**Australian Curriculum: Connect volume and capacity and their units of measurement (ACMMG138)**

**What we will learn today**- Converting common metric units of length, mass and capacity. Using multiplication and division.

**What we know already...**

- The most common units of measurement g, m, l
- The common metric prefixes

**We have looked at...**

- The common metric prefixes are related and we can use
**King Henry**kilo, hecto, deca, unit (g, m, l), deci, centi, milli to convert between them.

**Today**

- We will practice converting between the common units of capacity using multiplication and division

__Capacity__Capacity measurements are used to measure

__how much a container or object can hold__. It is often confused with volume, which is how much space something takes up.

The most common units to measure capacity are:

- millilitres (about 20 drops of water)
- litres (a jug of liquid)
- kilolitres (a large swimming pool)

## Volume

You see that when dealing with a box, or three dimensional object, we have to consider three measurements: length, width, and height. The formula for finding the volume is length x width x height:

It doesn't matter what order you multiply these together. You will get the same answer regardless of the order.

Also, the terms length, width, and height are just words to help you remember the formula. It doesn't matter which side is which. You can call the sides anything you like as long as you get the measurement for each of the three dimensions.

**l x w x h = v**It doesn't matter what order you multiply these together. You will get the same answer regardless of the order.

Also, the terms length, width, and height are just words to help you remember the formula. It doesn't matter which side is which. You can call the sides anything you like as long as you get the measurement for each of the three dimensions.

**Activity 1 - Games**

**Please take a screen shot of your final scores to save in your capacity and volume file.**

**Activity 2 -**

**Work with a partner - you can use centicubes to help you**

**(Remember to return the centi-cubes to the container)**

**Activity 3-**

**Answers in your spiral bound book please (if you finish -check your answers, and then begin activity 1)**

## Activity 1 - Volume of Rectangular prisms

## To find the volume of a rectangular prism use the formula -

length × width × height

## Activity 2 - Word Problems

**HINT**: Draw a diagram to help

**Q1 Easy:**A fish-tank has a length of 45 cm, a width of 25 cm and a depth of 10 cm. Find the volume of the fish-tank.

**Q2 Medium:**A cooler has a length of 25 cm, a width of 19 cm and a height of 15 cm. How much ice would the cooler hold?

**Q3 Harder (hint - convert into the same units) :**A box of milk powder has a length of 12 centimetres, a width of 6 centimetres and a height of 70 millimetres. Find the volume of milk powder does it hold?

## Activity 3 - Volume of Triangular Prisms

The volume of a triangular prism can be found by using this formula: (area of triangle) x depth = V

## Find the volume of the triangular prisms below - remember to give your answers in cubic units!!

## Extension - Begin a Think-Tac-Toe exercise (under homework)

## Displacement

Displacement is the amount of fluid that is pushed away when an object is placed in the fluid. We can use displacement to calculate both volume and capacity.

**Question**: Using what you have learnt above to complete the table below

**All members of your group are to create a chart like the one below.**

Choose four objects to investigate. Draw a picture of the object in the chart and find the volume and capacity of the container that it used.

## Reading Increments

**Capacity**

**Capacity**

When we use the term capacity we talk about the space there is available to hold something.

For example the capacity of a

For example the capacity of a

- jug
- teapot
- petrol tank

__Capacity is the amount a container can hold.__We can also find how much capacity is already used and/or how much is left in a container.

## Activity one - Find the volume of the liquid in the container in millilitres

## Activity 2 - Find the unused capacity in each container.

Look at the containers below. Calculate how much capacity is

Can you also convert the unused capacity into litres? ml ÷ 1000 = l

**unused**in ml. Make sure you check to see the total capacity for each container.Can you also convert the unused capacity into litres? ml ÷ 1000 = l

## Activity 3

Homework: at home, if you do not have scales estimate how much you weigh.

You will need to weigh yourself
## Water, Water everywhere - Transpiration and Volume

This activity could come in handy should you ever be stranded in the bush somewhere!

You will need

a plastic bag

a rubber band

a measuring jug

a chart to record your observations and results

Your macbook to record your progress - photos

Individually rule up a chart like the one below, make sure you title your chart 'Transpiration and Volume'

You will need

a plastic bag

a rubber band

a measuring jug

a chart to record your observations and results

Your macbook to record your progress - photos

Individually rule up a chart like the one below, make sure you title your chart 'Transpiration and Volume'

For this experiment you will work in a small group, however each individual is responsible for making a prediction and recording their results.
You will predict, collect and measure the amount of water a tree branch loses through transpiration (evaporation) over the period of 24 hours. Choose a nice leafy tree branch. How much water do you think you will be able to collect from it? Write down your predictions. Put your bag over your selected branch and tie it off. |

The class will check the bags periodically throughout the day, remember to complete your table as you go.
Leave the bag over the day and come back to collect the water as late as you can. Cut the pouch and carefully drain the water into a measuring jug. What is the capacity of the water you have collected? Compare your results with the results of other groups. Do they differ? Why? If we have time we will repeat the experiment on another day using the same branch. Are your results different to those of the original experiment? What was different about the two days? |

## Extension:

Repeat the experiment using different plants that have different characteristics i.e Larger plant, smaller leaves.

Make sure to note and record the differences between your plants. Make a prediction, which plant will transpire a larger volume of water? Record your photos in a keynote.

Make sure to note and record the differences between your plants. Make a prediction, which plant will transpire a larger volume of water? Record your photos in a keynote.