Republic of the Philippines

Department of Education
REGION VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF MANDAUE CITY
MANDAUE CITY COMPREHENSIVE NATIONAL HIGH SCHOOL

Prepared by: CARIL BRIDGETTE CAMASO

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Learning Objectives:

At the end of the lesson, the learners should be

able to:
1. Differentiate measuring tools used in scientific
investigations;
2. Explain the importance of measuring skills in
conducting investigations;
3. Demonstrate the proper procedure in
measuring solid, liquid and gas;
4. Identify the common laboratory apparatuses
and their uses.

Learning Competencies:
1.Use appropriate tools in measuring
objects.
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If you enjoy sports, you know how exciting it is when an athlete

swims faster, runs longer, or hits a ball farther than other
competitors. You also know that people aren’t satisfied with
descriptions like “faster” or “longer”—they want exact statistics
showing just how fast an athlete ran and how great the margin of
victory was. fun.

Measurements are also

important in science because
they provide important specific
information and help observers
avoid bias. Measuring is
comparing an object or process
to a standard.Scientists use a
common set of standards, called
the International System of
Units. This system is often
abbreviated as SI (for its French
name, Système International
d’Unités). The table above lists
the basic units for four common
properties.
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The basic unit for length is the meter. For a property such as length,
researchers often need to measure amounts that are much smaller or much
larger than the basic unit. In the SI system, the smaller or larger units are
based on multiples of 10. For example, notice that the meter below is divided
into 10 main sections, called decimeters. Each decimeter is then divided into
ten sections, called centimeters. That means that a decimeter is 1 (or 0.1) of
a meter. A centimeter is 1/100 (or 0.01) of a meter. A millimeter is 1/1000 (or
0.001) of a meter.
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Measuring (continued)

The same prefixes that are used for naming smaller

and larger units of length are also used for naming
different size units of volume and mass. Look at the
chart below to see the meaning of some common
prefixes.
Tips For Making Measurements

Know the purpose of your measurement. Choose the

most suitable size unit, for example, centimeters for a book or
meters for the classroom floor.
Know how your measuring tool works, for example
what main units it measures and what the smaller units mean.
Always label your measurements. If you perform any
math operations such as adding or subtracting measurements,
always label the resulting numbers properly.
Determine whether you will need one, two, or a
series of measurements. Figure out whether you will have to
perform any math operations. For example, if you need to find
how much the temperature of a liquid increased, you will need to
subtract the original temperature from the final temperature.
Know any special rules that apply. For example,
read the water level in a graduated cylinder at eye level and at
the lowest point of the curved surface.
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Activity 4.1 : Measuring Length

Write your answers to the questions below in the spaces provided. If you
need more space, use the back of this sheet.

Length is the distance between two points. Length is usually measured

with rulers. Examine the metric ruler diagramed below. Notice that the
labeled units are in centimeters (cm). Small vertical lines separate each
centimeter into 10 sections. Each of these sections measures 0.1 (1/10)
of a centimeter, which equals 1 millimeter (mm). When you use a metric
ruler, decide which of these units you will use. For example, if you
measure the line in Example 1 in millimeters, you would say it’s 19 mm
long. If you measure it in centimeters, you would say it’s 1.9 cm
long

1. How many millimeters long is Line A? _____

2. How many centimeters long is Line A? _____
3. How many millimeters long is Line B? _____
4. How many centimeters long is Line B? ____
5. How many millimeters long is Line C? ____
6. How many centimeters long is Line C? ____________
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Using Length Measurements to

Find Area and Volume
You can use metric You can use metric
measurements to find the measurements to find the
area of a figure by multiplying volume by multiplying length
length × width × width ×

\I
ght.

7. What is the length of the figure on

the right? ______________________
8. What is the width of the figure on
the right?______________________
9. What is the area of the figure on
the right?______________________
10. What is the volume of the figure
on the right? ___________________
11. Think About It: If the
measurements of a rectangle are 30
mm by 70 mm, would its area be the
same size as the area of the rectangle
for Questions 7–9? Explain.
______________________________
______________________________
______________________________
______________________________
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Activity 4.2 : Measuring Liquid

Volume
Write your answers to the questions
below in the spaces provided. If you
need more space, use the back of this
sheet.

