Metric System Intro Lab – A _____ / 40 Lab Points

Name______Date______Period______

Objectives:

1. State the basic units of the metric system.

2. Name the prefixes used with metric system units.

3. Know the fraction or multiple associated with each prefix of the metric system.

4. Combine a prefix with a metric unit and know its abbreviation.

5. Convert quantities within the metric system.

6. Estimate length, volume, temperature, mass, and area measurements.

7. State the following temperatures (in Celsius): average human body temperature, temperature of a refrigerator, temperature of ice, temperature of boiling water.

Materials Needed:

·  meter ruler

·  penny

·  paper clip

·  graduated cylinder

·  thermometer

·  ice water

·  balance

·  pencils or pens

·  calculators

·  Assorted Objects

Background:

The metric system is a system of measurement universally used in the sciences for expressing different dimensions. The metric system is used to make comparisons of quantities because conversion from one unit of metric measurement to another is easily done by merely moving the decimal point and changing the name of the unit.

Estimating Metric System Units:

It is important to be able to estimate metric system units when you are working in the health professions. This ability will help you avoid making what could be dangerous mistakes.

Practice

1. Estimate the measurements of the items in the table below.

2. Use the appropriate tool to measure the item, DON’T FORGET THE UNITS!

Item / Your
estimate / Actual measurement
Length of your index finger (cm)
Thickness of a penny (mm)
Width of a paper clip (cm)

You will have 8 minutes at each station to make your measurements and conversions. Be sure to read the directions CAREFULLY. There will not be time to go back and re-measure.

Station 1 - Length

Width of Classroom: ______Length of Classroom: ______

convert to cm classroom width: ______cm classroom length: ______cm

Your height in meters: ______m

convert your height to mm: ______mm

Surface Area of Classroom (m): ( L x W ) ______m2

Notebook paper hole width: ______mm

convert to cm: ______cm

Station 2 – Volume of Liquids

Station 3 – Mass

Convert Convert

Mass of Cylinder: / g / kg / dg
Mass of Cylinder + Water / g / kg / dg
Mass of Water / g / kg / dg

Station 4 – Temperature

Water Type / oF / oC
Room Temperature Water
Ice Water
Hot Water

Station 5 – Volume of Regular Solids

Object / Length (cm) / Width (cm) / Height (cm) / Volume cm 3
Tissue Box
Wooden Block
Science Textbook

1. ______m3 5. ______cm3

2. ______cm3 6. ______m3

3. ______cm 3 7. ______mm3

4. ______mm3 8. ______cm3

Station 6 – Volume of Irregular Solids

Object / Total Amount of Water
(ml) / Volume of Object (ml)
*Subtract 50 from total

Record your answers to the questions at the station here:

1. _____ ml 5. _____ ml 9. _____ ml

2. _____ ml 6. _____ ml 10. _____ ml

3. _____ ml 7. _____ ml 11. _____ ml

4. _____ ml 8. _____ ml 12. _____ ml

Conclusion

Be sure to answer each question in complete sentences. Incomplete sentences will be marked wrong, answers that have “naked” numbers will be marked as wrong.

1. What was the hardest part about measuring the length of the classroom at station 1? ______

______

______

2. At station 2, why do you think your colors did or didn’t turn out great? ______

______

______

3. What is the line you read on a graduated cylinder called? ______

4. My son doesn’t stand still enough for me to measure his mass. What could be a solution to this problem? (Hint look at what you did in station 3) ______

______

______

5. What was the temperature of the room temperature water in Celsius? When would being able to quickly understand Celsius come in handy?

______