Glencoe Science

Chapter Resources

Measurement

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Activity

✔ Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

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Measurement 3

Name Date Class

Measuring AccuratelyProcedure 1. Fill a 400-mL beaker with crushed ice. Add enough cold water to fill the

beaker.

2. Make three measurements of the temperature of the ice water using a computer temperature probe. Remove the computer probe and dry it witha paper towel. Record the measurements in your Science Journal. Allowthe probe to warm to room temperature between each measurement.

3. Repeat step two using an alcohol thermometer.

Data and Observations

Analysis1. Average each set of measurements.

2. Which measuring device is more precise? Explain. Can you determinewhich is more accurate? How?

Hand

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AlcoholThermometer

Measurement1

Measurement2

Measurement3

ComputerProbe

4 Measurement

Name Date Class

Measuring VolumeProcedure1. Fill a plastic or glass liquid measuring cup until half full with water.

Measure the volume.

2. Find an object, such as a rock, that will fit in your measuring cup.

3. Carefully lower the object into the water. If it floats, push it just under thesurface with a pencil.

4. Record the new volume of the water in Data and Observations.

Hands-On Activities

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Data and Observations

Analysis1. How much space does the object occupy?

2. If 1 mL of water occupies exactly 1 cm3 of space, what is the volume of the object in cm3?

Beginning Volume DifferenceVolume with Object

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Measurement 5

Name Date Class

Lab PreviewDirections: Answer these questions before you begin the Lab.

1. Explain why a scale in a scale drawing provides helpful information.

2. Explain how using a scale drawing helps to compare the relative sizes of the objects in thedrawing.

A scale drawing is used to represent something that is too large or too smallto be drawn at its actual size. Blueprints for a house are a good example of ascale drawing.

Scale Drawing

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Real-World QuestionHow can you represent your classroom accurately in a scale drawing?

Materials1-cm graph paper metric rulerpencil meterstick

Goals■ Measure using SI.■ Make a data table.■ Calculate new measurements.■ Make an accurate scale drawing.

Procedure1. Use your meterstick to measure the length

and width of your classroom. Note thelocations and sizes of doors and windows.

2. Record the lengths of each item in the datatable below.

3. Use a scale of 2 cm � 1 m to calculate thelengths to be used in the drawing. Recordthem in your data table.

4. Draw the floor plan on the next page.Include the scale.

Data and Observations

Room Dimensions

Distance in Room (m)

Distance on Drawing (cm)

Part ofRoom

6 Measurement

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Name Date Class

Hands-On Activities

Communicating Your Data

Measure your room at home and compare it to the estimates on your sketch. Explain tosomeone at home what you did and how well you estimated the measurements. For morehelp, refer to the Science Skill Handbook.

Conclude and Apply1. How did you calculate the lengths to be used on your drawing? Did you put a scale on your

drawing?

2. Infer what your scale drawing would look like if you chose a different scale.

3. Sketch your room at home, estimating the distances. Compare this sketch to your scale drawing of the classroom. When would you use each type of illustration?

4. What measuring tool simplifies this task?

Floor plan drawing

(continued)

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Measurement 7

Name Date Class

Lab PreviewDirections: Answer these questions before you begin the Lab.

1. Explain why scientists do experiments.

2. Explain why accurate measurement tools are very important in an experiment.

Track meets and other competitions require participants to walk, run, orwheel a distance that has been precisely measured. Officials make sure allparticipants begin at the same time, and each person’s time is stopped at thefinish line. If you are practicing for a marathon or 10K, you need to knowyour speed or pace in order to compare it with those of other participants.How can your performance be measured accurately?

Real-World QuestionHow will you measure the speed of eachperson in your group. How will you displaythese data?

Form a HypothesisThink about the information you have learnedabout precision, measurement, and graphing.In your group, make a hypothesis about atechnique that will provide you with the mostprecise measurement of each person’s pace.

Goals■ Design an experiment that allows you to

measure speed for each member of yourgroup accurately.

■ Display data in a table and a graph.