The volume of an object is the amount

of space it takes up. You will often
measure the volume of liquids using a
graduated cylinder. (“Graduated”
means that the cylinder is marked with
measurement units.) Always read a
graduated cylinder at eye level. Also,
water in a graduated cylinder has a
curved surface called the meniscus.
Read the volume at the bottom of the
meniscus

Hints: Always check the

unnumbered marks on a
graduated cylinder to see how
many sections there are and
what they measure. Also,
sometimes you have to estimate
a measurement between two
marks. Prove to yourself that
both graduated cylinders on
the right contain 25 mL.
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What is the volume of

the liquid shown in
graduated cylinders
1–4 below? What is
the total volume in
graduated cylinder 5?

6. If the diagrams for Questions 4 and 5 show the same graduated

cylinder before and after the rock was added, what can you infer
about the volume of the rock? ___________________________
____________________________________________________
7. Think About It :Describe how you can use a graduated cylinder
to measure the volume of an irregular object.
_______________________________________________
___
_______________________________________________
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Try this puzzle. Suppose that you are given a bottle of water and
three beakers. One of the beakers holds 30 mL, one holds 40 mL,
and the largest of the three beakers holds 200 mL when full.
There aren’t any markings on any of the beakers. Describe how
you could put exactly 20 mL of water in the large beaker without
using any other equipment.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Uncertainty in Measurement
Anne brought a 1 L bottle of vinegar from home to use in an experiment on
volcanoes in science class. She poured the contents of the bottle into a large
beaker and carefully measured it. She was surprised to find that the
vinegar’s measured volume was actually 1.02 L. Anne thought the bottle
contained exactly 1 L of vinegar. What possible explanations can you think
of for the difference?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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Accuracy in Measurement
No measurement is 100 percent accurate. All measurements have
some degree of uncertainty. When taking measurements, you
should always ask yourself, “How accurate is this measurement?”
For a measurement to be of any worth, it must have something that
indicates its reliability. A measurement’s accuracy is expressed as
its potential amount of error. For instance, the smallest unit of
measurement on a metric ruler is usually a millimeter. The most
accurate measurement you could possibly make with that ruler is to
the nearest millimeter; thus, the measurement’s accuracy is + 0.5
mm. This is important because not all measurements have the same
accuracy. The total accuracy of your work is only as reliable as
your least accurate measurement. Following is an example:

Ricardo added the following three liquids to a beaker:

• 7.9 mL of liquid A
• 2.1 mL of liquid B
• 250 mL of liquid C
Ricardo measured liquids A and B with a narrow graduated
cylinder that had markings for every 0.1 mL. He measured liquid C
in a beaker that had markings only for every 10 mL. Thus, the
volume of liquid C was only accurate to within about 5 mL. As a
result, Ricardo correctly stated that the total volume of the mixture
in the beaker was (7.9 + 2.1 + 250mL= 260 mL ± 5 mL.
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Matchmaker
Match the measurement devices below with their level of
accuracy.

1. ______ metric ruler a. about 0.5 g

with markings as small b. about 1 mL
as millimeters c. about 0.5°C
2. ______ graduated d. about 1 mm
cylinder with markings e. about 0.5 mm
as small as 2 mL f. about 0.005 g
3. ______ scale with g. about 0.1°C
markings as small as
0.01 g
4. ______ thermometer
with markings as small
as 1°C
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Measuring : Mass

Write your answers to the questions below in the spaces provided. If you
need more space, use the back of this sheet.

Mass is the amount of matter in an object. There are different kinds of

balances used to measure mass. Be sure you understand how your
balance works. Some balances give a single reading. Others give two or
more readings that you have to add together.

