Plan (9/1/15)
1. Warm-Up ----- If you need math help, see me ASAP for review.
2. Math Review
1.
2.
Feedback
Algebra Review
3. Start “INV – Measurement: Errors, Accuracy
and Precision”
1.
2.
3.
4.
WDYT?
Measurement Practice
Procedure & Data Table
Collect Data
Warm-Up
Rearrange the following equations to solve for x.
1)
y=mx+b
Order of Operations:
1.
2.
3.
4.
P
E
M,D
A,S
Math Review – Go over #6b
0
Order of Operations:
1.
2.
3.
4.
If you need math help, see me ASAP for review.
P
E
M,D
A,S
Algebra Help Session
Today (3:40-4:00)
Physics Room (1403)
Break down the objective:
What are the different parts of
the objective?
“The Target”
“Aim small;
Miss small”
(Proficiency Scale)
Objective #1: (Error Analysis) - I can analyze data to determine whether
random or systematic error has occurred and if the data is precise and/or
accurate so that I can reduce / eliminate sources of error during
experimentation.
4 - Great (A)
3 - Good (B)
Given a scenario, I can I can consistently analyze
describe and plan a
data to determine
procedure to minimize whether:
• random or systematic
error to ensure
accurate and precise
error has occurred
• if the data is precise
data.
and/or accurate.
2 - Almost (C)
I can determine which
type of error has
occurred but struggle
to explain how I know
or need support to
explain. I can
determine whether
data is precise or
accurate, but struggle
I can consistently explain to explain how I know
how to reduce / eliminate or need to support to
explain.
analyzed sources of error
during experimentation.
1 - Not Yet (Redo)
I can define random and
systematic error. I can
define precise and
accurate.
1.2 Measurement:
Errors, Accuracy, and Precision
Lab Notebook Organization
On the next clean page of your lab notebook…
• Title the page “Measurement: Errors, Accuracy and
Precision”
• Don’t forget to date the page!
In the Table of Contents…
• List “Measurement: Errors, Accuracy and Precision”
(and the page it starts on)”
Roles
Facilitator (D) …
Recorder (A) …
•
Please ensure that everyone gets your group’s data table in their SNs and
records data during the lab. Don’t wait until the end of class to copy data
from group members.
Spokesperson (B) …
Equipment Manager (C) …
•
Please be sure all materials are brought in from the hall. Thanks.
1.2 Types of Error
WDYT? (What Do You Think?):
Two students measure the length of the same object.
1. One reports a length of 3 m, the other reports a length of
10 m. Has one of them made a mistake? Explain your
thinking.
2. What if the measurements were 3 m and 3.2 m? Explain
your thinking.
3. What if the measurements were 3 m and
3.02 m? Explain your thinking.
What if I told you the actual
length of the object is 10 m?
How to Make Measurements
• Always estimate one place beyond what the device allows.
• Your uncertainty (+/- __) should also be in that place.
• What if an uncertainty isn’t stated?
Wkst –
“Practice: Making
Measurements”
1.2 Investigate
Purposes:
• To determine the “best” measuring technique by identifying sources of
errors.
• To determine ways to minimize errors in measurements.
Investigate Directions:
1. READ p. 1 of the INV handout as a group.
2. Design data table as a group. (Do this on
desk with dry erase marker.)
3. Write summary of procedure in SN.
4. Get TEACHER CHECK before writing
the table in your SN.
**Refer to handout for procedure.
Happy Thursday, Sept. 3, 2015
Today we will:
• Finish collecting data to determine the length of two locker
bays and compile class data.
• Read to gather information about error in measurements.
So we can:
• To determine the “best” measuring
technique by identifying sources of errors.
• To determine ways to
minimize errors in measurements.
Thursday, Sept. 3rd
1. Warm-Ups (Wed. & Thurs.)
2. Finish Measurement INV
3. Reading – Take Notes on new page
appropriate level)
(choose
Wednesday’s Warm-up
7.3 cm
32°
6.2 cm
3.9 cm
• The hypotenuse of a right triangle is 7.3 cm
long. What are the lengths of the two sides if
one interior angle is 32°?
Today’s Warm-up
15.1 cm
14.0 cm
5.6 cm
• A right triangle has a hypotenuse is 15.1 cm
long. What are the values of the interior
angles if the legs of the triangle are 5.6 cm
and 14.0 cm?
Thursday, Sept. 3rd
1.
Warm-Ups (Wed. & Thurs.)
2.
Finish Measurement INV
3.
1.
2.
Finish Data Collection
TC #2
3.
Class Data Table
4.
5.
Post-Lab / Conclusion (complete sentences)
Back side of INV handout – Recorder write on handout & turn in
Reading – Take Notes on new page
1.