Possible Materialsmeterstickstopwatch*watch with a second hand*Alternate materials

Safety PrecautionsWork in an area where it is safe to run.Participate only if you are physically able toexercise safely. As you design your plan, makea list of all the specific safety and health pre-cautions you will take as you perform theinvestigation. Get your teacher’s approval ofthe list before you begin.

Test Your HypothesisMake a Plan1. As a group, decide what materials you will

need.2. How far will you travel? How will you mea-

sure that distance? How precise can you be?3. How will you measure time? How precise

can you be?4. List the steps and materials you will use to

test your hypothesis. Be specific. Will youtry any part of your test more than once?

Design Your Own

Pace Yourself

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8 Measurement

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Name Date Class

Hands-On Activities

Communicating Your Data

Make a larger version of your graph to display in your classroom with the graphs of othergroups. For more help, refer to the Science Skill Handbook.

5. Before you begin, create a data table on a separate sheet of paper. Your group must decide onits design. Be sure to leave enough room to record the results for each person’s time. If morethan one trial is to be run for each measurement, include room for the additional data.

Follow Your Plan1. Make sure that your teacher approves your plan before you start.2. Carry out the experiment as planned and approved.3. Be sure to record your data in the data table as you proceed with the measurements.

Analyze Your Data1. Graph your data. What type of graph would be best?

2. Are your data table and graph easy to understand? Explain.

3. How do you know that your measurements are precise?

4. Do any of your data appear to be out of line with the rest?

Conclude and Apply1. Explain how it is possible for different members of a group to find different times while mea-

suring the same event.

2. Infer what tools would help you collect more precise data.

3. What other data displays could you use? What are the advantages and disadvantages of each?

(continued)

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Measurement 9

Name Date Class

Mass and Weight

Mass is the measure of the amount of matter in an object. Weight is the measure of the forcewith which one body is attracted toward another body. This force of attraction is called gravity.For example, the Moon is attracted toward Earth by Earth’s gravitational field. Likewise, Earth isattracted toward the Moon by the Moon’s gravitational field.

StrategyYou will measure the force of gravity on marbles.You will deduce the relationship between mass and weight.

Materials rubber band (large, wide)plastic bottle (with handle)balancemeterstick12 glass marbles (large)scissors

Procedure1. Cut the rubber band. Attach one end to the

handle of the bottle.2. Measure the mass of the bottle and the

attached rubber band in grams and recordin Table 1. Lift the bottle using the rubberband. Measure the length of the rubberband in centimeters and record.

3. Place three marbles in the bottle. Measurethe mass of the bottle with the three marblesin it and record. Lift the bottle and measurethe length of the rubber band. Record.

4. Add three more marbles to the bottle andmeasure the mass of the bottle with the sixmarbles in it. Record in the table. Lift thebottle and measure the length of the rubber band. Record.

5. Add the remaining marbles and measurethe mass of the bottle with the 12 marblesin it. Record. Lift the bottle, measure thelength of the rubber band, and record.

LaboratoryActivity11

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Data and Observations

Table 1

Plastic bottle

Bottle � 3 marbles

Bottle � 6 marbles

Bottle � 12 marbles

Mass (g) Length of the Rubber Band (cm)

10 Measurement

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Laboratory Activity 1 (continued)

Name Date Class

Questions and Conclusions1. What did the rubber band represent?

2. What two objects were attracting each other?

3. What happened to the mass of the plastic bottle and its contents as you added marbles?

4. What happened to the length of the rubber band as you added more mass to the plastic bottle?

5. What happened to the force of attraction between Earth and the plastic bottle and its contents?

6. How are weight and mass related?

7. If the force of attraction (gravity) on the Moon is 1/6 that of the force on Earth, what wouldyou weigh on the Moon if you weighed 42 kilograms, or about 412 N (newtons) on Earth?

8. If your mass on Earth were 42 kilograms, what would your mass be on the Moon?

Strategy Check

Can you measure the force of gravity on marbles?

Can you state the relationship between mass and weight?Hands-On Activities

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Measurement 11

Name Date Class

Measuring Using SI Units

International System (Systeme Internationale, or SI) units of measuring are used in sciencethroughout the world. These units are easier to use than our Standard English system of inches,feet, miles, ounces, and pounds. The International System of measures is a decimal system.SI units are based on 10 and multiples of 10. Measuring devices based on SI units include metricrulers, metersticks, liter beakers, and balances graduated in grams and milligrams.

