Video on Measuring Volume of Liquid

Video 1: Kid’s misconceptions on volume of water in 2 containers.

Prior to present the video of “how to measure the volume of liquid”, an interesting video on kids misconception on volume with respect to container’s height was shown below. This preliminary video showed how a child student make his common mistake to judge the same volume of liquid in two different size of container (with different height). After conversation guidance and hand-on demonstration given by the Teacher, the student finally managed to understand the concept of liquid volume.

Link: http://www.youtube.comwatchv=5D-ySO0p4zo

                  Video 2: How to Measure The Volume of Liquid Using Graduated Cylinder

 

                                           Link: http://www.youtube.com/watch?v=iPkZlce84ag

In this video, the teacher is showing small, medium and large graduated cylinder that use to measure the different volume of liquid from irregular shape of container (of unknown volume). The teacher explained the correct method of measurement such as placing the cylinder on the flat surface and how to read the scale of the cylinder to avoid parallax error on the curve line. At the end, the teacher showed how to transfer the water from a beaker to the graduated cylinder and read the scale of the cylinder. In this video, the teacher has delivered very effective lecture to the student on how to adopt right measuring tool and methodology to measure a unknown liquid volume in a scientific way.

Learning activities (2) – Choose the right cylinder/beaker, measure the volume of liquid and perform mathematical calculation on liquid volume (for higher achiever student)

                       Learning Outcomes:

By the end of the lesson, student will be able to decide to use appropriate measuring devices to measure different capacity of liquid. He/she would be able to master the liquid standard unit of L or ml to perform basic volumetric calculation.

Teaching Aids used:

a)      Mineral water plastic container , plastic cup, plastic jar, bowl, tupperware

b)      Graduated cylinders (50,100, 250, 500, 1000ml)

c)       writing tools such as pen, paper, white board

d)      Pre-designed worksheet for higher achiever students

Activity Procedures:

1)      Teacher divide the student into 4 groups

2)      Each group will be given on one (1) full set of 5 containers and 3 graduated cylinders (of small range (0-50ml), medium range (0-200ml) and large range(0-500ml) scale)and one big beaker (0-1000ml).

3)      Each group will assign a group leader and he will help to record the answer onto the worksheet.

4)      Teacher will then pour water into the 5 containers at each group at random height (of capacity).

5)      Each group will need to decide on which type cylinder (of correct range) to be used for different capacity container. Group leader will record the answer in the worksheet (as shown  in Appendix B)

6)      After deciding the cylinder, each group will use the selected cylinder to measure the volume. The measured result will be recorded in the worksheet.

7)      After all 5 containers are measured, each group will have to answer the “addition” or “subtracction” question in the worksheet.

8)      Finally, group leader and teacher will work together to verify and re-measured all the volume (in more precise manner).

9)      Group that answers the most accurate yet correct answer will win the game

Learning activities (1) –Guess, Measure and Compare the Volume of Liquid Using Different Containers (for Lower Achiever Student)

Learning Outcomes:

By the end of the lesson, student will be able to measure, compare and differentiate the capacity of liquid in different containers by direct comparison and using graduated cylinder. Through worksheet activity, they would be able to practice and answer the question using non-standard units such as “more”, “less”, “half”,  full”and “full”.

Teaching Aids used:

a)      mineral water plastic container , plastic cup, plastic jar, bowl, tupperware

b)      coloring water in bucket/pail

c)      graduated cylinder

d)       writing tools such as pen, paper, white board

e)      flash card and pre-designed worksheet for lower achiever students

Activity Procedures:

1)      Prior to kicking off the activity, students will be asked to watch the two video clips that has been selected in this lesson.

2)      The teacher will explain the concept of liquid volume.

3)      After watching the video clips, teacher will divide students into 4 groups.

4)      Each group will be given on one (1) full set of 5 containers.

5)      Each group will assign a group leader and he will help to record the answer onto the worksheet (refer to appendix A).

6)      Teacher will then pour water into the 5 containers of each group at random height. Each group will start to rank which container has most water and which container has least water. Leader will then record it in the pre-designed worksheet.

7)      Each group will then exchange their set of container and challenge their opponent on results.