2.
4.
(≈10 min)
Basic Level - Textbook (p.
25-27, 29)
Advanced Level - Online tutorial (http://goo.gl/rZQLp5)
If Time:
1.
2.
(choose appropriate level)
Debrief INV
4 Corners Cards
NOTES – Error, Accuracy and Precision
Take notes on the following 4 terms on a new page in your science notebook.
Remember to title the page & add it to your TOC.
Random
Error
Info from
Reading
Textbook 25-27,29
or Online
http://goo.gl/rZQLp5
Info from
class
discussion
Examples
from
Investigate
Systematic
Error
Accuracy
Precision
Happy Friday, Sept. 4!
Today we will….
• Determine the difference between
random and systematic error.
• Determine the difference between
accuracy and precision.
So we can…
• Identify the types of error that
occurred.
• Identify if data is accurate or precise.
Plan
1. Starters –
1. 4 Corners – “Who are You?”
2. Read (few minutes to finish)
3. (if done reading) Cut out EQN Sheets (Thanks! )
2.
3.
4.
5.
Debrief INV
Class Discussion / Notes
Practice
Exit Ticket
WHO ARE YOU?
(4 CORNERS CARD)
 Grab a card from the center of the table.
 On the back make a grid and complete the following…
One thing you want me
to know about you.
Last Name, First Name
Grade
Tape over your
school pic here
Something you’re good at:
__________
Something you struggle with:
___________
Two things you would do if
you didn’t get to be in
school today (cannot say sleep
or eat) .
WHO AM I?
(4 CORNERS CARD)
I have a wife and 3 kids. (My
wife subs here at CHS quite a
bit.)
I am here to help you be
successful.
Strength:
Caring about people
Brooks, Chad
Grade: 30th
(or something like that )
1) Camp
2) Play with my kids
Something you struggle with:
Multi-tasking
3) Play basketball
Share w/
group.
Reading Summary
Compare your notes with your group.
Questions to discuss as a group:
1. How can you tell if a set of data has systematic
error? Random error?
2. How do you know if data is accurate? Precise?
Magnetic Dartboard – Type of error? Accurate?
Precise?
INV-Debrief
• Did you experience any unforeseen problems
when measuring?
(It is our goal to help you think of these ahead of time for future investigations
so that you can plan how to minimize / eliminate them.)
• What is the “best” method and why?
– Depth of thought…
“The Target”
(Proficiency Scale)
Objective #1: (Error Analysis) - I can analyze data to determine whether
random or systematic error has occurred and if the data is precise and/or
accurate so that I can reduce / eliminate sources of error during
experimentation.
4 - Great (A)
3 - Good (B)
Given a scenario, I can I can consistently analyze
describe and plan a
data to determine whether:
procedure to minimize • random or systematic
error to ensure accurate
error has occurred
and precise data.
• if the data is precise
and/or accurate.
I can consistently explain
how to reduce / eliminate
analyzed sources of error
during experimentation.
2 - Almost (C)
1 - Not Yet (Redo)
I can determine which I can define random and
type of error has
systematic error. I can define
occurred but struggle to precise and accurate.
explain how I know or
need support to explain.
I can determine whether
data is precise or
accurate, but struggle to
explain how I know or
need to support to
explain.
NOTES – Error, Accuracy and Precision
Take notes on the following 4 terms on a new page in your science notebook.
Remember to title the page & add it to your TOC.
Random
Error
Info from
Reading
Textbook 25-27,29
or Online
http://goo.gl/rZQLp5
Info from
class
discussion
Examples
from
Investigate
Systematic
Error
Accuracy
Precision
Random Error
• Inherent to the measuring device -OR- how the
device is used (tool or person)
– Causes uncertainty (+/- 0.1)
• It leads to variation in the data.
• It cannot be corrected for by
a calculation.
Random Error
• Which method in
the investigate
had the most
random error?
• Which had the
least random
error?
• How do you
know?
Average Length of Locker Bays (m)
Group
Pacing
Meter Stick
Measuring Tape
1
12.5
13.29
13.35
2
13.2
14.27
13.35
3
9.5
13.31
13.29
4
12.6
13.27
13.49
5
13.52
13.35
13.35
6
15.13
13.27
13.32
7
12.06
13.345
13.334
8
13.259
13.430
13.271
9
12.58
13.299
13.312
Average
12.71
13.43
13.34
Frequency
Histograms – 13-14 Data
Histogram - Pacing
6
5
4
3
2
1
0
Frequency
Average Length of Locker Bays (m)
Histograms – 14-15 Data
Frequency
8
6
4
2
0
Length of Locker Bays (m)
Frequency
Meter Stick (15-16)
35
30
25
20
15
10
5
0
Length of Locker Bays (m)
Tape Measure (15-16)
50
Frequency
Histograms – 15-16 Data
Pacing (15-16)
40
30
20
10
0
Length of Locker Bays (m)
Systematic Error
• A repeated error.
