PHY_10_2_V1_LP_Physical measurements

Long-term plan unit: 1A Physical Measurements

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Theme of the lesson

Physical measurement errors

Measurement data processing

Learning objectives that are achieved at this lesson(Subject Programme reference)

to distinguish systematic and random errors;

to determine dependent, independent and controlled (constant) physical measurements;

Lesson objectives

show an understanding of the distinction between systematic errors (including zero errors) and random errors;

show an understanding of the different dependent, independent and controlled (constant) physical measurements;

Success criteria

•      Knows the concepts of systematic error and statistical (random) uncertainty.

•      Distinguishes between systematic and statistical (random) errors.

Language objectives

Subject-specific vocabulary & terminology:

Systematic error, random errors, dependent, independent and controlled (constant) physical measurements,

Useful sets of phrases for dialogue and writing:

Systematic error – An error which is identical for each reading

Random error – Measurements are above and below the true value with equal probability

Directly Proportional – a graph of two directly proportional quantities will be a straight line through the origin (0,0).

Linear – produces a straight line graph

Inversely proportional – y is proportional to 1/x or yx = constant

Precise – High number of significant figures and a small spread of results

Accurate – Near to the true value

Vector – a quantity with magnitude and direction

Scalar – a quantity with magnitude only

Cross-curricular links

Students will have studied uncertainty in their other science classes, especially in Chemistry.  Problems will be included that include data from chemistry and biology experiments, as the focus of the lesson is on the calculation of uncertainty, rather than the experiments themselves.

ICT skills

Use of calculators.

https://www.youtube.com/watch?v=iaewZmc4TYQ&t=30s

Previous learning

Students have encountered uncertainty and significant figures in 10^th grade, although with less depth than is taught here.  They will also have encountered this topic in other science classes (especially Chemistry).  Students will be asked at the beginning of the lesson what they already know about significant figures and uncertainty, and asked to explain topics that they already know to the rest of the class during the presentation part of the lesson.

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning of L2

5 min

Organizational moment to acquaint students with the

·        Theme of the lesson

·        The objectives of the lesson

·        The criteria of success for the lesson

·        The plan of events for the lesson

Middle of L2

30  min

(W) explain new topic

Random and systematic errors

·Error in measurement is expected because of the imperfect nature of us and our measuring devices.

·For example a typical meter stick has marks at every millimeter (10^-3 m or 1/1000 m). 

Random and systematic errors

·Error in measurement is expected because of the imperfect nature of us and our measuring devices.

·We say the precision or uncertainty in our measurement is ± 1 mm.

·Random error is error due to the recorder, rather than the instrument used for the measurement.

·Different people may measure the same line            slightly differently. You may in fact measure the            same line differently on two different occasions.

·Random error is error due to the recorder, rather than the instrument used for the measurement.

·Different people may measure the same line              slightly differently. You may in fact measure the            same line differently on two different occasions.

·Perhaps the ruler wasn’t perfectly lined up.

·Perhaps your eye was viewing at an angle rather          than head-on. This is called a parallax error.

Systematic error is error due to the instrument being “out of adjustment.”

·A voltmeter might have a zero offset error.

·A meter stick might be rounded on one end.

·The following game where a catapult launches darts with the goal of hitting the bull’s eye illustrates the difference between precision and accuracy.

(I) formative assessment

-Controls are factors that you are keeping unchanged throughout the experiment.

-Variables are the things that will change (or vary) in your experiment.

There are two types of variables: Independent variables and Dependent Variables.

-         Independent variables are the factors that you are manipulating in your experiment. Your are testing their effect on something.

-         Dependent variables are quantities you are measuring to determine if there is an effect from the independent variable.

(I)               Theoretical material for students

https://www.thoughtco.com/independent-and-dependent-variable-examples-606828

(I)               Test for students about independent and dependent Variables.

https://www.thoughtco.com/scientific-method-quiz-4060512

Presentation with questions.

End of L2

5 min

Reflection: Thumbs up/middle/down.  Students will respond by putting their thumbs up, sideways, or down, to answer the following questions

Health and safety regulations

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check students’ learning?

Students will be given an opportunity near the middle of each lesson to spend one minute to stand and stretch.  Students will also be reminded to keep bags clear of areas where people walk.

Team teachers will be able to explain concepts that were not well understood in learners’ native languages if necessary.

Strong learners will be challenged to suggest possible causes for experimental errors seen in problems and also to suggest ways of decreasing these errors.

Students will be assessed on their understanding by checkpoint questions at the end of the lesson.  During group work the teacher(s) will circulate to answer students questions and gauge understanding.

Students will be given an opportunity near the middle of each lesson to spend one minute to stand and stretch.  Students will also be reminded to keep bags clear of areas where people walk.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.