Sep 5 - 9
Obj
Tues (48 min)
To get the
students’
information
To create lab
groups.
Wed (48 min)
-Differentiate between a precise and
accurate measurement.
-Determine precise and non-precise
and accurate and non-accurate
measurements.
-Explain a lack of precision indicates
there is random error but a lack of
accuracy indicates systematic error
which must result from the misuse of
a measuring tool.
Thurs (48 min)
-Differentiate between a precise and
accurate measurement.
-Determine precise and non-precise
and accurate and non-accurate
measurements.
-Explain a lack of precision indicates
there is random error but a lack of
accuracy indicates systematic error
which must result from the misuse of
a measuring tool.
Materials
Whos who papers,
index cards
Metersticks, measuring tape,
keynote, lab sheets
What is the most precise way to
measure whether a football field is
really 100 yards long? By striding,
using a meterstick, or a tape
measure. Explain. Answer in your
notebook. No need to copy question
from keynote, just write answer in
complete sentence and date. (5 min)
Students will measure an unknown
distance in multiple ways. By
gauging the length of a stride as a
unit, a meterstick as a unit., and a
tape measure and list their values on
the board. (30 min)
Metersticks, taped metersticks,
keynote,
Which ruler will get more precise
answers and why. The unmarked or
marked ruler. Use your definition of
precision from your lab. (5 min)
DoNow
Activities
Who’s Who
Read your whos
who
Creation of Lab
Groups
What is a standard
unit of
measurement?
“Students will read the definitions of
precision accuracy systematic error
and random error from the lab and
answers analysis questions if time
remains.”
Instruct the students to read the
definition of precision and ask them
from the numbers on the board
which was most precise.
Give the actual length. Ask which
were most accurate. Have them use
Give notes on precision, accuracy,
systematic and random error. Dart
Board analogy. Forgetting to tare a
balance is systematic error. Using a
meterstick in yards rather than
meters. (15 min)
 Measuring the height of a cross bar
on a soccer goal, measure to the
bottom or top of the crossbar. (7
min)
 Cutting wood, ways to reduce
systematic error. Mark it off, Get a
long enough measuring device where
you do not need to mark off.
Accidentaly making a rhombus
instead of a square by systematically
placing the ruler crooked each time.
(7 min)
Thurs Lab (48 min)
-Differentiate between a
precise and accurate
measurement.
-Determine precise and
non-precise and
accurate and nonaccurate measurements.
-Explain a lack of
precision indicates there
is random error but a
lack of accuracy
indicates systematic
error which must result
from the misuse of a
measuring tool.
Fri (48 min)
-Differentiate between a
precise and accurate
measurement.
-Determine precise and
non-precise and
accurate and nonaccurate measurements.
-Explain a lack of
precision indicates
there is random error
but a lack of accuracy
indicates systematic
error which must result
from the misuse of a
measuring tool.
-Explain what a
conversion factor is
Rulers
What is a more precise
measuring tool to
measure the distance
traveled along a
highway? Mile markers
or a How many state
lines you have crossed?
Why is it more precise?
Answer investigation
analysis questions and
hand in(30 min)
Go over lab analysis
questions(15 min)
Put a couple hw
problems on the board
to put on the board for
e.c. (10 min)
 Ask students to given
some explanations for
certain problems for e.c.
(15 min)
 Dimensional Analysis
Activity:
A mile marker exists
every tenth of a mile.
How many mile markers
are there in a mile?
A ruler has twelve
inches in a foot. How
many centimeters are in
a foot? What is bigger a
centimeter or an inch?
How many centimeters
are in an inch? How did
you figure this out?
the definition of precision and
accuracy. Which contained more
random error? Did any contain
systematic error. Probably not, but
how may systematic error enter in.
Draw on board how one may
measure too far each time. (back to
front) (15 min)
 Random error. Which ruler will
Assessment
Discussion at the end of class based
on the definitions
Discussion.
HW
Lab Due Friday
How long is your desk in
feet, centimeters,
inches? Does this makes
sense based on the
number of centimeters
you said are in a foot?
(15 min)
Go over activity (8
min)
measure the length of the desk
better? The taped one or the marked
one. Have students close their eyes
while 3 students measure the length
of my desk and write it on the board.
They will secretly write down the
length using the marked ruler. Now
which measuring device was more
precise? And which introduced more
random error? (14 min)
Discussion. Take points
off their lab if they are
not working.
– Problem Set on
Accuracy and Precision
Due Monday, HW Quiz
Monday. Going over it
tomorrow. You can put
a problem on the board
or explain a problem for
extra credit.
Hand in activity to be
graded and hand back to
them tomorrow.
Problem Set on
Accuracy and Precision
Due Monday, HW Quiz
Monday.
Objectives:
SWBAT…
Differentiate between a precise and accurate measurement.
Determine precise and non-precise and accurate and non-accurate measurements.
Indicate a lack of precision indicates there is random error but a lack of accuracy indicates systematic error which must result
from the misuse of a measuring tool.
Memorize the SI unit for distance, time, mass.
Memorize meaning of prefixes mili, centi, kilo
Use a conversion factor to convert distances, times, and masses between metric and English units 1 step, then 2 step
Explain that converting between units does not change the amount of systematic or random error contained within the
original measurements.