StrategyYou will create a set of masses.You will use the water displacement methodto determine the volumes of the masses.

Materials balance materials for massesclay (standard set)beaker (50 mL) creative mass setwater

Procedure1. Using the balance, measure exactly 10 g of

clay. Mold the clay into any shape.2. Determine the volume of the clay and

record in Table 1. Sketch the shape of themass and set the mass aside. Record alldata in the table.

3. Using one of the materials provided by theteacher, make a set of masses. You shouldhave five 1 g masses, two 2 g masses, one 5 g mass, one 10 g mass, and one 20 gmass. Record the materials you choose.

4. When you have created your set of masses,use the balance to see if the 20g mass exactlybalances the combined masses of the 10 gmass, two 2 g masses, one 5 g mass, and one1 g mass. Record your results on the table.

5. Determine the volume of each mass ofyour set. Record in the table.

LaboratoryActivity22

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Data and Observations

Table 1

Shape of Mass

Masses balance?

Material Used Mass (g) Volume (mL)

10

1

5

10

20

yes no

12 Measurement

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Laboratory Activity 2 (continued)

Name Date Class

Questions and Conclusions1. Do the sums of the masses exactly equal 20 g?

2. What materials did you use? What were some of the problems you encountered using thesematerials?

3. How accurate is your set of masses?

4. How did you determine the volume of each of the masses?

5. Do all the 10 g clay masses have the same volume regardless of shape?

Do all the 10 g masses of the class have the same volume? Explain.

6. Why do you think the shape of the standard masses was chosen?

Strategy Check

Can you create a set of masses?

Can you use water displacement method to determine the volume of masses?

Hands-On Activities

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Measurement 15

OverviewMeasurement

Directions: Complete the concept map using the terms below.

volume mass weight temperature length

Directions: Complete the following sentences using the terms below.

tenth giga kilo

hundred liter million

6. A prefix that means thousand (1000) is ____________________.

7. The prefix deci- means ____________________.

8. One thousand milliliters is one ____________________.

9. There are one ____________________ centimeters in one meter.

10. The prefix mega- stands for ____________________.

11. The multiplier billion has the prefix ____________________.

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Directed Reading for

Content Mastery

measures

measures

measures

measures

measures

1.hot and cold

2.distance between points

3. space an object occupies

4.action of gravity on

an object

5.amount of matter

in an object

Measuring PhysicalProperties

Name Date Class

16 Measurement

Section 1 ■ Description andMeasurement

Section 2 ■ SI Units

Directions: Use line a in the box below to answer the following questions.

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Meeting Individual Needs

Directed Reading for

Content Mastery

1. Is the estimated length of line a about 4 cm or 10 cm?

2. Explain why the other choice in question 1 cannot be correct.

3. How would you get a precise measurement of line a to the nearest millimeter?

Directions: Answer the following questions on the lines provided. Use the table below to answer questions 4–7.

4. How many meters are in a kilometer?

5. How many grams are in two kilograms?

6. A milliliter is what part of a liter?

7. Ten millimeters equal how many centimeters?

8. What do the letters SI stand for?

9. What is the SI unit of mass?

10. What is the SI unit of temperature?

a

SI Prefix Meaning

kilo-

hecto-

deca-

deci-

centi-

milli-

thousand (1000)

hundred (100)

ten (10)

tenth (0.10)

hundredth (0.01)

thousandth (0.001)

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Name Date Class

Measurement 17

Section 2 ■ SI UnitsSection 3 ■ Drawings, Tables, and

GraphsDirections: Write the letter of the correct term in Column II next to its description in Column I.

Column I

1. amount of change of one measurement in a given amount of time

2. instrument used to measure temperature

3. SI unit of weight

4. SI unit of length

5. instrument used to measure mass

6. unit used to express volume

7. SI unit of time

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Content Mastery

Column II

a. meter

b. newton

c. cubic meter

d. pan balance

e. thermometer

f. second

g. rate

Directions: Label each graph as a circle graph, bar graph, or line graph. Then complete the sentences below.

