How to Measuring and Comparing Volume of Liquid using Standard Units 2

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Learning Activities For Low Achiever Students.

Teaching Aids: Different sizes of containers , Different colour of water and measuring cylinder

Vocabulary: more,less, empty half full,full

Procedures:

Ø  Teacher gives two different of containers A and B

Ø  Container A contains a full blue  of water and Container B contains a half red of water

Ø  Teacher asking student that which container hold more volume of water

Ø  Students will say either container A or B holds more volume of water

Ø  They will measuring the volume of liquid in each container by pouring the water from the containers into the measuring cylinder

Ø  They  are required to record and comparing the results in the form given

v  Based on the results, the students know that Container B holds more volume than Container A when measure the volume of both containers in the measuring cylinder in a standard unit.

Exhibit 1

Exhibit 1

Exhibit 1 and 2 shows that volume of  water were measured by using measure cylinder

Learning Outcomes

By the end of the lesson, pupils will be able to measure volume of liquid by using standard units correctly.

Prior Knowledge:

Pupils had learnt that the content of water will be determined based on their containers. The bigger containers more holds volume of liquid while the smaller containers give less volume of liquid. Eventhough  at the first,the pupils determined that container A hold more volume of liquid compared to Container B.

Conclusion

For this activities pupils know that volume of liquid can be measured by using metric units such milimetres and liter. They also understanding the relationship between both measurement tools. Thus, they can also know which containers that can hold either less or more.

Conclusion            Based on the activities above, either pupils for high achiever or low achiever can learn more easier for them. In addition, the variety of  teaching aids that applied by the activities and video can help them to more understand. Thus, it can avoid misconception on the capacity while teaching and learning Volume of Liquid.

How to Measuring and Comparing Volume of Liquid using Standard Units

Learning Activities For High Achiever Students.

Teaching Aids: Different sizes of containers, a pail of water

Vocabulary: more,less, empty half full,full

Procedures: 

Ø  Divide the pupils into group of four to do work in their cooperative learning

Ø  Appoint a student to be recorder in the group

Ø  Give each group 5 set containers of different sizes, a pail of water and two measuring cylinders ( one for milimeter and another one in mililiter)

Ø  Each groups will acquired to fill a water to every container with water

Ø  They will measuring the volume of liquid in each container by pouring the water from the containers into the measuring cylinder

Ø  Each group member is required to record the results in the form given

Ø  Teacher tell the pupils about the converter unit which ;

     1 liter = 1000 mililiter 
@ 
1 liter x 1000 mililiter= 1000 mililiter

Learning Outcomes

By the end of the lesson, pupils will be able to measure volume of liquid by using standard units correctly.

Prior Knowledge:

Pupils had learnt that the content of water will be determined based on their containers. The bigger containers more holds volume of liquid while the smaller containers give less volume of liquid.

Conclusion

For this activities pupils know that volume of liquid can be measured by using metric units such milimetres and liter. They also understanding the relationship between both measurement tools. Thus, they can also know which containers that can hold either less or more.

Table 1: Measure volume of liquid using standard unit

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Misconception 3: Reading Scales

What misconceptions occur when children are reading scales?

Ø  Some children pick the container up and fail to keep it vertical when reading the scale

Ø  Some children read the scale by looking at the value at the top of the meniscus (curve in the surface of a liquid, produced in response to the surface of the container or another object. It can be either concave or convex)

Ø  some children read the scale from different heights so that parallax (difference of orientation of an object viewed along two different lines of sight) occurs. Some pupils do not understand the measurement between marked divisions on a scale.

v  How can we facilitate children’s learning in this area?

v  Teachers need to ensure that children have the opportunity to use and read a range of measuring scales on real containers with different scales in different orientations. Encourage children to make sure that they have the container on a flat surface and are looking at the liquid at the same level. They must ensure that they are looking at the base of the meniscus. Encouraging children to estimate liquid volume before measuring will support some of these activities.

v  The Primary National Strategy Interactive Teaching Programme Measuring Cylinder is a useful tool for demonstrating reading a scale alongside practical activities.      

