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Sunday, November 14, 2010

INTRODUCTION


Nowadays, pupils did not clear understand about the liquid volume concept. They think the taller container with full water must be much more than the fat container. To ensure students understand the liquid volume concept, effective teaching used to identify what is liquid volume is play a vital role in school.   
    Water is a form of liquid. It is an important natural source and a basic need in our lives. We use water for drinking, washing, cleaning and cooking. Factories producing drinks use water to prepare drinks. How is the amount of water measured?
             Long ago the standard unit of capacity in the English system are the cup, pint, quart, gallon, tablesppon and teaspoon.The name of the traditional volume units are the names of standard containers. Nowaday the standard unit of capacity in the metric system is the litre, millilitre, etc. Measuring cylinders, pipettes, beakers and measuring jugs are some of the tools used to measure the volume of liquid accurately.                                                                                                                                                    
            The volume of anything is the amount of space it occupies.Volume also called as capacity. Capacity and volume can be distinguished; capacity being used for how much a container can hold.
            Pupils should begin their work with volume and capcity by simply experimenting with pouring water into containers to get the basic idea of volume of liquid.  Next , they should also be exposed to the skill of estimating volumes. Formal skills of reading, measuring and recording volume should then follow up.
 Liquid volume is the volume of a given amount of liquid, i.e., the amount of space a liquid takes up. There are a number of different units used to measure liquid volume, but most of them fall under either the metric system of measurement or the Imperial system of measurement.
 This concept is mainly used in measuring volume of liquid. The volume of an item is the amount of space it occupies. Only in case of solids, the amount of space that is occupied by them is decided by their own shapes. The amount of space is not only constant but the shape of the space required by them is always fixed. But liquids and gases have no shape by themselves. They occupy the space available in the containers they are filled. In fact in case of gases, the amount of gas that occupies a container varies with its pressure.
 To ensure understanding from pupils, prepared two different sizes cup and teapots that filled full water. By first impression of students, they can examine which is more water container. By measuring the water, students clearly determined that the liquid volume concept.   
 The designs of teaching methods important to ensure pupils clearly understand the liquid volume concept through experiment. Leading students know the “liquid volume” concept similar with “how much water in the container”. Students understand the concept deeply.
 Teaching litres and mililitres before volume is important because these two units used wisely in routine. Litres and mililitres knowledge teaching by using real life situation. Teaching using real life situation more simple and understanding by students. Besides that, teachers use real life situation able to attract attention from students. Students believed that will use mathematic widely in their future.
When teaching, teacher trying to answer student’s questions, given assumptions, design case scenario, research experiment, analysis data, and examine the conclusion by using real life situation.  

Wednesday, November 3, 2010

CONCLUSION

Teaching Design emphasizes leading students into right ways and experience the teaching process. By guessing how much water inside container, comparison discussions creating measure scale and finally understanding measuring cylinder. Within these activities, students clearly understand the concept. Students learning through liquid volume by compare water in two different containers. Students deeply remember by using experiment.   
However, 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.
“Comparing water” is basis knowledge of standard two students. Teaching content divided into two parts: one is comparing how much water in different containers. Through guessing and arguing, students believed that learning how to solve up their problems. Second is comparing how much water is more. Students create their own  tools. In this activity, students learned how to measure water by using measure cylinder.

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 liter and milliliter measure by using different methods. Experiment design helps students understand the meaning of litres and mililitres. Students trusted will remember deeply in future.
Teacher learned how to attract attentions from students, how to improve their learning ability, and the important to design a right learning method is very important to teaching learning concepts.  

REFERENCES

[online] availablewww.scribd.com/doc/.../Compare-Volume-of-Liquid-Tutorial-2

-with-graduated-cylinder-357476/

How to Measure the Volume of your Aquarium | Aquarium Fish Wonders.(2 Jan 2010).  [online] availablewww.aquariumfishwonders.com/.../how-to-measure-the-volume-of-your-aquarium/




Sarina Bt Hassa. Measure and Compare Volume of Liquid. MATHEMATICS YEAR 3.(2009)
[online] availabledanniadennioum.blogspot.com

[online] availablewww.teachersdomain.org/.../phy03.sci.phys.matter.lp_density/ - Cached - Similar

[online] available: www.scribd.com/doc/15123574/Topic-10-Volume-of-Liquid - Cached - Similar
[online] availablewww. cnx.org

[online] available: www.eHow.com
 Murugiah s/o Velayutham, Kao Thuan Keat. HBMT2103 Teaching Mathematics in Year Two. Open University Malaysia (OUM), May 2010. Meteor Doc. Sdn.Bhd.

