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Name________________________________
The Metric System
The metric system assessment is on ____________________________
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Tracking My Progress
Date Starter Assignment still working proficient
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Pre- Assessment
Before we begin working let’s find out where you are at. No pressure, no grade, just answer each question to rate your knowledge of the science vocabulary as of right now.
Vocab word 1- No idea 2- I have
heard of it,
but don’t
know what
it means
3- I have
heard of it
and have
some idea
of what it
means
4- I know this
stuff! I
could use it
in a
sentence.
Volume
1 2 3 4
Mass
1 2 3 4
balance
1 2 3 4
Meniscus
1 2 3 4
Milliliter
1 2 3 4
Meter
1 2 3 4
Deci-
1 2 3 4
Graduated cylinder
1 2 3 4
Gram
1 2 3 4
Kilo-
1 2 3 4
1. If you were to measure the length of your pencil, what units would make the most sense to use?
a. mm
b. cm
c. m
d. km
2. If you wanted to measure the volume of a bouncy ball, describe your procedure below:
3. If you wanted to measure the mass of your body, what units would make the most sense to use?
a. g
b. mg
c. dg
d. kg
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The Metric System
For many years, people in much of the world measured length and distance in a system that used inches,
feet, yards, and miles, along with units that have disappeared completely, such as rods and leagues. They
measured weight in ounces, pounds, and tons, and for volume they used fluid ounces, cups, pints, quarts,
gallons, and barrels. This system used to be called the English system, but is no longer used in England. It is
sometimes called the inch-pound system, or the “customary system,” even though it is customary in very few
countries. Two of them are Liberia and Myanmar. One other, much bigger country uses it- the USA. The rest
of the world has found another way to measure. This can be confusing.
In the late 1700’s, the French people overthrew their king and queen. They established a democratically
elected government. Some influential people in France didn’t like the idea of using units that reminded them of
the days when a monarch’s body was the basis of measurements. They also wanted a measuring system that
was based on scientific facts about our world. They invented something entirely new, superior to the old
English system in many ways. People all over the world recognized how good it was, and it has spread to
almost every country. This way of measuring is often called the metric system, but its official name is the
System International, a French term meaning “International System”. It is sometimes simply called SI.
One of the handiest things about the metric system is that if you learn just a few basic units and a few
prefixes, you will understand all the units. In the same way that many words have prefixes, so do metric
measuring units. For example, centi- means “one- hundredth,” so a centimeter is 1/100 of a meter. Another
was to say that is that there are 100 centimeters in a meter.
The most amazing thing about the metric system is that units are related to one another even if they
measure completely different things. There’s a connection between the units of length, mass, volume and
temperature. If you very carefully measure on milliliter of water with precise equipment, and pour it into a
cube, the cube would be exactly 1 cm long by 1cm high by 1cm wide. Another was to say this it that 1 cubic
centimeter is equal to the volume of 1 milliliter!
4-6 Key words:
Summary: (In your own words describe what the metric system is and why it is useful)
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Resources
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Metric Measurement- Knowing the Prefixes
Prefix Meaning Length Mass Capacity
Kilo-
Hecto-
Deka-
Base Unit **
Ones
(1)
Meters
Grams
Liters
Deci-
Centi-
Milli-
REVIEW!
Which unit would you use to measure amount of water in your water bottle?
Which unit would you use to measure the distance you ran around the track?
Which unit would you use to measure how much a flamingo weighs?
Which unit would you use to measure the distance a snail travels in an hour?
Which unit would you use to measure the amount of water there is in the Pacific Ocean?
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Metric Conversions
Following the significant digit rules, change the given metric unit to the units asked
for:
1. 100 m = _______________ cm
2. 7 858 cg = _____________ mg
3. 23 456 mm = ____________ m
4. 342 g = ________________ kg
5. 1.23 L = _______________ mL
6. 0.38967 dm = _______________ m
7. 0.00045 cg = _______________ dag
8. 78.546 cL = ________________ hL
9. 0.007 Mm = _________________ m
10. 234 546 m = ______________ dm
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Metric Olympics!
For each event use your science skills to observe, predict and test your results. Be sure to
record your prediction FIRST, before testing and fill out all sections of the table below as your
data sheet.
Event Predicted value Actual value Difference
Cotton ball shot
put
cm
cm
Mass mystery
g
g
Left-handed
sponge squeeze
mL
mL
Longest step
cm
cm
Chug-a-lug
mL
mL
Squash watch
g
g
Total
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Practice Assignments
During each unit we study this year we will have time to practice the skills we
are using during class.
The assignments at the back of your packet must be completed before you
take the unit quiz.
You may choose to complete the practice assignments at home, during ELT,
lunch, or during “practice days” during class.
