INTRODUCTION
As is well known, volume of liquid measurement is more difficult compared to measure the volume of a solid object with definite size. In general, liquids have no definite shape. They occupy the available space of a container. They spread over the entire the area of section and stands up to a height. Hence the volume of a liquid is the volume of its container up to the height of the liquid level. For this reason, the volume of hollow shapes is called as ‘capacity’ of the shape.
However, misconception on capacity may arise among the students while teaching volume of liquid especially when comparing capacity of two containers that can hold more. Students often make the comparison on height rather than its capacity. Thus, volume of a liquid can be measured with the help of a measuring cylinder, pipette, burette, or a measuring flask which can make the measurement more accurately. Volume of a liquid is usually measured in a unit called litre.
In the other hand, teaching aids which can lead students into right ways and experience the learning process. By measuring how much water inside container, comparison discussions creating measure scale and finally understanding measuring cylinder. Within these activities, students clearly understand the concept of the volume measurement. Students learning through liquid volume by compare water in two different containers. From here, students will deeply remember by using experiment.
Thus, teachers play an important role to create several teaching activities to make the students more understand the volume of liquid measurement concept. Teachers also have the responsibilities to teach the activities which are suitable for different achiever of students.
This video is downloaded from http://www.youtube.com/watch?v=Wl6VDFaNn10&feature=related on 06-11-2010. The video below show how volume of liquid are measured.
Teaching aid for high achiever students
Materials such as 1 L measuring cylinder, 2 500 mL beakers with tea, and 5 glasses were distributed to each group
Use measuring cylinder to measure 100 mL of tea
Pour 100 mL of tea from measuring cylinder into glass 1
Pour 200 mL of tea from measuring cylinder into glass 2
Use measuring cylinder to measure 300 mL of tea
Use measuring cylinder to measure 400 mL of tea
Pour 400 mL of tea from measuring cylinder into glass 4
Arrange 4 glasses in a line before the end of the experiment
Knock on the glasses with different volume of tea to create music by using a pair of chopstick.
Teaching aid for low achiever students
Materials such as 5 colanders, 5 red card boards, and 5 green card boards were prepare by teachers.
Choose 10 students randomly from the class
Shuffle red and green card boards and distributed randomly to 10 students
The student who holds the red card board has to hold a colander at the same time
The green card board holder has to match the volume of liquid that correspond with the volume of liquid in the red card board
The red and green card board holders have to show their card boards to other students if their card boards are matched before put into the colander
ACTIVITY 1:
Creating music by using different volume of liquid in glass for high achiever students
Learning Outcomes:
l To compare volumes of liquid using standard measurements.
Materials:
l 4 glasses for each group
l 1 pair of chopstick for each group
l 1 litre of tea for each group
l 1 L measuring cylinder for each group
l 2 500 mL beakers for each group
Procedures:
1. Have the students work in groups. Each group consists of four students.
2. Give each group 5 glasses and a pair of chopstick. The 4 glasses were labeled 1, 2, 3, 4 respectively.
3. 500 mL of ribena water was prepared by teacher and pour into the each beaker.
4. 2 beakers which contains tea was distributed to each group.
5. Each group was assigned to pour 100 mL in glass 1; 200 mL in glass 2; 300 mL in glass 3; 400 mL in glass 4 respectively.
6. The student must measure the volume of tea designated with the aid of measuring cylinder.
7. Pour the measured tea into the designated glass which stated in the step 5.
8. The 4 glasses are then arranged in a line.
9. The student is allowed to use a pair of chopstick to knock on the glasses which contain different volume of tea for creating music.
** Notes:
l The teacher in charge has to demonstrate all the steps above before conducting the experiment.
l The teacher in charge also needs to teach the appropriate way to measure the volume of tea by using measuring cylinder.
l The students must always bear in mind that 1 litre (L) = 1000 mililitre (mL).
l The teacher in charge has to monitor the students along the experiment.
l Teachers have to give encouragement for the students who success or fail to measure the volume of liquid along the experiment.
ACTIVITY 2:
Fishing game for low achiever students
Learning Outcomes:
l To compare volumes of liquid using standard measurements.
Materials:
l 5 red card board with measuring cylinder
l 5 green card board stated with volume of liquid
l 5 colanders
Procedures:
1. Teacher have to prepare 5 red card board with measuring cylinder and 5 green card board stated with volume of liquid before playing the fishing game.
2. The red card board has shown the measuring cylinder which has a pointed volume of liquid. For example, measuring cylinder for 500 mL, 400 mL , 300 mL, 200 mL, and 100 mL.
3. The green card board with the volume of liquid has shown. For example, card board stated with 500 mL, card board stated with 400 mL, card board stated with 300 mL, card board stated with 200 mL, and card board stated with 100 mL.
4. Teacher chooses 10 students randomly from the class participate in this fishing game.
5. Shuffle the card boards and distributed randomly to 10 students.
6. Each student takes turn to open the card board and show it opened to the rest of the students.
6. Give a colander to the student who holds the red card board.
8. The green card board holder has to match the volume of liquid that correspond with the volume of liquid in the red card board.
9. The red and green card board holders have to show their card boards to other students if their card boards are matched before put into the colander.
10. Repeat the step 4,5,6,7, and 8 for different group of students.
** Notes:
l The teacher in charge has to demonstrate all the steps above before conducting the experiment.
l The students must always bear in mind that 1 litre (L) = 1000 mililitre (mL).
l The teacher in charge has to monitor the students along the experiment.
l Encourage student who is success or fail to match the card boards when play the game.
CONCLUSION
Students used measurement in their life. Through these activities, students more realized the important of measurement. Experiment leads students understand and remember knowledge of litres and mililitres. They learned litre and millilitre measure by using activity 1 and activity 2 above is suitable for low and high achiever students respectively. Thus, students trusted will remember deeply in future.
REFERENCES
