LEARNING SESSION PLANNING

GRADUATE UNIT SESSION HOURS

FIFTH I 2/6 3

SESSION TITLE
The errors made in measurement

EXPECTED LEARNINGS
COMPETENCIES CAPACITIES INDICATORS
Investigate, through. Generate and register . Obtain data from your measurements
scientific methods data and carried out.
situations what information. . Include units in your tables for both
can to be your measurements as for the
investigated by the associated uncertainties.
science.

DIDACTIC SEQUENCE
START (15 minutes)

. The teacher recalls the work from the previous session and asks them to carry out what was planned.
according to the chosen procedure. It may happen that the work teams
modify some steps after a subsequent analysis.

. The teacher asks before they carry out the planned activities: do you think the instruments of
medición pueden dar datos siempre confiables? ¿Confiarían ustedes en las mediciones que
Are they coming from defective instruments?

. Next, the teacher outlines the purpose of this session: it is expected that the
students carry out the procedures generated by themselves in order to obtain
the data of the measurements of the required volumes; which include units of the
physical magnitudes to be used, as well as for the uncertainties, that support the value of
the absolute uncertainty of your measurements.

DEVELOPMENT (105 minutes)

Generate and record data and information

. The teacher asks to prepare the work area, as well as to have the materials available.
measurement instruments for the execution of the planned activities, and carry out the steps
 predefined to determine the required volumes.

Note: as a reference for the teacher, the following information is presented about the
procedures to be carried out to determine the required volumes (Annex 1).

. The students record their observations of the measurements of the required volumes,
considering the uncertainty in their measurements (absolute and relative error); they manage to,
In addition, identify the different factors that influence the outcome of your measurements.
Below is an example of how to record the data:

Magnitude value: measured value ± uncertainty Magnitude value: measured value ± uncertainty

Volume of the liquid: ( …………… ± …………) mL Volume of the irregular stone: ( ……… ± …………) mL

Measurement method: ...

Measurement method: ………………………..………………

Value of the magnitude: measured value ± uncertainty Magnitude value: measured value ± uncertainty

Volume of the solid ball: (…………… ± …………) mL Volume of the wax cylinder: ( …………… ± …………) mL

Measurement method: ……………………………………………

Measurement method: ……………………………………………

. The teacher suggests that the students verify, socialize, and write in their notebook.
experiences, what cases result from direct measurement and what cases are from measurements
indirect hints.
. The students review the school textbook, edition 2012, of Science Technology and Environment.
5th grade of Secondary, pages 24 and 25, about the error in measurement; as a source of
information to analyze qualitative data that supports quantitative data according to the
inquiry problem; they are guided by annex 2 to organize information applying
the spider map technique.
. The students engage in conversation, compare their answers, and verify about the type of measurement.
which corresponds to each case.
. The teacher asks that in the determination of the "volume of the solid ball" and the "volume of the
cylinder of wax”, the students work on error propagation, write down their calculations
in their notebook and report on the error.
. The teacher presents a problem, how to measure time if we do not have a
stopwatch, clock or another instrument specially designed for it?, what instrument
Would you design for measuring the time interval?
. Students work in teams and it is announced that a rubric will be used for the
evaluation of their performances.
. Students, depending on where their school is located, analyze the resources they have.
they mediate and discuss how to solve the problem.

It poses problems that require technological solutions and selects alternatives for
solution
. The students analyze the situation on how to measure time and propose several ideas.
 of problem resolution. For example, some know about heart rhythms and the
pulsations, "take the pulse", use a pendulum that knowing its length can
know the period of oscillation, observe the projected shadow of an object, build
sand timers using funnels, among other solutions.
. Students are seeking reliable information about the best solution alternative.
. The teacher guides the search by generating questions to find the solution.
Are processes repetitive? They seek the term period.
. Students working in teams manage to select the alternative solutions,
For example, they will resolve that they will use a pendulum.

Design alternative solutions to the problem

. The students create a plan for the solution to the problem.

. The teacher proposes that they design a simple pendulum (mathematical pendulum).
This is the possible design of the pendulum.

It mentions that the most important thing about the pendulum is the period of oscillation, that is, the
time it takes to go from 1 passing by 2, reaching 3 and returning to 1. That
the time it takes to go and return is the oscillation period.

. Students select the materials to use: A cord 1.1 m in length,

small mass, that is, a stone or a little ball of wood or metal so that it can.
keep the cord tight, additionally the support, a composite wood frame
for a base, a post and a horizontal bar.

Implement and validate solution alternatives

. The students select the tools for the construction of the pendulum.
1 hammer, 1 saw, 1 drill, 4 1-inch nails and 2mm in diameter

. The students head to the workshop classroom where tools, materials, and
machines for construction.
. The students manipulate the tools with the guidance of the teacher, explaining the difficulties.
in the implementation process and verify the operation of the pendulum.
Evaluate and communicate the efficiency, reliability, and potential impacts of the prototype.

. The students, after building the simple pendulum and using an approximate length
They verify the period of oscillation and evaluate its performance.

The oscillation period is theoretically calculated like this

Where:
It's the period in seconds.
l it is the length of the pendulum in meters
ges la aceleración de la gravedad en metros por segundo al
square

replacing the value of l = 1 m , g = 9.8 m/s2we obtain

T = 2, 006 s

In practice, they obtain an approximate average value of 2 s.

. Students present their results using various means such as:
flipcharts, slides, videos, etc.

For differentiated attention with some students, it is important to carry out an activity.
additional for the pedagogical reinforcement of leveling.

You can visit the following page for the extension of learning and deepening.
with knowledge.