• Causes a shift in data away
from the accepted value.
• It can be corrected for with a
calculation.
• Examples?
Exit Ticket
• Do Warm-Up for Friday as a FA.
Happy Tuesday, Sept. 8!
Please complete the
Wednesday
Daily Warm-up.
Reflect on FA – Friday’s Warm-up
My observations:
•
Don’t rely on just knowing definitions of vocab. Strive for a “working
understanding” of vocabulary. Can you apply it?
•
Be clear in your explanations. Burden of proof is on you to show me you know it.
#1)
What do you know?
What don’t you know?
#2)
How do you know “by looking at data set”? (don’t just recite definition)
Random ErrorSystematic Error-
*** Data doesn’t have to be precise (tightly grouped) for there to be systematic error.
WHY NOT? How can this be? ***
Discuss Warm-Up
The width of a desk is 55.0 cm. Create a data table that would
represent three measurements of the desk that have systematic
error. Will the data be accurate, precise, both or neither (circle one)?
Trial
1
2
Does high systematic error
mean that there can’t also
be high random error?
3
Width (cm)
Vocab Self-Assessment
• Fill out the vocab sheet for:
– Random Error
– Systematic Error
Assessment – Types of Errors
• Example:
Students
measured the
length of a football
field (accepted
length of 100 yds).
Describe the type
of error each team
has. How did this
error affect their
results?
Practice: Types of Error
A. If a tool is uncalibrated, what type of error does that cause?
Explain.
B. If you are not careful while measuring, what type of error will
that likely cause? Explain.
C. When measuring times, your personal reaction time would
cause what type of error?
-Sheep Reaction Timer
“The Target”
(Proficiency Scale)
Objective #1: (Error Analysis) - I can analyze data to determine whether
random or systematic error has occurred and if the data is precise and/or
accurate so that I can reduce / eliminate sources of error during
experimentation.
4 - Great (A)
3 - Good (B)
Given a scenario, I can I can consistently analyze
describe and plan a
data to determine whether:
procedure to minimize • random or systematic
error to ensure accurate
error has occurred
and precise data.
• if the data is precise
and/or accurate.
I can consistently explain
how to reduce / eliminate
analyzed sources of error
during experimentation.
2 - Almost (C)
1 - Not Yet (Redo)
I can determine which I can define random and
type of error has
systematic error. I can define
occurred but struggle to precise and accurate.
explain how I know or
need support to explain.
I can determine whether
data is precise or
accurate, but struggle to
explain how I know or
need to support to
explain.
“I don’t want to be a Dummy!”
• Video - What's the difference between accuracy
and precision? ---- By TED-Ed (4:50)
Accuracy vs. Precision (p. 26-27)
• Accuracy is …
being close to the actual value.
– So accuracy has low
• Precision is…
systematic
error.
being consistent.
– Precision has low
random
error.
Accuracy vs. Precision
Label each of the following 4 targets as accurate or inaccurate,
AND as precise or imprecise.
1
2
Check
#1 last
3
4
Accurate? Precise? Both? Neither?
If little Johnny shoots a bow and arrow for
the first time, he will likely be ________?
Explain.
If an experienced bowhunter buys a new
bow and takes it out for target practice so
that he can adjust his sights, his first shots
will likely be _______? Explain.
Error Type(s)?
Which type(s) of error are evident in the
diagram below? Why do you think so?
(NOTE: This question is here b/c data from FA [and past years] suggests that students
struggle with some concept here. Can you figure out what students struggle with?)
Happy Wednesday, Sept. 9th!
Please
complete
Tuesday’s
warm-up
today.
Heads up…
Assessment over Data
Analysis on Friday!
Wednesday (9/9/15)
1.
2.
3.
4.
ANNOUNCE – Test over Data Analysis on FRIDAY
Warm-Up (Tuesday’s)
Finish Practice #1
FA – Socrative
5. Creation Station Roll-Out
Tuesday’s Warm-up
Is the following set of data accurate or precise?
How do you know? *Actual length = 1.86 m
Trial
1
Length of white board (m)
2.25
2
3
1.43
1.78
Average
1.82
What type(s) of error(s) occurred if any? How do
you know?
Practice: #1
Four groups of students measure a football field using four different measurement
tools. The accepted length of a football field (including the end zones) is 120 yards.
