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Science lesson plan · 9th grade (Year 10 in England) · 30 minutes

Accuracy, precision, errors and significant figures

Working scientifically

CCSS NGSS.SEP 5CCSS NGSS.HS-PS1-7England: KS4 Working scientificallyEngland: KS4 Combined Science: Working scientifically

Objective and success criteria

Students will: Accuracy, precision, errors and significant figures.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Repeat readings, means and anomalies; Converting units

Leads to: the next skill in this area.

Materials: Simple equipment for a fair test, Results table template, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Repeat readings, means and anomalies; Converting units). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. A group measured a pulse rate after exercise three times: 119, 117 and 116 bpm. What is the mean? Give your answer to 1 decimal place. → 117.3 bpmPrompt: Add the three readings.
  2. Convert 4 L into mL. → 4000 mLPrompt: How many mL are in 1 L?
  3. Four repeat readings of how far a toy car travelled (cm): 73, 75, 45, 75. Which reading is anomalous (does not fit the pattern)? (45 / 75 / 73) → 45Prompt: Most of the readings are close together.

Hook · 3 min

  • Show a simple experiment with one thing changed and ask what makes it a fair test.
  • Share the objective: Accuracy, precision, errors and significant figures. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: A balance shows 0.3 g when nothing is on it. What kind of error is this?
  • Step 1: A scale that does not start at zero adds the same error every time: a systematic (zero) error.
  • Step 2: So the answer is: a zero error (a systematic error)
  • Answer: a zero error (a systematic error)
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. A balance shows 0.3 g when nothing is on it. What kind of error is this? (an anomalous result / no error / a random error / a zero error (a systematic error)) → a zero error (a systematic error)Prompt: It shifts every reading by the same amount.
  2. A balance reads 0.5 g with nothing on it. With a rock on it, it reads 24.3 g. What is the true mass of the rock, in g? → 23.8 gPrompt: The zero error is included in every reading.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. A balance reads 0.4 g with nothing on it. With a rock on it, it reads 24.4 g. What is the true mass of the rock, in g? → 24 gPrompt: The zero error is included in every reading.
  2. What is the resolution of a ruler marked in millimetres? (0.1 mm / 1 m / 1 cm / 1 mm) → 1 mmPrompt: Resolution is the smallest change the instrument can show.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Repeat readings, means and anomalies.
  • Use concrete materials: simple equipment for a fair test.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-9.

Free lesson plan from eurekami.com/lesson-plan-builder

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Accuracy, precision, errors and significant figures

Name

Date

Score/ 6

  1. Question 1

    A balance reads 0.2 g with nothing on it. With a rock on it, it reads 21.8 g. What is the true mass of the rock, in g?

    Answerg

  2. Question 2

    A calculator gives a density of 9149.7. Write it to 2 significant figures.

    Answer

  3. Question 3

    What is the resolution of a ruler marked in millimetres?

    • A. 1 cm
    • B. 1 m
    • C. 0.1 mm
    • D. 1 mm

  4. Question 4

    A balance reads −0.2 g with nothing on it. With a rock on it, it reads 14.2 g. What is the true mass of the rock, in g?

    Answerg

  5. Question 5

    A calculator gives a density of 117.47. Write it to 3 significant figures.

    Answer

  6. Question 6

    A balance reads 0.2 g with nothing on it. With a rock on it, it reads 41.1 g. What is the true mass of the rock, in g?

    Answerg

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Answer key: Accuracy, precision, errors and significant figures

  1. 1. 21.6 g

  2. 2. 9100

  3. 3. D. 1 mm

  4. 4. 14.4 g

  5. 5. 117

  6. 6. 40.9 g