ACTIVITY 1

Activity 1

Objective:

                                                                                            

i)   To make students clear what are they going to measure

ii)  To make a perceptual  comparison of capacity

iii) To make students from both side (High Achiever and Low Achiever) understand

Materials:

i)   Three (3) same size drinking glasses

ii)  Three (3) same size bowls

iii) Three (3) size mugs

iv) A water of pale (large, enough to fill up all the glasses)

v)  Table

Procedures:

i)    Make 2 students – high achiever and low achiever.

ii)   High achiever student will be naming as A.

iii)  Low achiever student will be naming as B.

iv)  Put A at the right corner and B at the left corner.

v)   Put table at the center.

vi)  Ask both teams to stand opposite.

vii) Ask A to hold up the three drinking glasses. At the same time, ask B to follow what is A do.

viii) Ask both teams, what the similarities between the three glasses are.

ix)  Explain and clarify to the students what is the meaning of empty, half full and full.

x) During the explanations, ask A to out to fill water into the glasses accordingly.

xi) At the same time, ask B to follow what is A do.

xii) Ask the students to arrange the three glasses on the table, straight in the order from empty, half full and full.

xiii) After finish with the glasses, ask them repeat the step with different materials accordingly –  bowls and mugs.

xiv) Ask different students to take part in this activity.

                  

  

ACTIVITY 2

ACTIVITY 2

    Objectives:

i) To measure volumes of liquid using non-standard units (without scale measurement)

ii) To make students understands how to measure volumes of liquid

Materials:

i) A large amount of water (small pale, enough to fill the containers)

ii) Small containers with different sizes

iii) Table

Procedures:

i) Divide the class, High Achiever and Low Achiever students.

ii) High Achiever students will be naming as Team H and Team L for Low Achiever students.

iii) Each team has 4 students.

iv) Ask them to cooperate to each others.

v) Each team, asks any student to act as a recorder of this activity.

vi) Give each group a set of containers of different sizes and pale contains with full water.

vii) Ask Team H to estimate the number of cups needed to fill all the water in the small pale.

viii) After Team H finish, ask Team L to redo what Team H has done.

ix) Ask Team H; fill the bottle to check their estimation.

x)  Ask Team L to follow what Team H do.

xi) Ask Team H to repeat for the other containers follow by Team L.

   xii) Ask the students record their information in the table given:

Container	Bottle	Glass
Estimate
Measurement

 

xiii) Ask the students at each Team H and L write their information.

The volume of water in the water pale is the same as the capacity of …………bottles.

The volume of water in the water pale is the same as the capacity of ………..glasses.

ixx) Ask the students to discuss on the two containers (bottle, glass) and let the students know and understand which one has the smallest capacity.             

          

MISCONCEPTION ON LIQUID MEASUREMENT

As we all know that measuring is very important in our life nowadays. No doubt to say that it always happens in our life every seconds and every place we go. No matter what jobs we are going to do, either formal and informal, measuring is a part of human life cycle to complete their task.

 When it comes to the education field, it is very important to give the best verification of measuring to the students in meaning to ensure them really understand what object we are going to measure either it is liquid or gas. Misconception on capacity may arise among the students especially while teaching volume of liquid when comparing capacity of two containers that can hold more. Students often make the comparison on height rather than its capacity.

While perceptual comparisons can be made between two containers, students often choose the taller container even if the shorter one actually holds more. Therefore, it is good to reveal the knowledge of capacity by using direct comparisons.

EXAMPLES OF LIQUID

Only two elements are liquid at room temperature and pressure: mercury and bromine. Five more elements have melting points slightly above room temperature: francium, caesium, gallium, rubidium and iodine.^[1] Metal alloys that are liquid at room temperature include Liquidmetal, a zirconium metal alloy, and galinstan, a fusible alloy liquid.

Pure substances that are liquid under normal conditions include water, ethanol and many other organic solvents. Liquid water is of vital importance in chemistry and biology; it is believed to be a necessity for the existence of life.^{[citation needed]}
Important everyday liquids include aqueous solutions like household bleach, other mixtures of different substances such as mineral oil and gasoline, emulsions like vinaigrette or mayonnaise, suspensions like blood, and colloids like paint and milk.
Many gases can be liquefied by cooling, producing liquids such as liquid oxygen, liquid nitrogen, liquid hydrogen and liquid helium. Not all gases can be liquified at atmospheric pressure, for example carbon dioxide can only be liquified at pressures above 5.1 atm.

Some materials cannot be classified within the classical three states of matter; they possess solid-like and liquid-like properties. Examples include liquid crystals, used in LCD displays, and biological membranes.

DEFINITION OF LIQUID

Liquid is one of the three classical states of matter. Like a gas, a liquid is able to flow and take the shape of a container. Some liquids resist compression, while others can be compressed. Unlike a gas, a liquid does not disperse to fill every space of a container, and maintains a fairly constant density. A distinctive property of the liquid state is surface tension, leading to wetting phenomena
The density of a liquid is usually close to that of a solid, and much higher than in a gas. Therefore, liquid and solid are both termed condensed matter. On the other hand, as liquids and gases share the ability to flow, they are both called fluids.