Units of measurement and Systems of measurement Because measurement involves the estimation of magnitudes of quantities relative to particular quantities, called units, the specification of units is of fundamental importance to measurement. Specifically, in this system the definition of each of the base units makes reference to specific empirical conditions and, with the exception of the kilogram, also to other quantitative attributes. Due to the fact that derived units make reference to base units, the specification of empirical conditions is an implied component of the definition of all units. The measurement of a specific entity or relation results in at least two numbers for the relationship between the entity or relation under study and the referenced unit of measurement, where at least one number estimates the statistical uncertainty in the measurement, also referred to as measurement error.
Introduction 10 minutes To kick this concept off, I begin by reading a picture book with my students, Measuring Penny by Loreen Leedy. I really like this book because Penny measures her dog using all types of non-standard tools. It provides a great visual, and gets my students thinking about measurement.
After we read the story, I lead a discussion about what non-standard measurement is, and how Penny used it. I share that in Kindergarten we will use many tools to measure, including ruler! Within the Houghton Mifflin math workbook, I have chosen a page that students will complete.
The assignment requires my students to measure various bugs with unifix cubes. I like this page because it is fairly simple, which is great for an introduction to measurement. There are some free alternatives online. Students gather in front of the whiteboard where the assignment is displayed.
My favorite part about this task is that each picture includes a line indicating where students should begin to measure and stop.
This is a really important aspect of accurately measuring. I explain to students that the lines are there to help us know where we should begin and stop. At this point, I lay down cubes and measure the first bug.
This bug is 4 cubes long. I then take the cubes and measure the same bug, only I do not start at the beginning line, which will make my meaurement off. I tell my students that I changed my mind, and have now decided the bug is 3 cubes long.
They all begin to tell me "NO, you are wrong! I ask a student to explain why my answer of 3 is wrong.
He promptly tells me that I did not begin at the starting line. This leads to a quick conversation about how important it is to measure accurately. Next, I ask students to come up to the board and complete several of the measurement tasks for all of us.
Once we have completed several together, students are ready to work independently.to characterize each measurement and the measurement’s uncertainty. An infinite number of replicates can be averaged together to report the true value of the measurement exactly.
Introduction to Measurements and Measurement Systems This lecture gives an introduction to measurement science and measurement systems.
the lecture starts with a general overview of the course. After this, important aspects such as calibration and measurement uncertainty are explained. How close a measurement of a property is to its true value depends in part on the measuring instrument’s resolution.
Look again at the mass scale of Figure (a). measurement of g has less uncertainty, it is the more precise measurement. In general, the more decimal places provided by a device, the more precise the measurement will be.
Because strain measurement typically requires the detection of very small mechanical deformations, and small resistance changes, the resultant magnitude of most .
Introduction to Measurement (advanced high school/intro college level) A page instructional packet intended to teach advanced high school or introductory level college students the fundamentals of effective measurement.