LEARNING SESSION N°06

I. GENERAL DATA:

1.1. CURRICULAR AREA Science, Technology and Environment

1.2. GRADE/SECTIONS Fifth "A", "B", "C", "D"
1.3. DURATION 03 hours
1.4. RESPONSIBLE TEACHER Lic. Silvia Elizabeth Blanco Espinoza

II. TITLE OF THE SESSION:

Uncertainty in direct and indirect measurements of physical quantities.

III. EXPECTED LEARNINGS:

COMPETENCIES CAPABILITIES INDICATORS

Investigate, through. Design strategies . Develop a protocol explaining the
scientific methods, to make a procedure for making measurements.
situations what inquiry. . Justify the selection of tools,
they can to be materials, equipment and instruments of
investigated by the precision that allows obtaining data
science. reliable and sufficient.
. Verify the reliability of the source
information related to your question
of inquiry.

IV. TEACHING SEQUENCE:

START

. The teacher asks the students to observe a series of measuring instruments.

a graduated ruler, a scale, a stopwatch, a thermometer, a
ammeter, a dynamometer, and a protractor; in turn, it mentions that these
instruments allow for measurements.

. The teacher takes the opportunity to ask them: if I wanted to measure the width of
a table, what instrument would you use? Students are expected to respond: "A
ruler or a measuring tape.

. Then, the teacher asks: How would you measure the thickness of a sheet of paper?

. The teacher explains that it is very easy to measure the thickness of a sheet of paper. This can be done
to make by stacking a considerable amount of sheets (28 sheets) and measuring the total thickness
Then the thickness of the stack of papers is divided by the number of papers.
 In this case, the thickness of a sheet of paper would be the quotient of 4 mm and 28.

. Next, the teacher clarifies that the purpose of this session is for the students to
starting from the study of methods for measuring physical quantities and the theory of errors,
They manage to carry out an inquiry process that will take them three sessions. Also, that this
the session will begin with the design of strategies to conduct an inquiry that involves the
measurement methods and the theory of errors. This strategy design will consist of
develop a protocol that explains the procedure for taking measurements of
volumes; justify the selection of tools, materials, equipment, and instruments of
accuracy; and verify the reliability of the information source to be used in the
inquiry.

DEVELOPMENT

. The teacher invites the students to organize themselves into work teams and to take notes in
on your "experience notebook" of everything that will be worked on today.

. The teacher poses questions that generate a process of inquiry on the part of the
students; for example: what do they understand by 'measure'? what things can be measured? what
Are there things that cannot be measured? Is it possible to measure love for others? How to measure volume?
of a liquid? How to measure the volume of an irregular stone? How to measure the volume
of a solid ball? How to measure the volume of a wax cylinder? Based on the
information that will be provided to you later, what type of measurement will be carried out
to measure the volumes of the four things mentioned above?

. The teacher mentions that today a process of inquiry will begin on methods of
measurement of physical magnitudes and theory of errors, which will last three sessions. Meanwhile
that today the purpose described at the beginning of the session will begin.

Design strategies to conduct an inquiry

. The teacher invites the students to come up with strategies that lead them to measure volumes.
of each of the four things mentioned, in order to answer the questions raised;
Furthermore, to justify the things they use to carry it out, as well as to consider the
relevant scientific knowledge to address the questions raised.

. The students discuss (brainstorming) in work teams about the way in which
They will proceed to determine the required volumes.
 . Then, the students develop a sequence of actions that allows them to determine
the required volumes, and in which they take into account the materials of their environment and
measuring instruments according to the actions to be performed, while reviewing the
scientific knowledge related to (fundamental and derived physical quantities) that
It is found on pages 17 to 19 and 22 of the 5th grade high school CTA book, and others.
that the teacher considers appropriate.

Procedure to determine the

volumen del líquido contenido en un vaso. volumen de una piedra irregular.
1st………………………………………………………… 1st …………………………………………………………
2nd …………………………………………….…………..
3rd ………………………………………………………… 3rd …………………………………………………………

measurement_type_1

3. Procedimiento para determinar el 4. Procedimiento para determinar el

volume of a solid ball. volume of a wax cylinder.
1st ………………………………………………………… 1st …………………………………………………………
2nd ........................................ 2nd ........................................

3rd ………………………………………………………… 3rd …………………………………………………………

Type of measurement:..................................................

. For better understanding, the teacher presents brief information about the
measurement methods (Annex 1).

Vhe[Link]
experimental/contents/ClassBook/[Link]
. Then, the teacher mentions to his students that accurate measurements are a part
fundamental of physics. However, no measurement is absolutely precise. Since
there is always an uncertainty associated with every measurement. The teacher will reach the
students the information related to the measurement error or uncertainty of a
measurement (Annex 2) and the propagation of error or propagation of uncertainty (Annex 3).

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. Then, the teacher encourages the students to answer the following questions: what in
What does measurement error consist of? How to quantify the error of a measurement?
experimental? How do we interpret measurement errors? What does it consist of?
propagation of measurement error?