[Link]

During the visit to the application, you can answer the following questions:
What does the period of oscillation of the pendulum depend on?
Is the value of the oscillating mass important?
Is the round trip time greater or shorter when the angle increases?
 CLOSING (15 minutes)

. The students, organized by work team, present orally and in writing.

the results of your measurements while supporting the value of the uncertainty
absolute of its measurements.

. To conclude, the teacher asks the students: what did you learn today? Did the activity
has it seemed significant to you for the understanding of the 'theory of error' in the
measurement? Did the procedures you carried out allow you to measure the magnitudes
(volumes) of the four materials considered (liquid and solids)? Have you increased,
Has any step of the proposed procedure been removed or adjusted? What difficulties have you faced?
What have you experienced while carrying out the learning activities? Were you able to implement your
prototype, did you find it interesting?

TASK TO WORK ON AT HOME

. The students watch the following video:

Measurement of an uncertainty:[Link]
(14:53 minutes)

. The students answer questions 11 and 12 on page 33 and question 15 of the

page 35 of the 5th grade Secondary CTA book (see attachment).

MATERIALS OR RESOURCES TO BE USED

For the teacher:
Ministry of Education (2013). Use science and technology to improve quality
of life. Learning Routes. Science and Technology. General leaflet 4. Lima.
Ministry of Education.
Ministry of Education (2015). What and how do our students learn? Paths
of Learning. VII cycle. Curricular Area of Science, Technology and Environment. Lima.
Ministry of Education.
Santillana S.A. (2015). Science Technology and Environment 5°. Teacher's Manual. Lima,
Peru: Santillana S.A.
LEXUS, editor. (2013). La Biblia de la Física y la Química. Cataluña, España: Lexus S.A.
Hewitt, Paul G. (2013). Física conceptual. Lima. Editorial Pearson.

For the student:

Santillana S.A. (2015). Science Technology and Environment 5°. School text. Lima-Peru:
Santillana S.A.
Santillana S.A. (2015). Science Technology and Environment 5°. Activity Guide. Lima-
Peru: Santillana S.A.

LEXUS, editor. (2013). La Biblia de la Física y la Química. Cataluña, España: Lexus S.A.
Hewitt, Paul G. (2013). Física conceptual. Lima. Editorial Pearson
 Experience notebook
Dictionary
Water
Irregularly shaped stone
A solid ball
A candle
Graduated cylinder.
Graduated ruler
Paper projector
felt-tip pens
Internet

EVALUATION
—Formative assessment, the Metacognition form (Annex 4) will be applied.

ANNEX 1
Direct and indirect measurement methods

1. Direct method. When the measurement is obtained with a measuring instrument that
compare the variable to be measured with a known unit (standard).
Example 1. Procedure to determine the volume of a liquid.
1st You have the liquid to measure.
2nd The graduated container is available.
Pour the liquid completely into the container.
The reading of the measurement (observation) is executed, considering the uncertainty.

Example 2. Procedure to determine the time it takes for a marble to reach the
ground, when dropped from a height of two meters.
1st A stopwatch (or a clock) is obtained.
2nd A marble is obtained.
3rd A height of one meter is considered, from where it
he/she will drop the marble.

4th The time of the marble's fall is measured with the stopwatch.
5th The measurement reading (observation) is carried out, considering the uncertainty.

2. Indirect method. When the measurement is obtained through calculations from other measurements.
direct measurements.
Example 1: procedure to measure the volume of an irregular stone:
1st A graduated cylinder (or graduated jug) is obtained.
2nd It is filled with water (known volume).
 3rd The stone is placed inside the graduated cylinder (or graduated jar).
4th The reading of the measurement (observation) is executed.
5th The volume of the stone is determined by taking the difference between the new
measurement of the beaker and the previous one, and the uncertainty is considered.

Example 2: Procedure to measure the volume of a solid sphere:

1° A solid ball (or the sphere used in shot put) is obtained.
2° The ball is placed between two boxes.
The ball is carefully removed from between the two boxes.
4° The space between the boxes is measured, which will be the measure of the diameter of
the ball.
The radius of the ball is determined and replaced in the volume formula of a
sphere, considering the uncertainty.

NOTE: this example promotes the application of the 'propagation of uncertainty' to

determine the value of the volume of the solid ball.
If you have a Vernier or caliper, you can measure the diameter of a sphere.
the following way.
1° The sphere is placed between the jaws of the Vernier.
2° The vernier is moved until it matches the size of the sphere, the clamps are moved to
I can measure the maximum distance between two points on the sphere, which is the diameter.

In this graphic example, the blue arrow indicates that the diameter of the sphere is
greater than 16 mm.
4° The red arrow indicates that the vernier readings coincide at 4, which means that this is
the decimal part.
5° The diameter of the sphere measures 16.4 mm.
This tool has a precision of one-tenth of a millimeter.
 ANNEX 2
ORGANIZER: SPIDER MAP

What are the causes of the error in How is the measure of a

the measurement? magnitude?

How is it determined
uncertainty or error
in the result of a
medición?

What is the way to express the error? What is the way to express the error
absolute of one and several measures? relative and percentage?
 ANNEX 3
Science Technology and Environment 5th of Secondary (Edition 2012)
 ANNEX 4
METACOGNITION SHEET

QUESTIONS WRITE YOUR APPRECIATIONS HERE

What did you learn today?

Did you find the activity performed to be

significant for the understanding of the
"error theory" in measurement?

The procedures you carried out

they allowed you to measure the magnitudes
(volumes) of the four materials
considered (liquid and solids)?

Have you increased, removed, or readjusted

any step of the proposed procedure?

What difficulties have you had while

Did you carry out the learning activities?

Did you manage to implement your prototype, you

Did it seem interesting?