Match each of the four groups to the four descriptions (A-D) below:
Length of a football field
Trial
Group 1
(yards)
Group 2
(yards)
Group 3
(yards)
Group 4
(yards)
1
120.1
84.0
99.9
110.0
2
120.0
117.0
100.3
125.0
3
119.8
105.0
100.1
127.0
4
119.9
93.0
100.1
117.0
Average
120.
100.5
100.1
119.8
A
B
C
D
Which group(s) had low random error?
Accurate and Precise
Accurate but Imprecise
Inaccurate but Precise
Inaccurate and Imprecise
Which group(s) had high systematic error?
FA – Analyzing Data
• Go to m.socrative.com
• Enter the classroom code 14031403
• Enter your last name, first name.
Do you like to….
•
•
•
•
•
•
•
•
Build things?
Tinker?
Use technology?
Engineer solutions to design challenges?
Learn new things?
Challenge yourself?
Personalize your learning?
Have fun?
Creation Station Roll-Out
Background:
Options:
•
•
Asked for by previous physics students.
Keep “gaining momentum” for your next 1. Library of Resources
2. Engineering Design Challenges – structures,
phase of life. Don’t settle for less than
vehicles, etc.
your best.
3. Challenge Problems – forensics, etc.
• Fun!!!
4. Challenge Investigations
5. Video Analysis of Motion
Purpose:
6. Watch Physics-related Videos
• Empower
7. Make a Video
8. Physics Demos – Learn, Practice, Wow us!
• Extend / Enrich
9. Engineering Play Time – unique technology fun
• Engineer
Expectations:
10. What else? Help us come up with ideas!
Enjoy learning and challenging yourself!
(see handout)
INV DISCUSS –
Conclusion/Analysis Questions
(bottom of handout)
1.
Identify at least one possible error made in each
measurement method. Be specific. (Human error is not an option!
This is admitting you made a mistake and did not take the time to correct it!)
2. Come up with a way you might reduce this
source of error in the future.
3.
Write a brief conclusion summarizing your results.
Which
technique was best? Which technique had the most
error, which had the least? Was any measurement perfect?
1.2 Types of Error
WDYTN?
Two students measure the length of the same object.
1. One reports a length of 3 m, the other reports a
length of 10 m. Has one of them made a mistake?
Explain your thinking.
2. What if the measurements were 3 m and 3.2 m?
Explain your thinking.
% Error =
3. What if the measurements were 3 m and
Difference /
Accepted value
3.02 m? Explain your thinking.
Thursday (9/10/15)
Purpose:
• Prepare for summative assessment.
– Tips:
• Claims should be supported with both evidence and reasoning.
• Be very clear / specific in your descriptions.
Plan:
1. Prof. Scale - What do you need to do? What help do you need?
2. Practice Wkst: Error Analysis (Tiered – Basic, Almost proficient,
Proficient))
3. Creation Station tomorrow.)
(For those ready for summative assessment
Happy Thursday,
Sept. 10!
Please…
1. Complete Thursday’s
Warm-up Question.
Don’t forget…
assessment
TOMORROW!
Warm-Up
• What is one way random error can be reduced
when collecting data?
• What is one way to reduce the EFFECTS of
random error?
Today’s Tasks
1. Complete and Check Daily
Warm-Up.
2. Set up “Creation Station”
section of SN:
1. Last 1/4 of SN (last 25-30
pages)
2. Post-it Note hanging out
3. Dog Ear
3. Prof. Scale
4. Review – Wkst (Tiered)
5. Creation Station – Challenge
Investigation
Creation Station:
Balancing Act Challenge
At an early age, we master the knowledge needed to balance a
teeter totter, just by observing and testing our ideas. Your
challenge today is to go beyond the intuition, find the
relationship between mass and length to get an object to
balance, and use that relationship to find the unknown mass of
an object (Barbie or Ken).
Proficiency Scale – Reflection
Practice #3
A) If a single measurement is accurate… (For example, you use a
calibrated analytical balance in chemistry).
–
–
Could the measurement have high random error? Explain
Could the measurement have high systematic error? Explain
B) If the average of several measurements is accurate… (For
example, the length of a soccer field is 120 yards, and your average
from 20 trials is exactly 120 yards).
–
–
Could the measurements have high random error? Explain
Could the measurements have high systematic error? Explain
C) If a group of measurements are precise… (For example, you’re
measuring the length of your desk with a ruler and repeatedly measure
values right around 65.5 cm).
–
–
Could the measurements have high random error? Explain
Could the measurements have high systematic error? Explain
Practice #2 – Exit Ticket
Draw a target and draw 5 dots to represent the
situations below:
A) Accurate & Precise
B) Precise but inaccurate
C) Inaccurate and imprecise
For each of the 3 targets, explain whether there is:
• high or low random error
• high or low systematic error