Name: __________________________

Lab Activity 2 – Measurements and the Metric System

NSCI 102

The metric system is the universal system of measurement used by scientists of all
disciplines. The United States is one of only three countries in the world that has not
adopted the metric system, which is why many American students are not familiar with
the units involved. This activity will provide an overview of the metric system and give
you an opportunity to practice making measurements and conversions within this system.

Part 1 – Introduction to the Metric System

For an introduction to the metric system and the units used to measure length, mass, and
volume, copy and paste the link below into your browser to watch a short YouTube clip.

http://www.youtube.com/watch?v=hCxDEB2t5Hc

While you are watching (or when you’re finished), answer the questions below.

1. What is the basic unit used to measure length or distance in the metric system?

2. What standard measurement is this unit based on (how did they come up with the size
of this unit)?

3. What are the six prefixes used in the metric system to indicate larger or smaller units?
List them in order from largest to smallest.

4. What is the basic unit used to measure volume in the metric system?

5. The basic unit for volume is based on a box that is what length on each side?

6. What is the basic unit used to measure weight or mass in the metric system? What is
this unit based on?
Part 2 – Conversions Within the Metric System
As mentioned in the first video, the units within the metric system are all based on
multiples of 10. Therefore, to convert from a larger unit to a smaller unit, you only need
to multiply by 10 (or 100, 1000, etc.). This involves simply moving the decimal point to
the right. Similarly, to convert from a smaller unit to a larger unit, you need to divide by
10, thus moving the decimal point to the left. Once you get used to it, converting from
centimeters to meters, for example, is much easier than converting from inches to feet!

To help you get started with these conversions, there is a nice demonstration with some
examples, again on YouTube. Copy and paste the link below into your browser. Once
you’ve watched, see if you can answer the following questions.

http://www.youtube.com/watch?v=oBVWG8wNFqo

Your textbook also includes a list of measurement units in Supplement 1, on page S2 in

the back of your book. The units we will use the most are the meter (m), kilometer (km),
centimeter (cm), millimeter (mm), gram (g), kilogram (kg), milligram (mg), liter (L), and
milliliter (mL), so the practice problems deal with these units as well.

If you would like yet another explanation of how to do conversions among different
units, you can refer to page 31 of the eScience Lab Manual. You can download the
manual from the eScience web site using the login you created last week, or you can open
it directly from the CD that is found within your kit. There are additional practice
problems there as well, but you do not need to turn those in, just the ones on this sheet!

1. 1m= cm 11. 1 cm = m
2. 1m= mm 12. 1 mm = m
3. 5 cm = mm 13. 475 m = km
4. 1 km = m 14. 95 cm = m
5. 1L= mL 15. 375 g = kg
6. 1g= mg 16. 500 mL = L
7. 500 cm = m 17. 2.5 L = mL
8. 8.6 cm = mm 18. 4000 kg = g
9. 0.25 kg = g 19. 500 mg = g
10. 76 mm = cm 20. 1 cm3 = mL
The metric system also has units for measuring area and energy. For measuring area, the
metric system uses either the square kilometer (km2), square meter (m2), or hectare (ha).
For energy, the units are joules, kilojoules, calories, and kilocalories. Use the
information in Supplement 1 to answer the following questions.

21. 1 km2 = m2 24. 1 kJ = J

22. 1 ha = m2 25. 1 kcal = cal
23. 5 ha = km2 26. 1 cal = J

Part 3 – Conversions between the Metric System and the English System
The system of measurement that is standard in the United States is the English System.
Refer to Supplement 1 as needed to answer the following questions.

1. List five different units used to measure length in the English system.

2. List three different units used to measure volume in the English system.

3. List three different units used to measure mass in the English system.

Most Americans have an idea about the sizes of each of these units and can make
estimates without the use of a measuring device. For example, we know the approximate
size of an “inch”. This section of the lab activity will help you to get used to the sizes of
the units in the metric system by making some conversions between English and metric.
Again, refer to Supplement 1 for help.

1. 1 inch = cm 11. 30 cm = inches

2. 1 km = miles 12. 65 mi = km
3. 1m= inches 13. 1 foot = m
4. 1 yard = m 14. 3m= yards
5. 1L= quarts 15. 4 quarts = L
6. 1 kg = lb 16. 150 lb = kg
7. 1 lb = g 17. 227 g = lb
8. 1g= oz 18. 64 oz = G
9. 1 ha = acres 19. 5 acres = ha
10. 1 kJ = Btu 20. 1 kcal = Btu
The metric system also uses a different scale for measuring temperature. In the English
system, we are used to hearing about temperatures in degrees Fahrenheit. The metric
system however uses the Celsius scale. Use the formulas in Supplement 1 to answer the
following questions.