For example, look

at the triple-beam
balance on the
right. Notice that
the mid- dle beam
measures the
largest amounts. To
read the mass of
an object, find and
record the masses
shown on each of
the beams Then
Hint: Sometimes you have to find the add the readings.
mass of a substance in a container. Find 200 g + 70 g +
the mass of the container alone. Then 6.5 g = 276.5 g
subtract that mass from the combined
mass.
Mass of substance and container 29 g
Mass of container — 13 g
Mass of substance 16 g
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1.Using the diagram on the right, find the combined mass of the substance
and its container. What is the mass of the sub- stance if the mass of the
container is 25 g?
______________________________________________________
2. What is the mass of a powder if the combined mass of the powder and
its container is 12 grams and the mass of the container alone is 4 grams?
______________________________________________________
Think About It How are the three beams on a triple-beam balance
different?
____________________________________________________________
____________________________________________________________
 15

Measuring temperature

Write your answers to the questions below in the

spaces provided. If you need more space, use the
back of this sheet.

Temperature is a measure of how hot or cold

something is. In science, you will measure
temperature with a Celsius thermometer like
the one at the right. The correct unit for
readings on this thermometer is °C. As you
read the tempera- tures in the first three
diagrams below, notice which thermometer
marks are labeled and unlabeled, and
determine what the unlabeled marks represent.
Also, always check whether you are reading
temperatures above or below zero.
Temperatures below zero should be shown with
a minus sign.
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4. Suppose that at 9:00 A.M. the temperature of

a room is 18°C, and at noon it is 24°C. What was the
increase in temperature? ________________________
____________________________________________

5. If you add ice to water that is at 65°C and the water

temperature drops to 40°C, what was the
temperature decrease? _____________________

____________________________________________
6. Think About It Describe how you found the
temperature increase and temperature decrease in
Questions 4 and 5. __________________________
_____________________________________________
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Laboratories are places where scientists and medical

professionals conduct studies or perform other work
relevant to their fields. You need to know about the
common laboratory apparatus and their uses since labs
usually contain specialized equipment to help with such
work. Some of the most common kinds of laboratory
equipment can magnify, measure, ignite, weigh or hold
various substances for a variety of purposes. r perform
other work relevant to their fields. You need to know
Science can be fun and dangerous both at the same
time. If you don’t have a proper knowledge that how to
use the chemical and laboratory instruments properly,
you can come across all sorts of damage.

Though being curious is a good thing, you must always

have the required information about the Lab
apparatuses before using it. Without having the
accurate information or knowledge, it can be too tough
as well as risky to go with the experiments.
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Name Picture Use

Ring stand Supports the bunsen
burner, iron ring, clay
triangle, and other items,
often while heating a
substance.

Clay triangle Supports the crucible

when being heated
over an open flame

Evaporating dish Used to evaporate excess

solvents to create a more
concentrated solution.

Test tubes Holds small

amounts of liquids
for mixing or
heating.

Beaker Holding water (also used to

heat liquids)

Erlenmeyer flask Narrow-mouthed

container used to
transport, heat, or store
substance. Often used
when a stopper is
required.
Volumetric flask Flask calibrated to
contain a precise
volume at a particular
temperature. Used for
precise dilutions and
creating standard
solutions.
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Name Picture Use

Watch glass Keeping liquid contents in
a beaker from splattering

Mortar & pestle Used to grind chemicals to

powder

Iron ring Supports a beaker over a

bunsen burner. Wire gauze
is usually placed on top of
this structure.

Utility clamp Used to hold a test tube or

other piece of equipment
in place on a ring stand.

Wire gauze Suspending glassware over

the Bunsen burner

Tongs Transport a hot beaker;

remove lid from crucible.

Triple-beam balance Obtaining the mass of an

object
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Name Picture Use

Test tube holder Heating contents in a test
tube

Bunsen burner Heating (flame-safe)

contents in the lab

Forceps Used in dissection to

grasp tissues or pick up
small items.

File Used to grind down

materials or sharpen items.