            This Interactive Teaching Programme Measuring Cylinder ( ITP) allows you to control two taps that pour a liquid in and out of a measuring cylinder. You can set the scale on the cylinder to a maximum of 50, 100, 200, 500 or 1000 units and the scale interval to 1, 2, 5 or 10 units. You can simply turn the taps on and off and ask questions that involve prediction, addition and subtraction. Using the inlet and outlet controls to set the amount of liquid to pour in and out of the cylinder offers the opportunity for the introduction of multiplication (repeated addition) and division (repeated subtraction) too. A marker can be set to indicate an early quantity.

        The ITP can be used to explore and consolidate the interpretation and reading of scales, mental calculation strategies and methods of recording. Using different scales can support children’s estimation skills and provides a context for problem solving involving capacity and volume.

Hide or show the numbers on the scale.

Show or hide the outlet pipe and controls

Show or hide the reading of the amount of liquid in the measuring cylinder.

Inlet and outlet controls can be set using the pointers.

This is set to let 33 units of liquid flow out of the measuring cylinder once the 

tap is turned.

Based on the several of misconceptions in the area of volume and capacity above, teacher should be applied them to making activities by teaching aids for more easier to especially  Year Two students to help them understand better. It has provided for high  achiever and low achiever students.

                             

Misconception 2: Conservation of liquid

                        Conservation of liquid is the understanding that the amount of liquid remains the same when you pour it into another container.  Piaget proposed that liquid conservation develops when the child reaches the Stage of Concrete Operations at around 7 years of age.  Before this time, children may believe that the amount of liquid increases or decreases when it is poured from one container to another.  Watch as this 5-year-old girls demonstrates that she does not understand conservation of liquid.  First, she says that there are two glasses holding the same amount of water.  After the experimenter pours one glass' water into a taller and narrower container, the child says that this container is holding more water than the other glass.

Children also often believe that the amount of liquid has changed when a set amount has been poured from one container to another of a different size. They believe that there is more liquid in the one that has the highest level e.g the left hand containers in figures b and c.

Misconception 1 : Mathematical Language – confusion between liquid volume and capacity

Ø  Ask students to tell their partner what they understand by the terms ‘volume’ and ‘capacity’ and also what they think the experiences might be e.g volume:loudness. Use the coloured liquid in a glass of the pictures of the wine below to support discussion.

Ø  Only containers have capacity. The capacity of a container is the maximum volume of liquid that it can hold. Hence, capacity is measured in the same units as liquid volume. Thus, a wine glass may have a capacity to hold 250 ml, but the liquid volume of the wine may only be 150 ml.





Warm- up activity

Ø  Firstly, Ask each students to write a measure of liquid volume between 0-2 litres and pass it to a partner. Ask them all to stand.

Ø  Secondly,call out the following instructions one by one;

Ø  Then, ask them if the capacity on their card is:

·         Greater than 0.4 litre

·         Less than 1500 ml

·         Greater than ¾ litre

·         Less than 1.2 litres

·         Greater than 900 ml

·         Less than 0.95 litres

v  When only a few students are left,ask for their values band check with the group whether they should be standing. How can they justify that they are still standing?

v  The solution is, students standing will be between 900 ml and 950 ml

From the above session, we can know that there are several misconception among pupils occured.

Introduction-Definition Volume of Liquid

Volume of liquid refers to the capacity of liquids in the containers. Capacity can be measured by using non standard units (more or less and in standard units in milimetres (ml)and liter (l) in the metres system .investigations amount of liquids which can be poured between containers of different shapes and izes. Exploration of capacity or volume of liquid involves manipulation of containers or various sizes that may either be collected or purchased for classroom activities. A cheap way to do the activities is to have your student collect some containers such as mineral water, bottles, soft drink case vases ewhich etc which can be found around them.

Teacher can display those collections of containers in a learning centre for students to explore capacity measurement. Every learning centre should have a least a standard graduated measuring cylinder in litres and milimetres. This is to enable the students to measure volume of liquids especially in standard units.

Although, there are common misconception among students in the area of  the volume and capacity especially when comparing capacity of two containers that can hold more. For easier learning, teacher can introducing the concepts of volume of liquid by doing the warm-up activity. Before the session, students will need to copy and and cut out the capacity cards.