11. The ____________________ graph shows relationships between two variables.

12. The ____________________ graph shows parts of a whole.

13. The ____________________ graph compares variables; one variable is divided

into parts, and the other variable is a number.

Types of Elements

Metalloids6%

Nonmetals10%

NobleGases

5%

Metals79%

Speed of Selected Animals

RacerunnerLizard

km/h

r

45

40

35

30

25

20

15

10

5

0Rhinoceros Arabian

Camel

Potato Productionin the United States

1961

Mill

ions

Year

25

20

15

10

5

01969 1977 1985 1993

8. ________________ 9. ________________ 10. ________________

Name Date Class

18 Measurement

Key TermsMeasurement

Directions: Solve the puzzle by writing the term that matches each description below. The letters in the dark,vertical box will spell a familiar word.

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Meeting Individual Needs

Directed Reading for

Content Mastery

1. amount of matter in an object

2. displays information in rows and columns

3. graph that shows the parts of a whole

4. International System of Units

5. on this temperature scale, water boils at 100 degrees

6. type of graph that compares variables with one variable divided into parts

7. SI unit of temperature

8. SI unit of mass

9. SI unit of length

10. type of graph that shows the relationship between two variables

11. useful when exact data are not required

8

7

6

5

4

3

2

11

9

10

11

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Name Date Class

Measurement 23

Directions: For each object below, list four questions that can be answered by making measurements.

1. a.

b.

c.

d.

2. a.

b.

c.

d.

Directions: Use these measurements to help you estimate the measurement for each of the objects below.

3. length of a small paper clip

4. height of your classroom wastebasket

5. thickness of a staple

6. length of your thumb

Directions: Read the problem, then answer the questions that follow.The length of a piece of string is known to be exactly 9.84 cm. Two students measured the string.Student A used a ruler marked in centimeters and got a measurement of 10 cm. Student B used aruler marked in millimeters and centimeters and got a measurement of 9.8 cm.

7. Which student’s measurement is more accurate? Why?

8. How precise is the ruler originally used to measure the string?

9. What is the length of the string to the nearest centimeter?

10. What is the length of the string to the nearest tenth of a centimeter?

Description and Measurement

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Reinforcement11

10 ¢

1 mm

1 cm 1 m

24 Measurement

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Name Date Class

SI Units

Directions: Complete the chart by filling in the SI unit and the tool you would use for each measurement.

Reinforcement22

Meeting Individual Needs

Directions: Convert each of the following SI measures.

7. 64 km = ____________________ m

8. 373 g = ____________________ kg

9. 897 mm = ____________________ cm

10. 0.25 L = ____________________ mL

Directions: Use the following information to answer the questions below.A train travels at the rate of 120 km per hour.

11. What is its speed in meters per second?

12. What is its speed in meters per minute? Show your work in the space below.

1. mass of rock

2. your body temperature

3. volume of a plastic block

4. length of your classroom

5. how much water a tablespoon holds

6. how long betweenblinks of your eyes

Measurement Unit Tool

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Name Date Class

Measurement 25

Directions: Match the information in Column I with the best way to display it from Column II. Write the letter ofthe correct term in the blank at the left. A letter may be used more than once.

Column I

1. view of Earth from space

2. amount of rainfall in an area each month for a year

3. how the constellations change position over several hours

4. percents of the most abundant metals in Earth’s crust

5. percents of the different gases in the atmosphere on Mars

6. how far a hurricane moves each hour

7. structure of the human ear

8. daily high and low tide times for a week

9. how a sound wave travels through the air

Drawings, Tables, and Graphs

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Reinforcement33

Column II

a. bar graph

b. circle graph

c. drawing

d. line graph

e. movie

f. photograph

g. table

Directions: Use the paragraph below to complete question 10.

Some animals can live much longer than others. For example, both the golden eagle and the blue whale have a maximum life span of more than 80 years, while a guppy’s maximum life span isonly 5 years. A giant spider may live 20 years, a lobster 50 years, and a crocodile may live 60 years.