Wire brush Used to clean the inside

of test tubes or
graduated cylinders

Test tube rack Holding many test tubes

filled with chemicals
(or for drying after
washing)

Funnel Used to pour liquids

into containers with
small openings; also
used to hold filter
paper

Scoopula Scooping solids/powders.

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Name Picture Use

Measuring specific
Graduated amounts of liquids (65 mL)
cylinder

Spatula Measuring/removing
small amounts of
solids or powders
(often when obtaining
mass)
Wash bottle Used to wash down
specific pieces of
equipment with water
or keep materials
moist.

Micropipets Used to measure and

dispence very small
amounts of liquids. (ex.
0.5 mL)

Buret Measuring specific

amounts of liquids (often
determining amounts of
acids or bases needed)
(ex. 13 mL); releasing
small amounts of acids or
bases into other solutions.

Dropper Used to obtain and

dispense small
amounts of liquids
(not precise)
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Name Picture Use

Thermometer Used to measure
temperature

Pipet Used to measure and

dispense small
amounts of liquids (ex.
1 mL)

Well plate Mixing very small

amounts of chemicals
together and comparing
results.

Corks Used to seal or stop flasks

or test tubes.

Hot plate Used for consistent

heat; used to heat
substances that may be
flammable.

Florence flask Flask with a round

body and flat bottom.
Used to hold and heat
liquids.
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ASSESSMENT
Review Questions: Read and give what is asked in each item.

1. Name 3 pieces of glassware used for heating liquids.

__________________________________________________
2. Which pieces of equipment are used to obtain precise
measurements of liquids?
_________________________________________________
3. Which pieces of equipment are used for heating other
substances?
_________________________________________________
4.Which pieces of equipment are used for obtaining solids for
measuring mass?
_______________________________________________
Identify the difference(s) between tongs and test tube holder
__________________________________________________
__________________________________________________
5. Which of the equipment are measuring apparatuses?
__________________________________________________
__________________________________________________
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ASSESSMENT
Lab Apparatus Activity: Use the illustration below to answer Part
a and B.
 27
PART A: Match the lab apparatuses in each number with the
illustration above. Write the number of the correct answer
Letter Lab Equipment

1. Beaker
2. Graduated Cylinder
3. Test Tube Rack
4. Test Tube
5. Watch Glass
6. Tongs
7. Erlenmeyer Flask
8. Scoopula/Spatula
9. Funnel
10. Test Tube Holder
11. Wire Gauze
12. Ring stand
13. Bunsen Lab Burner
14. Iron Ring
15. Water Bottle
16. Evaporating Dish
17. Goggles
18. Pipettes
19. Medicine Dropper
20. Wash bottle
21. Thermometer
22. Utility Clamp
____ 23. Clay triangle
____ 24. Wire gauze
____ 25. Buret
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PART B: Identify which piece of lab equipment would be most
useful for each of the following tasks. Some lab equipment will
not be used. Write the number of the correct answer.

____ 1. Measuring exactly 43 mL of water

____ 2. Removing solid chemicals from a reagent bottle
____ 3.Pouring 50 mL of liquid from one container to
another
____ 4.Holding 50 mL of boiling water
____ 5. Dropping small quantities of liquids into test tubes
____ 6.Holding a test tube over a Bunsen burner for heating
____ 7. Protects your eyes from spattering solids and
splashing liquids
____ 8. Determine if water is boiling
____ 9. Covering a beaker of boiling water to prevent
splattering
____ 10.Supports the crucible in heating.
____ 11.Rinsing out glassware with distilled water
____ 12. Heating a dissolved substance in water to drive
off water
____ 13.Holding hot objects in flame
____ 14.Heating substances to a constant temperature
____ 15.Transferring small quantities of liquid solutions from
one container into another
____ 16.Measuring approximate amounts of liquids
____ 17. Holds the filter paper.
____ 18. Grinding solid particles into powder.
____ 19. Cleans the graduated cylinder and test tube
____ 20. Heats chemical often used hen stopper is needed.