Employ different forms of rounding, decimal approximation and significant figures Demonstrate understanding of a variety of measuring devices and the accuracy to which they can measure Explore upper and lower bounds and their effect when calculating area and volume
Conceptual Framework
form measurement, quantity in the context of Scientific and Technical Innovation
Statements of Inquiry
Any measurement is only an approximation
Factual
What is the difference between accurate, precise, and exact?
Conceptual
Under what circumstances can we be 100% confident about the precision of quantitative data?
How do we evaluate the usefulness of a measuring device in a given context?
Debatable
What are the consequences to reporting the limits of accuracy incorrectly?
Description
A quantity can often be expressed in an exact form or it may be rounded to a specified number of decimal places or significant figures. In this unit, students will develop an understanding of measurement and the devices commonly used to make measurements. In this context, we will explore the impact of technological developments on the precision of a measuring tool so that students acknowledge situations in which greater precision is desirable. It is intended that students will also develop an appreciation that measurements are limited in their accuracy and it is not possible to measure anything exactly. This error can be quantified if we know the accuracy of the device used to make the measurement. Students will learn different ways to not only calculate this error but also find ways to represent it. Students will then investigate the consequences of these errors, when linear measurements are used to find quantities such as area, volume and density.
Intended Learning
Compute fluently and make reasonable estimates
Understand and apply the rules for significant figures
Round to a specified number of decimal places or a specified number of significant figures
Give appropriate upper and lower bounds for measurements, to a specified accuracy
Represent upper and lower bounds as inequalities, algebraically and on a number line
Use upper and lower bounds in solutions to simple problems
Interpret results by estimating accuracy of calculations
Develop an appreciation that measurements are limited in their accuracy
Discuss the consequences, in context, of not considering or misinterpreting the limits of accuracy