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Science lesson plan · 9th grade (Year 10 in England) · 45 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 · 5 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 the time for a ball to roll down a ramp three times: 38, 35 and 37 s. What is the mean? Give your answer to 1 decimal place. → 36.7 sPrompt: Add the three readings.
  2. Convert 8 kg into g. → 8000 gPrompt: How many g are in 1 kg?
  3. Four repeat readings of a pulse rate after exercise (bpm): 116, 159, 118, 116. Which reading is anomalous (does not fit the pattern)? (159 / 118 / 116) → 159Prompt: Most of the readings are close together.

Hook · 5 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 · 10 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 · 10 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. What is the resolution of a ruler marked in millimetres? (1 mm / 1 cm / 1 m / 0.1 mm) → 1 mmPrompt: Resolution is the smallest change the instrument can show.
  2. A balance reads −0.3 g with nothing on it. With a rock on it, it reads 37.6 g. What is the true mass of the rock, in g? → 37.9 gPrompt: The zero error is included in every reading.

You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. A balance shows 0.3 g when nothing is on it. What kind of error is this? (a zero error (a systematic error) / no error / an anomalous result / a random 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 28.6 g. What is the true mass of the rock, in g? → 28.1 gPrompt: The zero error is included in every reading.

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/ 8

  1. Question 1

    A calculator gives a density of 30.233. Write it to 2 significant figures.

    Answer

  2. Question 2

    A balance shows 0.3 g when nothing is on it. What kind of error is this?

    • A. no error
    • B. a zero error (a systematic error)
    • C. an anomalous result
    • D. a random error

  3. Question 3

    A balance reads 0.2 g with nothing on it. With a rock on it, it reads 32.1 g. What is the true mass of the rock, in g?

    Answerg

  4. Question 4

    A calculator gives a density of 543.15. Write it to 3 significant figures.

    Answer

  5. Question 5

    Timing a falling ball by hand gives slightly different values each time. This is mainly due to…

    • A. gravity switching off
    • B. the ball changing mass
    • C. random error (human reaction time)
    • D. a zero error

  6. Question 6

    A balance reads 0.2 g with nothing on it. With a rock on it, it reads 51.8 g. What is the true mass of the rock, in g?

    Answerg

  7. Question 7

    A calculator gives a density of 4240.8. Write it to 2 significant figures.

    Answer

  8. Question 8

    A balance reads −0.3 g with nothing on it. With a rock on it, it reads 47.5 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. 30

  2. 2. B. a zero error (a systematic error)

  3. 3. 31.9 g

  4. 4. 543

  5. 5. C. random error (human reaction time)

  6. 6. 51.6 g

  7. 7. 4200

  8. 8. 47.8 g