. “English System Of Measurement: Definition, History,
Advantages & Disadvantages”. http://study.com/academy/lesson/englishsystem-of-measurement-definition-history-advantages-disadvantages.html