8)      Next, the leader will verify the ranking of water volume using graduated cylinder and write down the results on the worksheet. \

9)      Students will then based on measured results answer the simple “non-standard unit” worksheet questions.

10)  Group which answer the most answer of correct ranking and challenge the most right answer will win.

Teaching Aids

Teaching Aids

A teaching aids is a material used by teachers to stimulate the interest and to improve understanding or otherwise to reinforce a concept, fact, or idea of students. Teaching aids such as video, power point presentation, graphic charts, worksheets, flash cards, poster, online educational games and real life application tools or objects are commonly used by Teacher in their teaching and learning activities.

 In response to the subject of this assignment, two (2) type of teaching aids were created based on the following considerations:

a) teaching aids adopted shall be simple and applicable to all level of student, i.e. both low and higher achiever student.

b) teaching aids applied shall be economical and the materials shall be easily available in our daily life.

c) teaching aids shall be academic oriented and specific to our learning subject and its objective.

  

 Teaching Aids (1)  - Real Life Various Liquid Containers

a)      Five (5) type of liquid containers of different sizes (Non-standard unit)

a.       Disposable mineral water plastic bottle (small)

b.      Plastic cup (standard size)

c.       Glass or Plastic Jug (medium size)

d.      Rice bowl (medium size)

e.      Tupperware container (medium size)

b)      Water pail or bucket

c)      Water

d)      Graduated Cylinder or Beaker (Standard Measurement Unit)

e)      Writing tools (pen or marker pan) and display board

Basically, this set of teaching aids materials are derived from our daily life liquid container such as bottle, cup, bowl and tupperware of various sizes. The primary objective to select such teaching aids is to illustrate the concept of liquid volume in more friendier and understandable manner to the student. These liquid containers are common, cheap and can be easily obtained from home or school canteen. Students see, hold, drink and use these containers daily and it will help them to appreciate the concept of liquid volume better. It is best suit to all level of student but in particular to lower achiever student who need physical objects to feel and touch and make direct comparison. By direct comparison and hand-on verification on the container in term of shape and size, the student can use some basic non-standard measurement unit such as more, less, little, lot, same, full, empty or half full to differentiate the liquid capacity.

In addition to teaching aids created in 3.1, laboratory used graduated beaker and cylinder can be introduced later into teaching aids to further reinforce the concept of the liquid volume to student. These graduated cylinder can be easily borrowed from laboratory. The purpose of introducing graduated cylinder is to allow student to differentiate the volume of “more” or “less” by looking at the number on the cylinder (graduated scale) and answer it correctly. At the same time, students will be taugth to learn SI standard unit such as milli litre (ml) or litre (L).

Teaching Aids (2)  - Flash Cards  and Worksheet.Materials include:

a) Self-created color flash card of non-standard unit such as  “more”, “less”, “same”, “empty”, “half full”, “full”, “1L”, “200ml”, “100ml”

b) Pre-designed worksheet or questionnaire with relevant questions of liquid volume. Teacher to design 2 level of worksheet for lower and higher achiever student  to work on during the activities.

How to Measure a Liquid Volume Using Graduated Cylinder

INTRODUCTION




Liquid has no fix dimension. The volume of liquid depends on the shape or size of the container that used to hold it. It is always a challenging task for Year One (1) or Year two (2) students to comprehend and adopt the right method to determine the capacity or volume of liquid in their mathematics class. Many times, student would only make comparison based on the container’s height, size or shape rather than liquid capacity. These misconceptions are derived from their pre-school knowledge and limited experience with numbers or object’s capacity in their everyday lives. They are only able to differentiate the volume of object by visual and make conclusion with non-standard mathematical unit such as big, small, more, less and same. However, they are not trained to use logical approach or scientific method to measure the volume of liquid. These misconceptions will hinder their learning process and indiretly reduce their interest and confidence in later higher level of mathematical lesson. To overcome these misconceptions, it is imperative for teacher to provide tangible teaching experience, create practical teaching aids and develop some creative teaching activities to instill student with a right concept. It is also noted that providing guiding questions using inductive reasoning in activities is the best approach to correct their misconceptions.