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Simulation Activity: What Are Scientific Measurements? Mark as Favorite (0 Favorites)

ACTIVITY in Physical Properties, Introduction, Accuracy, Measurements, Significant Figures, Accuracy. Last updated September 01, 2026.

Summary

In this simulation, students will learn about and practice how to appropriately record scientific measurements using a variety of scientific instruments. The optional introduction section presents concepts related to precision and significant figures through real-world examples, and then guides students through the steps of recording proper measurements, such as including units and estimating the final digit. The practice section allows students to hone their measuring skills across seven different types of measuring tools with instant feedback.

Grade Level

High School

NGSS Alignment

This activity will help prepare your students to meet the following scientific and engineering practices:

  • Scientific and Engineering Practices:
    • Obtaining, Evaluating, and Communicating Information

Objectives

By the end of this activity, students should be able to:

  • Provide examples of measurements in daily life.
  • Explain the concept of precision in measurements.
  • Record length, volume, temperature, pressure, and mass measurements from a variety of instruments to the appropriate number of significant figures.

Chemistry Topics

This activity supports students’ understanding of:

  • Measurements
  • Significant figures
  • Accuracy and precision

Time

Teacher Preparation: minimal
Lesson: 20-30 minutes

Materials

Safety

  • No specific safety precautions need to be observed for this activity.

Teacher Notes

Introduction and Tutorial Sections

  • Questions are posed to students throughout the introduction and tutorial sections, but students do not enter answers directly into the simulation yet. Students should be encouraged to pause and think about the questions before they click “continue” to reveal answers at various points.
  • The questions on the student handout associated with the introduction and tutorial go in order as they progress through the simulation.
  • The introduction and tutorial sections of this simulation introduce the concepts of precision (through the weight example comparing trucks, wrestlers, and diamonds) and significant figures in recorded measurements (how many decimal places to write down). These vocabulary words are not mentioned explicitly in the simulation (though students are asked about precision in the student handout) so teachers may want to introduce them at some point while students are completing this activity. For complex conceptual vocabulary, it is often recommended to have students explore the concept through examples first so they have more context before assigning a vocabulary term, as this can lead to better student understanding and less rote memorization of definitions.
    • The tools used in the weight example comparing trucks, wrestlers, and diamonds measure to tens of pounds, hundredths of a pound, and millionths of a pound, respectively. Precision in measurements can be thought of as how exact the measurement can be. More precise measurements can be reliably recorded to smaller place values. This is a great example for discussing why high levels of precision are sometimes necessary and sometimes not, as well as the downsides, like more expensive equipment and calibration, of highly precise measuring devices.
    • Without explicitly calling it significant figures, this simulation helps students understand the concept of always recording an estimated digit between the smallest marked intervals on the device. If giving this concept a name is important in your classroom, you may want to introduce it after students complete the simulation and/or student handout. The phrase “read between the lines” might help students remember good measurement practices and avoid the refrain of “How many decimal places should I write down?”

Practice Section

  • The practice section of the simulation contains seven different modules focusing on different measuring tools: ruler, graduated cylinder, buret, pipet, thermometer, pressure gauge, and triple-beam balance.
  • Teachers can assign students to practice with all the tools, or a subset of whichever tools are relevant to their classroom. For example, if students are preparing for a titration lab, they could do some practice measurements in the buret module to make sure they are reading it correctly and recording the appropriate number of significant figures.
    • The numerical values of the measurements are randomly generated, so students can do as many practice problems as needed until they feel comfortable.
    • Since the problems are randomly generated and will be different each time a student uses the simulation, there are no specific problems in the student handout. Instead, space is provided for students to take notes when they make mistakes or as scratch paper.
    • The handout instructs students to work in the sections assigned by their teacher (which can be all 7 tool modules or a subset) until they can record 5 correct measurements in a row for each section. Teachers can adjust this metric to what best suits their needs.
  • Note that the images in the student handout use similar graphics to what students saw in the simulation, but they have different levels of precision. Students won’t be able to go on “auto-pilot” and just record to the same number of decimal places as the balance, pressure gauge, and thermometer they saw in the simulation.

For the Student

Background

Knowing how to record scientific measurements appropriately is a crucial part of any lab-based science, such as chemistry. Use the simulation below to explore some historical context, everyday life applications, and rules for taking reliable scientific measurements.

https://teachchemistry.org/classroom-resources/what-are-scientific-measurements

Part 1: Introduction and Tutorial

As you click through the introduction and tutorial section of the simulation, answer the questions below.

  1. Why do you think units based on body parts, like the foot or the cubit, were common across different cultures? List one benefit and one challenge that comes with using these kinds of units.
  2. What are three examples of measurements that you have taken and/or used in your life recently?
  3. In the introduction section of the simulation, a weight measurement example is provided comparing weights of large trucks, competitive wrestlers, and diamonds. Trucks are measured to the tens of pounds, wrestlers to the tenths of a pound, and diamonds to the millionths of a pound. The tools used to make the measurements in these examples have different levels of precision. Based on this example, how would you define precision in measurements?
  4. As you work through the tutorial, write down four “measurement rules” that will help you make sure you are taking good scientific measurements.
  5. What is meant by “read between the lines” when talking about measurements?

Part 2: Practice

When you get to the practice section of the simulation, your teacher will instruct you on which of the seven modules you will practice with. Once you have recorded five consecutive measurements without a mistake, you can move to the next module. Use the space below to make notes or reminders to yourself when you make mistakes, or as scratch paper. Then complete the rest of the questions below.

  1. Record measurements for the triple-beam balance, pressure gauge, and thermometer shown below using what you learned from the simulation.
Illustrated triple-beam balance, pressure gauge, and thermometer for students to record measurements from.
  1. Which of the six tools pictured below would allow you to precisely measure out 0.55 mL of liquid? (The amount of liquid present in each of the tool images is irrelevant to this question, just look at the markings on the tools.) Circle all that apply – there could be one or more correct options. Explain how you made your determination in the space below the images.
Illustrations of graduated cylinders, pipets, and burets of different levels of precision.

Explanation:


Conclusion

Describe another real-life example (similar to the truck/wrestler/diamond example from the simulation) where the same type of measurement is required for two objects but on two different scales. Does one need to be more precise than the other? Explain.