10. Make a chart and draw a graph to display the data given in the paragraph.

26 Measurement

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Name Date Class

Weather Instrument Precision

The symbol ± is used to show precision in measuring devices. For example, ±3°C means that theactual temperature may be 3°C greater or 3°C less than the temperature shown on the instrument.

Max/Min Thermohygrometer■ Digitally displays relative humidity and temperature■ Measures relative humidity (RH) from 25% to 95%

with precision +5%RH■ Measures temperature 0°C to 50°C with precision +2°C

Battery Operated Hygrothermograph■ Measures relative humidity and temperature and

records them on a chart■ Measures relative humidity from 5% to 99% with +3%

RH precision■ Measures temperature from −10°C to 50°C with +1°C

precision

Enrichment11

Meeting Individual Needs

1. Describe ways these two instruments are alike.

2. Describe the differences between these two instruments.

3. How precise are the measurements for each instrument?

4. If the display on the thermohygrometer shows 15°C, between what temperatures might theactual temperature fall? How do you know?

5. Suppose the thermohygrometer shows 52% relative humidity and at the same time thehygrothermograph shows 55% relative humidity. What would you expect to be the actual relative humidity?

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Measurement 27

Defining the Meter

1. What other unit needed to be standardized before the meter could be defined under the 1983definition?

2. What are some possible problems with using a physical model as a prototype?

3. Why was it necessary to specify a particular meridian when determining the length of a meter?

4. How precise is an everyday meterstick compared to the length of the standard meter?

Over the years, scientists have used different ways to set the exact length of themeter. In 1790 it was suggested that the meter be defined as the length of a pen-dulum having a period of one second.

In 1791 it was proposed that the meter equal one ten-millionth of the dis-tance at sea level from the north pole to the equator. In 1799 a platinum barone ten-millionth of the length of the part of the meridian that reached fromthe north pole through Paris to the equator was created as the prototype for themeter. This bar, the Metre des Archives, was one meter long from end to end at0°C. In 1889 a meter bar made of platinum and iridium and measured at 0°Cbecame the standard.

In 1960 a definition based on the wavelength of krypton-86 radiation in avacuum was instituted. The definition changed again in 1983, when the currentdefinition was established. A meter is now defined as the length traveled bylight in a vacuum in 1/299,702,458 of a second.

Enrichment22

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28 Measurement

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Name Date Class

Double Data

Directions: Use the graph to answer the questions below.The double line graph shows the growth of two alligators. The vertical scale shows the length incentimeters.

Enrichment33

Meeting Individual Needs

0

20

40

60

80

100

120140

160

180Le

ngth

(cm

)

1 2 3 4 5 6 7 8 9 10Years

1. Is a double line graph appropriate for presenting the alligators’ growth? Explain.

2. At what age was the difference in the two alligators’ lengths the greatest? Explain how youdetermined your answer.

3. How can you use the graph to figure out when each alligator grew the most?

4. Write a description comparing the lengths and growth of the two alligators at various ages.

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Measurement 29

Measurement

Section 1 Description and Measurement

A. _______________—describes world using numbers

1. Types of ____________—distance, time, speed, volume, mass

2. Measurement can also help describe __________.

B. Approximated measurement based on previous experience is ______________.

1. Estimation is useful when actual measurements are ______________ made.

2. Estimation can check that an answer is ______________.

3. When you estimate, you often use the word _________.

C. Precision and accuracy

1. _____________—a description of how close measurements are to each other

a. Used to discuss number of __________________ a measuring device can measure

b. Degrees of Precision—today’s measuring devices are more ___________.

2. ____________—comparison of measurement to actual value

3. Precision and accuracy are important in many ___________ procedures.

4. Measurements can be ___________ when precision is not needed.

5. ______________________—reflect true precision of a calculation

a. Multiplication or division—measurement with the __________ digits determines thenumber of significant digits.

b. Addition or subtraction—significance determined to the place value of the _________precise measurement

Section 2 SI Units

A. The International System—______ units, in multiples of _______, provide a standard ofconsistent measurement for global science, business, and industry.

