Category: Classwork Name _________________ Student Number _______ Date ______________
Converting Derived Units
So far this semester we have learned how to calculate simple unit conversion problems. In this handout you
will learn how to convert measurements with derived units. A derived unit is a combination of several units.
Both area and volume can have derived units. Below is an example of a volume measurement:
13.4m3
(13.4 cubes measuring 1m on each side would fit into a shape of this size)
This same measurement could have been displayed as the following:
13.4m•m•m
However, we do not represent the units like the above but rather bunch them together. How is this
measurement converted to other volume units? Let’s try converting this measurement to km. We will
follow the steps for completing unit conversion problems with just a little something new.
Problem: Convert 13.4m3 to km3. There are 1000m in 1km.
STEP 1 – Set up both unit conversion factors between the units you are converting between. Circle the factor
with the unit you are converting from in the denominator.
1000 m 1 km
1 km 1000 m
STEP 2 - Begin the equation with the starting measurement (the value you are converting from) divided by 1.
13.4 m 3
1
STEPS 3&4 – Multiply the starting measurement (from step 2) by the conversion factor circled in step 1
(More than once if necessary). Cancel everything that appears both on the top and bottom in the equation
(both numbers and units).
13.4 m 3 1 km 1 km 1 km
× × × =
1 1000 m 1000 m 1000 m
Two extra conversion factors
because of the m3 unit
STEP 5 – Solve the problem by multiplying across the top and the bottom and then calculate the resulting
quotient (including units!).
13.4 m 3 1 km 1 km 1 km 13.4 km • km • km
× × × = = 0 .0000000134 km 3 = 1 .34 × 10 -8 km 3
1 1000 m 1000 m 1000 m 1000 • 1000 • 1000
Category: Classwork Name _________________ Student Number _______ Date ______________
Complete the following problems.
1. Complete the two parts of this problem below.
a) With a ruler, measure the sides of the shape to the
right in centimeters. Label the sides of the shape.
Then in the space below calculate the area in cm2.
Answer: _____________
b) Convert the area of the shape to m2. Follow the steps of a unit conversion problem and remember
to decide how often you will use the unit conversion factor.
Answer: _____________
2. Complete the two parts of this problem below.
a) With a ruler, measure the sides of the object to the
right in centimeters. Label the sides of tthe shape.
Then in the space below calculate the volume in cm3.
The depth of the object has already been labeled for
you.
Answer: _____________
b) Convert the volume of the object to mm3. Follow the steps of a unit conversion problem and
remember to decide how often you will use the unit conversion factor.
Answer: _____________
How Many 1cm3 Cubes Fit in a Classroom? (Our Classroom)
Remember that a 1 cm3 cube is a cube that measures 1 cm on each side. This is shown below.
If you measure the volume of an object in cm3 the number part (a measurement has both a number and a
unit) represents the number of 1 cm3 cubes that would fit into the object. In this activity you will determine
the number of 1 cm3 cubes that will fit in thi
thiss classroom. In other words you will determine the volume of
Category: Classwork Name _________________ Student Number _______ Date ______________
this classroom in cm3. To accomplish this you will first measure the room volume in meters cubed (because
it is easier than measuring in cm3) and then convert that measurement to cm3. Complete
lete the questions below
to help you determine how many 1cm3 cubes can fit in our classroom.
1. What is the width of the room in meters (measure wall
wall-to-wall,
wall, include the width of the counters)?
______________________
2. What is the length of the room in meters (measure wall
wall-to-wall,
wall, but do not include the small area near the
chemical preparation room)?
______________________
3. What is the height of the room from floor to ceiling in meters? ______________________
cally a rectangular shape like
4. Assume the classroom is basically
that shown to the right. Label the sides of the rectangle to the
right with the measurements of the room you took. Remember
a measurement has both a number and a unit!
5. Using the measurements you gathered, calculate the volume of the room in m3. Show all your work in the
space below (multiply the measurement of each side together) and record your answer.
Volume of room (m3): ____________________
6. Convert the room volume from m3 to cm3 by completing each part below.
a) What are the unit conversion factors between centimeters and meters if 100 cm is equal to 1 m?
m
Record your answer in the space below
Category: Classwork Name _________________ Student Number _______ Date ______________
b) Complete the unit conversion of changing the measurement you measured in question 4 to
centimeters cubed. Show all your work. Remember that you will need to use one of the unit
conversions from question 5a more than one time.
Volume of room (cm3): ____________________
7. How many 1cm3 cubes could fit in the classroom? (If you think this question is hard to answer, you
haven’t been paying attention) ___________________________________________
8. Explain how you would calculate the number of 1mm3 cubes would fit in our classroom? ____________
_______________________________________________________________________________________
_______________________________________________________________________________________
Converting Derived Units Summary Questions
1. The derived unit for volume, km3, is made from three km units. What is the derived unit for area made
from m units? Explain.
_______________________________________________________________________________________
_______________________________________________________________________________________
2. The derived unit cm3 measures volume. If you were to convert cm3 to another unit, what would the new
unit measure? Explain. __________________________________________________________________
_______________________________________________________________________________________
3. Explain why you need to use a conversion factor more than once when you are converting area, such as
m2 to cm2.
_______________________________________________________________________________________
_______________________________________________________________________________________
