The problem does not say what time after the ice melts should you check the water level.
That's why the context matters. The context should be provided by OP.
Lets cut djsourabh some slack huh?
I suspect this is a secondary-level class in the principle of Archimedes.
@djsourabh: is that correct?
Asked at college level, there would, indeed, have to be some discussion about assumptions made and the significance of various possible initial and final conditions (compared with the methods used for measurement) - but for a high-school level question this would be overthinking things somewhat.
Lynchpin: A floating object displaces it's own mass in water.
It may work out to be instructive to invent a bunch of dimensions (i.e. how big is the glass and how high is the water to begin with? How big is an ice cube? Don't know? Make them up!) and use your textbook figures for the densities of water and ice. The fact that ice
is water means that these figures are not needed
if you understands the principle. The discussion shows you do not - no problem, you don't have to because, if I'm right, you are still learning the principle - therefore the longer approach is recommended.
Aside: I last encountered this problem at a teachers conference - only, instead of a glass of water, it was a Gin and Tonic. Kept people busy for weeks. I was the only one did the experiment. To get good statistics the experiment had to be repeated many times. Trouble is, the conclusion was illegible.
