Curriculum

Measurement, the Key to Science

In a recent class, we were assigned a topic for a sample lesson plan. The topic was the measurement of a single attribute of an object, either length, or volume, or weight. After one demo lesson, a discussion developed over the definition of precision and accuracy. I’ve done some follow up research and it seems we all have it slightly wrong. My research turned up an ERIC Digest on the topic, Fundamental Skills in Science: Measurement, which discusses research findings concerning the difficulties student and teachers have with this topic. What follows is a summary of my exploration which I intend to use as a basis for lesson plans.

Measurement is fundamental to our daily lives. We burn gas bought from metered pumps; buy food by weight, for our meals; schedule our lives, by the minute, with clocks, watches, and cellphones. We assume the pumps are calibrated, the scales fair, and clocks precise, without ever thinking about the what has to happen for it all be true. The kilogram, for instance, is the last of the seven base SI units that still has an object as it’s standard. The bathroom scale you weigh yourself on, and every other scale in the world, has to be calibrated, through some fantastic chain of comparisons to the International Prototype Kilogram, IPK. A platinum iridium cylinder that sits in a vault in France.

My summary is meant as a teacher reference for generating lesson plans and covers the key concepts for a high school science class. It is very much a work in progress. It’s my intention to add lesson plans for each concept, complete with video clips, animations, PowerPoint slides, and internet resources. The summary is in four parts;

• Part I;   Units
• Part II;  Measuring
• Part III; Precision and Accuracy
• Part IV; Propagation of error

Any corrections, teaching ideas, or lesson plan resources are welcome in the comments.

© 2008 Learning Teaching.