ii

-;i'
Grading - Worth 60 Points Total
12Points for Participation and Social Skills
28 Points for Lab Questions
20 Points for Data Table
Accuracy and Precision
They mean slightly different things!
Accuracy - Accuracy is how close a measured value is to the actual (true) value.
Precision - Precision is how close the measured values are to each other.
Examples of Precision and Accuracy:
Low Accuracy High Accuracy High Accuracy
High Precision Low Precision High Precision
Ii
SO, if you are playing soccer and you always hit the left goal post instead of scoring,
then you are not accurate, but you are precise!

Bias (don't let precision fool you!)

If you measure something several times and all values are close, they may all be wrong
if there is a "Bias"
Bias is a systematic (built-in) error which makes all measurements wrong by a certain
amount.
Examples of Bias
The scales read "1 kg" when there is nothing on them
You always measure your height wearing shoes with thick soles.
A stopwatch that takes half a second to stop when clicked
Degree of Accuracy
Accuracy depends on the instrument you are measuring with. But as a general rule:
The degree of accuracy is half a unit each side of the unit of measure
Examples:
tl7"
If your instrument measures in "1"s
then any value between 6%and 7%is measured as "7" 4
5 6 7 8 9
1
H8"
~
8
If your instrument measures in "2"s -1 I
then any value between 7 and 9 is measured as "8" 4 6
Lab Activity
Learning Objectives
Explain the difference between precision and accuracy.
Collect and analyze scientific data using appropriate mathematical calculations,
figures, and tables.
Develop and explain the appropriate procedure, controls, and variables
(dependent and independent) in scientific experimentation.
Materials
coffee filter
thin plastic bag
tissue paper
3 to 15 strings for each parachute-all the same length
One nut or washer
Timer
Parachute Target
Scissors
Meter stick
Rulers
Goal
The goal of this exercise is to design a parachute that will consistently allow the
skydiver (your weight) to hit the center of the target every time, as well as having
the longest hang time. Students will be scored on completion of the data table
and lab questions, as well as participation and conduct during the lab.
Important Skills
FOllowing Instructions
Getting Teacher's Attention
Staying On Task
Working With Others
WtlAT TO DO
1. The class will review the notes on precision versus accuracy.
2. Using http://puzzling.caret.cam.ac.uklgame.php?game=parachute, the class will
learn about what makes a parachute work. The class will use the Mobi to play
the Ranger Danger Dan Parachute Game to become familiar with ways that
parachute design can help a skydiver hit a target.
3. Students will be divided into groups of 2 or 3.
4. Students will have 20 minutes to design a parachute from the materials supplied.
Remember that parachutes are not just about size. They also need a hole in the
top to allow some air to pass through smoothly - otherwise it builds up and
makes the parachute rock from side to side.
a. Cut out the parachute circle from your parachute material.
b. Record the diameter (length across the parachute) of the parachute in
centimeters, as well as the diameter of the hole in the top in centimeters
on the data table page.
c. Tie 3 to 15 strings to your parachute.
d. Tie the strings of each parachute to a weight.
e. Drop your chute from the same height.
5. The parachute needs to fall slowly and straight, in order for you to be able to aim
for the center of the target. Test your initial design in the lab by dropping it off the
table. If it does not fall slowly and does not fall straight, rethink your design and
try again.
6. Once everyone has their parachutes constructed, the class will go down to the
cafeteria and test our parachutes at the top of the bottom staircase.
7. Each group will drop its parachute 5 times. For each drop, the time will be
recorded on the data table. The distance of the weight from the center of the
target will also be measured and recorded on the data table.
8. Once back in the classroom, each student will complete questions and the data
table. Refer to pages 14-19 for help in answering questions.
Name Class _
Parachute Drop Lab Questions (Worth 24 Points)
1. Find the Are~ of your parachute. The area of a circle is A = nr". Use correct
unit of measu1rement. Hint: Subtract the diameter of the hole in the top of your
parachute from the total diameter of your parachute to find the diameter of just
the parachut1 material. (Worth 4 Points)
2. Compare thelarea of your parachute with the area determined by other students
for their parachutes. How was yours different from other groups? (Worth 2
Points)
