In our routine life, misconception usually happens to children on the capacity of different containers involving liquid. Volume is defined as the amount of space taken up by a three-dimensional object. It is a common thing involving volume of liquid but the reality is they cannnot interpret the volume correctly because they are actually being influenced by the height or size of a container. For an example, they cannot differentiate which containers hold more liquids even if both has the same volume but stands in a different containers. So, as a teacher, we should develop their cognitive level so that they can differentiate any volume of liquid by using a correct method.
There are several devices used for measuring volume for examples measuring spoon , measuring cups, graduated cylinders dan beakers. Plus, to measure a volume of liquid, one should use the correct method. Due to that, teachers play an important role to make sure that their students learn the correct way besides avoiding the misconception on the capacity of different containers involving liquid.
Misconception that usually happens to children on the capacity of different containers involving liquid
Teaching Aids
The First Teaching Aids
Based on the same topic on the measurement of volume, i have to create or design two teaching aids that can helps the students to learn better about the measurement of volume. For the first set of teaching aids, i have designed a very special kits for the students. It consists of plastic glass, big jar (800 ml), little jar (100 ml) and one empty bottle of mineral water (1.5 Liter). By using this three items will ensure the effectiveness of a teaching and learning process in class. The reason why i choose this teaching aids is to make a clear vision for the students on how to measure the volume of liquid based on ‘hands on’ activity. Students excel through interactive activities thus creating this kind of teaching aids will help them to understand more. Besides, it will be fun especially when it involves all the students in a class.
The Second Teaching Aids
The second set of teaching aids consists of 500 ml of glass beaker, one wide and one long drinking glass. This teaching aids also involves the ‘hands on’ activity. Actually ‘hands on’ activity really plays an important role for the students to develop well. Futhermore, it will prevent students from having the same misconception again. By conducting a class lesson by using this kind of teaching aids, i am sure that it will be fun and interactive because children are active at this moment. Frankly speaking, performing a demonstration may lead the students to adapt themselves to the correct way to understand whether the size of a container effects the volume of liquid.
Activities
The first Teaching Aids
For this first set of teaching aids, I have created two different activity for high and lower achiever students so that all the students can catch up with the same concept.
For high achiever students
Activity for high achiever students is mainly to train them to be an explorer. In this case, teacher acts as a guide while the students explore among themselves regarding the topic.
Teaching Aids : big jar (800 ml), little jar (100 ml) and one empty bottle of mineral water (1.5 Liter)
Steps:
1. Teacher briefly explain about the activity that are going to be done in the class.
2. At the same time, teacher give an explaination to students about non standard unit.
3. Gather all the students and divide them into a pair.
4. Each pair is given big jar (800 ml), little jar (100 ml) and one empty bottle of mineral water (1.5 Liter)
5. Before the activity start, teacher will perform a demonstration on how to conduct the activity.
6. For the big jar, use the little jar to fill plain water from the pail to the big jar unti it is full. Record how many times little jar needed to fill in the big jar.
7. As for the mineral bottle, use the same method to fill in water into the bottle until it is full.
8. Record the data on the work table provided by the teacher one the white board as shown below:
Container | Quantity of little jar needed to fill the container until it is full |
Big Jar | |
Mineral Bottle |
9. Later after the activity is done, teacher will select a few pair of students to come in front of the class to demonstrate the activity again to show the correct answer (discussion)
For lower achiever students
For this activity, student will learn to measure volume by using non standard unit thus enable students to understand the basic concept of measurement of volume.
Teaching Aids : big jar (800 ml), little jar (100 ml) and one empty bottle of mineral water (1.5 Liter)
Steps:
1. Teacher gives an explaination about how to measure by using non standard unit.
2. After that, teacher divide the students into 4 main groups.
3. Each group is provided with the materials; big jar (800 ml), little jar (100 ml) and one empty bottle of mineral water (1.5 Liter)
4. At the same time, plain water is use as the medium to measure the volume of water.
5. So, each group also is being given a small pail filled with plain water.
6. Without wasting any time, teacher do a demonstration on how to work on this activity.
7. For the big jar, use the little jar to fill plain water from the pail to the big jar unti it is full. Record how many times little jar needed to fill in the big jar.