Murugiah s/o Velayutham, Kao Thuan Keat. HBMT2103 Teaching Mathematics in Year Two. Open University Malaysia (OUM), May 2010. Meteor Doc. Sdn.Bhd.

Sunday, October 10, 2010

Volume Of Liquid Year Two -Comparing 2

COMPARING VOLUMES
Learning Area           : Comparing Volume

Learning objectives  : Pupils will be compare of liquid.

Learning Outcomes  : pupils will  be able to compare the volume of two
                                       liquid by direct  comparison

Prior Knowledge      : Pupils had learnt how to compare objects: more or
                                      less, many or a few,  high or low during their
                                      previous lesson while learning a Whole Numbers.


Procedurs               : 1. Divide the pupils into group of five to do work in
                                       their cooperative learning.
                                   2. Leader to bethe group recorder in the group.
                                   3. Give each group kettle, teapot, a pail of water
                                       and a glass as the measurement tool.
                                  4. Each group will record the number of glass
                                      needed to fill the water in every containers
                                      into the form given.


Vocabulary            : more, less, empty, half full, full


Moral values         : Co-operation
Teaching-Learning materials : kettle, teapot, glass


* Also teach the pupils estimation such as half full, full and empty
          




ACTIVITIES 1
( HIGH ACHIEVER )

1.  Fill up the kettle and teapot with water
     using a glass.
2. Write down how many glasses of water 
     are needed in the table below.

 
Container      
  Number of  
  glasses of    
 water                                               
Kettle
           6
Teapot
                  2




ACTIVITIES 2
( LOW ACHIEVER )

Learning Area         : Comparing Volume
Learning objectives : Pupils will be compare of liquid.
Learning Outcomes  : pupils will  be able to compare the volume
                               of two liquid by direct  comparison.
Moral values : Co-operation
Teaching-Learning materials : kettle, teapot, 8 glass
1.  Fill up the kettle and teapot with water.
2. Pour the water from kettle into glasses.
3. Pour the water from teapot into glasses.
4. Compare the water in the kettle and teapot can fill up how
     many glass.

    =
           
                    

 =

       
   
Conclusion:

For this activities pupils will bear in mind that the volume of liquid will be determined based on the containers used. The more bigger containers the more quantities of water is needed to fill in.


Practice
Comparing Volume






 

Tuesday, September 28, 2010

Volume Of Liquid Year 2 - Comparing

                 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.


               Volume is the amount of space something takes up. Finding the volume of a solid is as easy as measuring its sides and doing the math. But with liquid, you need to pour it into a measuring tool that is set up to measure the volume. However, with the right tools and the right knowledge, it's easy to find liquid volume.

Comparing Volume of Liquid

Learning Outcomes:  By the end of the lesson, pupils will be able to measure volume of
                                    liquids by using standard units correctly.

Prior Knowledge:    Pupils had learnt that the content of water will be determined
                                 based on their containers. The bigger containers show more
                                 volume of liquid while the smaller containers give us less
                                 volume of liquid.

Teaching Aids  :     Measuring beaker, coloured liquids, milk.

Vocabulary      :     more, less, empty, half full, full,

Procedures     :  1. Divide the pupils into group of five to do work in their
                               cooperative learning.
                           2. Group leader to be the recorder in the group
                           3. Give each group Measuring beaker, coloured liquids, milk.
                           4. They will measure the volume of liquid in each container
                               by pouring the water from the containers into the
                               measuring beaker.
                          5. A group leader record the results in the form given

                                    *• Introduce the pupils that 1 liter = 1000 milliliter

                                    • 1 liter x 1000 milliliter = 1000 milliliter



                         



ACTIVITIES 1 
( HIGH ACHIEVER )



1. Compare the volume of milk and coloured liquids.
2. Pour the milk to the measuring jug.
3. Pour the coloured liquids to the another measuring jug.
4. Compare the two  measuring jug.
5. Record the results in the table.

               


                                                                        



  

How To Measure the Volume of a LIquid Using A Graduated Cylinder