Exam Revision 3662

What best describes non-standard units of measurement?

• Non-standard units are universally recognised measurements.

• Non-standard units provide precise measurements in scientific contexts.

• Non-standard units vary and are often context-dependent.

• Non-standard units are exclusively used in advanced mathematics.

What characterises standard units of measurement?

• Standard units are arbitrary and not based on any specific criteria.

• Standard units offer flexibility and adaptability in various contexts.

• Standard units provide universally accepted measurements.

• Standard units are exclusively used in early childhood education.

What are the limitations of using non-standard units in measurement?

• Non-standard units ensure precision and consistency across different contexts.

• Non-standard units offer flexibility and adaptability in various situations.

• Non-standard units are universally recognised and standardised.

• Non-standard units may lack consistency and make communication difficult.

What are the advantages of utilising standard units in measurement?

• Standard units offer varied applications in everyday situations.

• Standard units provide context-dependent measurements.

• Standard units ensure precision and consistency across different contexts.

• Standard units are exclusively used in scientific fields.

Which of the following is an example of a non-standard unit of measurement?

• Kilogram

• Handspan

• Litre

• Centimeter

Which of the following is an example of a standard unit of measurement?

• Piter

• Mentimeter

• Kilometers

• Pilogram

Which skill is essential for developing the concept of mass measurement using hefting?

• Understanding volume-to-mass correlation

• Grasping the concept of superlatives (e.g., heavy, heavier, heaviest)

• Visualising the balance on a scale

• Identifying the length of objects for comparison

Why do students need to progress from hefting mass?

• It relies solely on visual cues.

• It involves direct comparison of objects.

• It may not provide accurate measurements for closely weighted objects.

• It uses standard units for precise comparisons.

What teaching points need to be considered before introducing students to using a graduated scale for measuring mass?

• Understanding the correlation between volume and mass

• Ensuring proficiency in hefting for direct comparison

• Emphasising the importance of using standard units for fair comparisons

• Grasping the concept of superlatives in mass comparison

What makes comprehending the unit of time challenging for some students?

• Limited opportunities to observe time concretely with the senses

• Inaccurate representation of elapsed time

• Over-reliance on decimal-based time divisions

• Lack of understanding of time's correlation with volume