B. Length—the distance between two points; SI unit—_________

1. Measure pencil—use _______________

2. Measure distance from New York to Chicago—use ______________

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Note-takingWorksheet

30 Measurement

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C. __________—amount of space an object takes up; SI unit—_______________

1. To find volume of regular shape—measure length, width, and __________ and multiply

2. To find volume of irregular shape—volume by _____________

D. Mass—amount of matter in an object; SI unit—____________

E. Weight—measurement of force; SI unit—__________

F. Temperature—measure of kinetic energy in particles of matter; SI unit—__________

G. ________—interval between two events; SI unit—__________

H. ________—amount of change of one measurement in a given amount of time

Section 3 Drawings, Tables, and Graphs

A. ______________ Illustrations—often make information more clear than written text can

1. ____________—can emphasize only necessary details or show things you can’t see

2. _______________—show an object exactly as it is at a single moment

B. __________—display information in rows and columns for easier comprehension

C. __________—collect, organize, and summarize data visually

1. ______________—shows relationship between two variables, which must be ___________

2. _____________—uses bars of different sizes to show relationships between variables; onevariable is divided into parts; the other variable is a number

3. ________________—shows parts of a whole as percentages

4. __________ on graphs must be carefully constructed and analyzed so users easily understand the information.

Meeting Individual Needs

Note-taking Worksheet (continued)

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Measurement 33

Chapter Review

Name Date Class

Measurement

Part A. Vocabulary ReviewDirections: Use the clues to complete the puzzle.

Across

3. used to show the relationship betweentwo variables (2 words)

5. the international system of measurement6. a way to describe the world with numbers8. a ratio of two measurements with differ-

ent units9. displays information in rows and columns

11. used to collect, organize, and summarizedata in a visual display

13. shows the parts of a whole (2 words)

Down

1. the SI unit of mass2. the SI scale used to measure temperature4. the SI unit of length7. making a rough measurement of an object

by guessing, based on experience10. uses bars to show the relationships

between variables (2 words)12. measures the amount of matter in an

object

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4

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9 10

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Chapter Review (continued)

34 Measurement

Part B. Concept ReviewDirections: Correctly complete each sentence by underlining the best of the three choices in parentheses.

1. The prefix (deci-, centi-, deca-) tells you to multiply by 0.1.

2. The most reasonable measurement for the length of a pen is (14 cm, 14 mm, 14 m).

3. To show how your body temperature changes every hour, you could use a (circle, bar, line) graph.

4. (Estimation, Accuracy, Precision) compares a measurement to the real value.

5. To convert 50 kilometers to meters, multiply 50 by (10, 100, 1000).

6. (Mass, Volume, Weight) is a measurement of force.

7. One kelvin difference in temperature is (greater than, equal to, less than) one degree Celsiusdifference in temperature.

8. On a circle graph, a section with an angle measuring 180° represents (18%, 50%, 90%) of the whole.

Directions: Fill in the blanks with the correct terms.9. Write the SI unit that would be the most appropriate way to measure each of the following.

a. mass of an egg: ____________________

b. amount of soil a rectangular flower box can hold: ____________________

c. distance between Maine and Florida: ____________________

d. temperature in Antarctica in winter: ____________________

e. thickness of a sheet of tracing paper: ____________________

f. rate at which water flows from a faucet: ____________________

10. Write whether a photograph, movie, or drawing would best illustrate each of the following.

a. the layers of the atmosphere: ____________________

b. the actual surface of the moon: ____________________

c. a chick hatching from an egg: ____________________

Directions: Use the table to answer questions 11 through 13.11. What percentage of every dollar goes to salaries?

12. Which type of graph could not be used to display the data in the table? Why?

13. To make a circle graph of the data in the table,how many degrees would represent animal care?

Assessment

Use Amount

Zoo Admission Fee Usage(per dollar)

Grounds maintenance

Animal care

Building fund

Salaries

$0.55

$0.20

$0.15

$0.10

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Measurement 35

Chapter Test

Name Date Class

Measurement

I. Testing ConceptsDirections: In the blank at the left, write the letter of the term that best completes each statement or answers the question.