Note: the student can generate one or several procedures to determine the
volumes for each considered object. It is necessary to respect any idea no matter how
extravagant that it may be. The role of the teacher is to accompany and guide in the process of
investigation that the students will carry out, considering challenging questions from the
teacher and those generated by the students themselves.

Regarding reinforcement strategies, for students who require

pedagogical reinforcement for leveling, the teacher will promote activities such as,
example, watch the following video that allows for a deep dive into actions related to
with the measurements:Unable to access the content of the provided link.; and regarding
students who require pedagogical reinforcement for strengthening will be specified
 activities such as, for example, addressing the treatment of error propagation in
activities in which they are asked to determine the density of an irregular stone, the
density of a solid ball or some other object.

CLOSURE

. The students, in work teams, present orally and in writing the

procedure for taking measurements of the required volumes, the justification
of the tools, materials, equipment, and precision instruments to carry out the
measurements and the use of reliable information to be used in your inquiry.

. Finally, the teacher asks the students: what have you learned today? The activity
Has it seemed significant to you for understanding the measurement methods, so
How are the fundamental and derived quantities? What difficulties have you encountered while
Did you carry out the learning activities?

TASK TO WORK ON AT HOME

. The students watch the following video:

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. In addition, the students will obtain the necessary materials to carry out the
required measurements.

V. MATERIALS OR RESOURCES TO BE USED:

Ministry of Education. Science, Technology and Environment Book for 5th grade
Secondary Education. 2012. Lima. Santillana S.A.
Notebook of experiences
Dictionary
Paper plotters
Markers
Internet

VI. EVALUATION INSTRUMENTS:

Attitude observation guide.

_______________________ __
V°B° ADVISOR TEACHER

UNCERTAINTY IN DIRECT AND INDIRECT MEASUREMENTS OF PHYSICAL MAGNITUDES

Observación de instrumentos de medida:(nombre y uso)
Motivational questions:

1. To measure the width of a table, what instrument would you use?

2. How would you measure the thickness of a sheet of paper?

Teamwork:

1. What is meant by 'to measure'?

2. What things can be measured?
3. What things cannot be measured?
4. Is it possible to measure love for others?
5. Compare the terms magnitude, measure, and measurement:

MAGNITUDE

MEASURE

MEASURE

6. How to measure the volume of a liquid?

 Procedure to determine the volume of liquid contained in a glass:
1°

2°

3°

4°

Type of measurement:

7. How to measure the volume of an irregular stone?

Procedure to determine the volume of an irregular stone:

1°

2°

3°

4°

Type of measurement:
8. How to measure the volume of a solid sphere?

Procedure to determine the volume of a solid sphere:

1°

2°

3°

4°

Type of measurement:

9. How to measure the volume of a wax cylinder?

Procedure to determine the volume of a wax cylinder:

1°

2°

3°
4°

Type of measurement:
 ANNEX 1
Measurement methods

Source:
[Link]
experimental/contents/BookClass/[Link]
 ANNEX 2
Theory of errors
It is very important to note that when measuring the magnitude of a
Physical quantity, it is impossible for the result of this measurement to be exact. It is necessary to include
an uncertainty or error due to imperfections of the instrument (systematic error, can
to be controlled), or to limitations of the meter (random error, cannot be controlled, is the result
of chance).

Quantification of error or uncertainty in measurements:

a. Absolute error. If a single measurement is taken, the measured quantity is expressed with an error.
or absolute uncertainty which is equal to the precision of the measuring instrument used.

b. Relative error. If a single measurement is made, the relative error is the quotient between the
absolute error and the value of the measurement. The relative uncertainty is expressed
generally in a percentage.

Next, we will look at some examples where absolute errors will be considered.
relative.

Example 1. If we measure the length of a rod with a ruler graduated in centimeters, just as it is
is shown in the figure:

When giving the results of a measurement, it is important to establish the uncertainty.

estimated in the measurement. For example, the length of the rod can be written as:
( )
= 21.5 ± 0.5 cm
Where the±0.5("more or less 0.5 cm") represents the estimated uncertainty in the measurement.
So the actual length of the rod is more likely to be between 21 cm and
22 cm.
Furthermore:

Measured value = 21.5 cm

Absolute error = 0.5 cm

0,5
Relative error =
21,5

0,5
Percentage relative error= × 100 %0.02325581 ... × 100 %≈ 2.33 %
21,5

Example 2. If we measured the time it takes for a marble (small ball of

crystal) from a height of one meter with a stopwatch and the obtained value will be recorded,
the absolute error would be:
 í( = 0.45 ±) 0.20 s

Note: a person with good reflexes and 'trained' has a reaction time of 0.10
about a second, but the reaction time of most people
"untrained" is 0.20 seconds.
Regarding the relative error, this would be:
0.20
× 100 %0.444 ... × 100 %≈ 44.44 %
0.45
 ANNEX 3

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 EVALUATION INSTRUMENT: ATTITUDE OBSERVATION GUIDE
……………
TEMA
LAST NAMES AND FIRST NAMES INDICATORS NOTE

Participate Prove Promote the Comply with Attend a the

actively Your respect for order in the sus explanations
in the class the others classroom activities about the topic
in class
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