Your practice assignments for this unit are:
o Metric Mania- (conversion practice) found in this packet
o Metric graphic organizer- found in this packet
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Metric System Graphic Organizer
The Metric System
Scientists Measure
Volume Mass Length
What units?
What tools
do you use
to measure?
Examples
of things
you could
measure:
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Metric System Unit Reflection
Use the table below to look over your quiz
Go through each question in order and mark in the table the ones you missed
Go through the question you missed again, looking for what type of mistake you made
Mark in the table either “SM” for a simple mistake, or “SL” for still learning after the questions you missed
Look at the categories column of the table and decide which category you are strongest in and which
category you want to learn more about in the future
Question # Category Mark “X” if incorrect
Why did you miss the question?
Mark, “SM” or “SL” 1 Length 2 Length 3 Length 4 Length 5 Length 6 Volume 7 Volume 8 Volume 9 Volume
10 Volume 11 Mass 12 Mass 13 Mass 14 Mass 15 Mass 16 Conversions 17 Conversions 18 Temperature 19 Temperature 20 Applied Mastery
Which category were you the strongest? ___________________________________ Which category will you learn more about? ________________________________
What was your final score for the unit test? _________________ Circle the proficiency level you have achieved: Still working Proficient Approaching Mastery Mastery
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Building Bridges
Engineering and Design Project
Identify the Problem: Your challenge is to construct a bridge that will serve as an overland route over a waterway. The goal is to design and create the most efficient, economical and aesthetic bridge possible using only toothpicks and glue. Bridge Types for Brainstorming:
Design Specifications:
Span: The bridge must have a minimum clear span of 30cm in length, and rest on abutments on either side of the river. The abutments are the stand for the bridge.
Vehicle Deck: The bridge deck must be at least 5.5cm wide. This will be tested with a matchbox car.
The deck must be solid so that the car can travel the length of the bridge. The loading block will also be placed on the deck.
Bridge Width: The bridge can be no more than 7.5cm wide.
Boat Clearance: The bridge must be more than 5cm above the water. A 5cm high boat must pass
unobstructed underneath the bridge.
Loading Connection: The bridge must be able to accommodate the loading block (5cm-7cm) at the
midpoint of the deck. The loading block will be placed on the vehicle deck of the bridge (the same place the matchbox car travels). A hole in the center of the bridge MUST allow for a rod to pass through the vehicle deck.
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Grading Criteria: The structural efficiency is equal to the weight supported divided by the weight of the bridge. The aesthetics of the bridge will be determined through visual appeal, uniqueness, neatness and symmetry. The bridge will also be judged on cost effectiveness.
Score Weight Supported
Aesthetics Cost Effectiveness (total cost / total weight supported)
5 more than 4.5kg
Bridge is unique, neatly constructed and symmetrical.
a score of 5,000 or less
4 at least 3kg Bridge has clean lines, general symmetry and few glue clods.
a score of 8,000 or less
3 1-2kg Bridge is not symmetrical, but has clear geometric shapes and visible glue clods.
a score of 10,000 or less
1-2 0-1kg I don’t know what it is…..but it is not a bridge.
a score higher than 15,000
Cost Specifications: $50 for 10 Toothpicks $50 for 1oz of Glue (5oz in each Dixie Cup)
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Brainstorm Ideas and Solutions: • What is the purpose of a bridge?
• Which bridge do you think is the strongest? (write and sketch your ideas)
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• What concerns might you have if you were building a bridge?
• What is the difference between design and function?
Initial design ideas:
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Final Design Sketch
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Results: Calculations: What was the cost of your bridge?
# of toothpicks used= # of cups of glue used= total cost of your bridge materials=
$50 for every 10 toothpicks $10 for every cup
total cost of toothpicks= total cost of glue=
Weight supported ____________
Cost effectiveness= cost of the bridge/ weight supported
Calculate the cost effectiveness of your bridge:
Cost effectiveness= ________________
Write a paragraph describing the building process for your bridge:
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Write a paragraph describing the effectiveness of your bridge:
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Write a paragraph describing any modifications you would make to your bridge if you were to redesign it to
make it more effective:
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Rate yourself on the scoring rubric below:
Score Weight Supported
Aesthetics (how did it look?) Cost Effectiveness (total cost / total weight supported)
5 more than 4.5kg
Bridge is unique, neatly constructed and symmetrical.
a score of 5,000 or less
4 at least 3kg Bridge has clean lines, general symmetry and few glue clods.
a score of 8,000 or less
3 1-2kg Bridge is not symmetrical, but has clear geometric shapes and visible glue clods.
a score of 10,000 or less
1-2 0-1kg I don’t know what it is…..but it is not a bridge.
a score higher than 15,000