21. 32 °F = °C 24. -10 °C = °F

22. 0 °F = °C 25. 22 °C = °F
23. 212 °F = °C 26. 70 °C = °F

Part 4 – Applying Your Knowledge

Okay, now it is time for you to practice by making a few measurements of your own. For
this section, you will need either a kitchen scale or a bathroom scale, as well as the
following items from your kit: ruler, thermometer (in bubble wrap), test tube (in bubble
wrap and labeled “test tube.” Be careful unwrapping it, as it is made of glass!), and the
100 mL graduated cylinder (long narrow tube with black base and yellow on one side and
markings 25-100 on the other side). You will also need your textbook, as well as a
couple of other items from around your house that you can measure.

1. Start with your ruler and notice that it has inches on one side and metric on the other.
The numbers that are marked (1-30) are centimeters and the smaller lines are
millimeters. Use the ruler to measure the dimensions of your textbook. Record your
answers in centimeters, to the nearest tenth.

length = cm
width = cm
height (thickness) = cm

2. Use the ruler to measure the length of one of your index fingers. Record your answer
in centimeters, to the nearest tenth.

length = cm

3. Use the ruler to measure the length of one other item.

What is the item you are measuring?

length = Cm

4. Next, remove your thermometer from its protective casing. Does your thermometer
measure temperatures in Fahrenheit or Celsius?

5. What is the temperature in the room where you are now?

6. Measure the temperature of one other item or location. If you are brave (or if it is a
rare “warm” day), you can go outside. If you’d rather stay indoors, find something
else that would most likely be a different temperature than the room. Perhaps the
inside of your refrigerator, a glass of ice water, or a mug of hot water. Or maybe
there is a room in your home that you don’t heat, or maybe you can think of
something else! It may take a few minutes for the thermometer to adjust to the new
conditions. Wait until the red column stops moving before recording the
measurement.

What are you measuring?

temperature = ˚C

7. Carefully unwrap your test tube if you have not done so already. The test tube is
glass and you will need it later, so use caution! Fill your test tube with as much water
as it will hold. Measure the volume of water in the test tube by pouring the water
from the test tube into the 100 mL graduated cylinder. When reading the volume,
your eyes should be level with the level of the water (you may have to crouch down).
The water might form a slight dip or curved line in the cylinder. The lowest part of
that curve is called the meniscus and this is the level at which the volume should be
read. Each line represents 1 mL. If the meniscus is between two lines, you can
estimate to the nearest half (22.5 mL, for example). Repeat your volume
measurement three times (using the same test tube each time) and record your values
below. When finished, calculate the average of the three values (add them all up and
divide by 3).

Trial Test tube volume (mL)

1
2
3
Average:

Dry out your test tube and graduated cylinder as much as possible. A small paper towel
rolled into a narrow “wand” works well. You may wish to wrap your test tube in the
bubble wrap again for safe storage until it is needed later.

8. Finally, use your kitchen or bathroom scale to measure three items of your choosing.
Be sure to choose items that are appropriate to the type of scale. For example, if you
are using a bathroom scale, you will want to weigh heavier items, such as a gallon of
milk, your textbook, a potted plant, a bag full of groceries, etc. If you are using a
kitchen scale, choose lighter items such as a piece of mail, a handful of potato chips, a
spoon, a sock, etc. If your scale has metric units on it, you may record your answer in
 those units. Otherwise, record your answer in the English system (lb or oz) and then
perform the appropriate conversion to kg for larger items or g for smaller ones.

Type of scale used:

Item Weighed Weight (English) Weight (Metric)

Part 5 – Preparing for Next Week’s Lab

For the next lab assignment, you will watch the documentary “An Inconvenient Truth”
and answer a set of questions while you watch. There is also a short web activity to
complete. To prepare, you will need access to the documentary, either via an online
service like Netflix or Amazon, or an actual DVD copy from a local library. The ILC on
the Quad Cities campus has one copy available for viewing in the lab, and there is
another copy available in Building 2 on the Quad City campus during limited hours
(contact instructor for details).

Feedback on This Lab

The following questions will not be graded, but your answers will help to improve this
lab in the future.

1. Approximately how long did it take you to complete this lab activity?
a. Less than 1 hour
b. 1-2 hours
c. 2-3 hours
d. 3-4 hours
e. More than 4 hours

2. Did this activity enhance your understanding of the metric system and taking
measurements? Why or why not?

3. Did you experience any frustrations or difficulties while working on this activity?