1. A pitcher holds 1.725 L. What is the capacity of the pitcher to the nearest liter?a. 1 L b. 1.73 L c. 1.7 L d. 2 L

2. Which unit would you use to measure the length of a mailbox?a. nanometer b. centimeter c. meter d. kilometer

3. The temperature on a spring day is 18°C. To the nearest whole number, what is thetemperature in kelvins?a. 291K b. 255K c. −229K d. −255K

4. A scale is marked in tenths of a kilogram. To what precision can the mass of a bag ofapples be measured?a. the nearest tenth of a kilogram c. the nearest kilogramb. the nearest one-half kilogram d. the nearest ten kilograms

5. Which of the following is NOT a measurement?a. age b. shoe size c. weight d. eye color

6. Which multiplier would you use to convert 1.9 km to meters?a. 1000 b. 10 c. 1/100 d. 1/1000

7 Which unit would you use to measure the distance from Dallas, Texas, to Memphis,Tennessee?a. light years b. kilometer c. meter d. centimeter

8. Suppose you traveled to Mars. Compare your weight and your mass on Mars to yourweight and mass on Earth.a. Both your weight and mass would remain the same.b. Your weight would remain the same, your mass would change.c. Your weight would change, your mass would remain the same.d. Both your weight and your mass would change.

9. A digital thermometer shows the temperature as 21.2°C. The thermometer is preciseto the nearest ______.a. 10° b. 1° c. 0.1° d. 0.01°

10. A baseball is pitched at 148 km per hour. Which term describes this measurement?a. scale b. base unit c. volume d. rate

11. What property of an object is measured in grams?a. volume b. capacity c. mass d. weight

12. A section of a circle graph measures 180°. What percent of a circle graph is this section?a. 18% b. 50% c. 80% d. 100%

13. What unit would you use to measure the area of a carpet?a. meters b. square meters c. cubic centimeters d. square kilograms

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Name Date Class

Chapter Test (continued)

36 Measurement

14 Which graph would best show what percent of your class wears glasses?a. bar graph c. line graphb. circle graph d. any of these graphs

15. Data in a table is organized ______.a. from greatest to least c. in rows and columnsb. to the greatest precision d. all of these

16. What unit would you use to measure the length of a carpet?a. meters b. kilometers c. kilograms d. liters

17. Which is a reasonable estimate of the length around your wrist?a. 8 mm b. 20 cm c. 36 km d. 58 nm

18. Which is the symbol for the SI unit of temperature?a. K b. °T c. °K d. °F

19. How would you calculate the angle to show 20% in a circle graph?a. 0.20 ÷ 180 b. 360 ÷ 0.20 c. 0.20 ✕ 180 d. 0.20 ✕ 360

20. Which is NOT an SI unit?a. kilograms b. decimeter c. ounce d. millimeter

Directions: List three measurements and three other facts that describe this container.Measurements

21.

22.

23.

Other Facts

24.

25.

26.

Assessment

300 gweight

10 cm

68 mm

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.Chapter Test (continued)

Measurement 37

Name Date Class

II. Understanding Concepts

Skill: Making and Using a Table

Directions: The table shows the age and sex of 60 house sparrows. Find the percent of the total for each type ofsparrow. Then complete the table by finding angles you can use to draw a circle graph.

Skill: Graphing5. Use the angles from the table and your estimation skills to sketch a circle graph.

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6. Suppose you want to graph the number of each type of sparrow. What kind of graph wouldyou use?

III. Applying ConceptsDirections: Answer the following questions on the lines provided.1. Explain how you would round 2.625 m to the nearest tenth of a meter.

1. Adult females

2. Adult males

3. Juvenile females

4. Juvenile males

House sparrows Number Percent Circle graph angle

15

12

18

15

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Chapter Test (continued)

38 Measurement

2. How many centimeter cubes can be shipped in this box?

Assessment

3. List these masses in order from greatest to least: 6471 mg, 9 kg, 76 mg, 422 g.

4. Compare the precision of these rulers. Then list them from most precise to least precise.

IV. Writing SkillsDirections: Answer the following questions using complete sentences.1. How could you estimate a cat’s length if you did not have a ruler?

2. Jenny says she can identify an SI base unit because a base unit does not contain a prefix.Is she right?

20 cm

20 cm

10 cm

0.5 cmA

mmB

cmC