8. As for the mineral bottle, use the same method to fill in water into the bottle until it is full.
9. Record the data on the work table provided by the teacher as shown below:
Container | Quantity of little jar needed to fill the container until it is full |
Big Jar | |
Mineral Bottle |
10 Discuss the answer along with the students.
The second Teaching Aids
For this second teaching aids, an activity will be conduct in both ways one for the high achiever students and one for the lower achiever students. Besides this second activity is mainly to focus students about the misconception size of a container.
For high achiever students
For this activity, it is mainly to focus the students on how to measure a volume of liquid correctly and determine which container holds more liquid. At the same time, it will prevent misconception on students that are be affected the height of a container.
Teaching Aids : 500ml of glass beaker, one wide and one long drinking glass.
Steps:
Teacher will explain the procedure of the activity that is going to be held..
At the same time, teacher will show students how to read the volume of liquid correctly under the miniscus level as shown in the picture below : (under the curve- miniscus)
Teacher will explain the procedure of the activity that is going to be held..
At the same time, teacher will show students how to read the volume of liquid correctly under the miniscus level as shown in the picture below : (under the curve- miniscus)
1. Then, teacher will divide students into 4 big groups.
2. Each group is given the materials (500ml of glass beaker, one wide and one long drinking glass).
3. On the other hand, teacher will fill up the wide and long glass with plain water before the activity start. Plus, the students doesnt know the volume of water that are being poured into their wide and long glass.
4. The volume of water poured in the wide and long glass is shown below:
No of group | Wide Glass | Long Glass |
1 | 200ml | 200ml |
2 | 150ml | 250ml |
3 | 400ml | 400ml |
4 | 350ml | 250ml |
5. Before the activity starts, teacher will give a sheet of work table to each group to record the information related with the activity as shown below.
No of group | Volume of wide glass | Volume of long glass | Outcome (Which glass hold the large volume of water) |
6. Teacher act as a guide by informing the students to measure first the wide glass by using the glass beaker, then record it on the work table. Then the process continue with the long glass. Record the volume by using glass beaker again. Lastly, state the outcome whether wide glass or long glass contain large volume of water, or the outcome is the same.
7. Discuss the answer with the students.
For lower achiever students
For lower achiever students, this activity teach students the correct way to measure the volume of liquid with the help of a teacher incharge. Teacher will help students to measure using the glass beaker. Plus, students will learn something new about the misconception of a height of a container doesnt affect the volume of water.
Teaching Aids: 500 ml of glass beaker, one wide and one long drinking glass
Steps:
Teacher will briefly explain the purpose of the activity before it is being conducte
Then, teacher will show them example on how to read the measurement of volume by using the 500ml glass beaker. For an example like the picture below: (under the curve- miniscus)
Teacher will briefly explain the purpose of the activity before it is being conducte
Then, teacher will show them example on how to read the measurement of volume by using the 500ml glass beaker. For an example like the picture below: (under the curve- miniscus)
1. After that, teacher will divide the class into 4 big groups.
2. Each of the groups are given the materials(500 ml of glass beaker, one wide and one long drinking glass)
3. Teacher will give the next direction according to the work table :
Group | Wide Glass | Long Glass | Outcome |
1 | 200ml | 200ml | |
2 | 300ml | 150ml | |
3 | 400ml | 400ml | |
4 | 300ml | 350ml |
4. Each groups is assigned through their own task as shown on the work table.
5. For the first activity, teacher will help each group to fill the wide and long glass with plain water according to their group task respectively. Teacher acts as a guide while the rest of group members help each other to fill the plain water according to the work table by using the glass beaker.
6. For example, group number 1 will fill the glass beaker with plain water about 200ml and measure it by using the beaker. If the volume is correct, then the water will be pour into the wide glass. Then fill again the glass beaker about 200ml for the long glass. If the volume is correct then the water is pour into the long glass.
7. Same goes to group 2,3, and 4 according to their task.
8. After they finish filling up the glasses, teacher will make a statement. ‘Which glass have the large volume of water?
9. Each group will have to answer the question on the outcome box occording to the work table.
10 The answer should be wide glass, long glass or same.
Teacher and students discuss for the correct answer.
Teacher and students discuss for the correct answer.
Video on how volume of liquid are measured
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