3. Explain how you and your partner chose your group's parachute design. (Worth
2 POints)
4. Did you modify your parachute design after initial testing? Explain why you made
the choice to keep the same design or to change the design. (Worth 2 Points)
5. Compare yoJ ~parachute's average hang time with other students in the class.
Did your parachute have a longer or shorter hang time than others? (Worth 2
Points)
6. Was your parachute precise? Explain your answer. (Worth 2 Points)
7. Was your paJ achute accurate? Explain your answer. (Worth 2 Points)
8. The process lof trial and error design is a form of experimentation using the
scientific me~hod. In the Parachute Drop Experiment, identify the following
(Worth 2 POints Each):
a. Hypothesis:
1------
b. Manipulated Variables: _
c. Resptnding Variables: _
d. Constants:
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
e. Was this acontrolled experiment? Explain your answer.
9. What role did you play in the group? What role did your partner(s) play? (Worth
2Points)
Name Class _
Parachute Drop Data Table (20 Points Possible)
Enter the hang time of your parachute in the column marked Time (sec). Convert the numerical value of the recorded
time to scientific notation (90sec =9.0X 10
1
sec).
Enter the distance of your weight from the center of your target in the column marked Distance from center (m). Convert
from centimeters to meters (100 cm = 1m).
Time (Written in
- --
Distance from center
Scientific Notation) - Distance from center (m) (convert from
Time (sec) - Worth 1 Worth 0.5 Points (cm) - Worth 1Point cm) - Worth 0.5
Trial Point Each Each Each Points Each
1
2
3
4
5
-~
Average =sumof all
numbers/number of
trials
Diameter of the parachute (record in cm) = - Worth 1Point Each
Diameter of the hole in the parachute (record in em) = - Worth 1Point Each
Rubric for Participation in Class
1 2 3 4
Frequency Too frequent responses: Comments occasionally or Contributes regularly to Frequency of comments is optimal Gust
dominates discussion, not abit too much or at times discussions, and allows right: neither too frequent so as to
allowing students (or that break the flowof the others their turns to share dominate, nor solittle that there isno
sometimes even teacher) to discussion. Sometimes their comments aswell. contribution). Steps in when there are
contribute or is silent or talks over others. silences to move discussion along but
creates distractions by keeps quiet when this allows others to
playing with items. contribute. Sensitive to when to
comment
Relevance Comments arenot related Comments may only Contributions arerelated Contributions enhance lesson or
to topic at hand, or go repeat what has been to the topic and some discussion: they may ask akey question,
back to previous part of already said, or may be support isprovided, at elaborate, bring in relevant personal
discussion or question. tangential or may sidetrack least in general ways, to knowledge, move the discussion along,
Language is so general or discussion from time to make connections between identify issues or takethe discussion to
confused that it's difficult time. Language is fairly the topic and the students' another level. Students use the
to understand where general; only personal comments. Clarification vocabulary of the topic to be precise
comment fits. experience has some questions are asked. and clear. Able to synthesize or indicate
specific details. Language is clear, if gaps or extensions to topic.
somewhat general, and
specific details are
provided.
Gtowthof Comments may focus Listens intermittently as Listens as others Listens actively and attentively to others
School attention on self rather others speak, so comments contribute. Comments prior to making own comments.
Community than on discussion. aresometimes off topic or acknowledge others' Comments focus on and enhance
Comments may frequently don't follow thread of contributions. Student consideration of topic rather than
-
interrupt others or be discussion. Comments and both asks and answers focusing on specific people. Comments
disrespectful. Side body language sometimes questions in discussion. and body languagevalidate and
conversations, body respectful. Sometimes Comments and body encourage others' contributions. (Eye
language or actions, follows the lead of others language aregenerally contact and nodding as culturally
inappropriate comments or to disrupt participation. respectful. (Eyecontact appropriate.)
sounds may makeclass (Eye contact made made if culturally
participation fragmented. intermittently if culturally appropriate.)
appropriate.)
Comments: Items to consider in languageuse: ask questions, answer questions, take turns, g1vedirections, elaborate on atopic
Regina Public Schools, October 1, 2003