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ScienceScientific InquiryAges 11–12

Repeated tests for reliability

Distinguish between precision (consistency of repeated readings) and accuracy (closeness to true value), use significant figures and standard form correctly, and choose and use appropriate measuring instruments to minimise uncertainty

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Precision describes agreement among repeats under stated conditions. Accuracy concerns agreement with a suitable reference. Close repeats can all be biased. Resolution is the smallest readable marked step, not a guarantee of accuracy. Do not add unsupported digits. Safety: Use a light closed book and intact ruler on a stable surface; no medical or chemical measurements. Stop: End after five readings and two practice values. Do not calibrate equipment, weigh substances or add unsupported decimal places.

Materials: Millimetre-marked ruler and one closed book; Paper and pencil 1. Choose a straight book edge shorter than the ruler. Align zero with one end; look directly above the other. Record centimetres to the nearest millimetre. Lift and reset for five readings; note the smallest division. 2. Compare consistency. You have no trusted book-length reference, so repeats alone cannot establish accuracy. Check for a damaged zero mark or angled viewing. 3. Analyse this illustrative reference case: assigned mass 100.0 g; balance A reads 105.0, 105.1, 105.0 g; B reads 99.9, 100.0, 100.1 g. Describe consistency and reference agreement. No real balance was calibrated. 4. Round these illustrative values: 12.36 cm to three significant figures; 0.00476 m to two. Keep the requested digits from the first non-zero digit, then inspect the next digit for rounding. Leading zeros do not count. A next digit 0–4 leaves the retained digit unchanged; 5–9 rounds it up. 5. Write each rounded result in standard form: a number at least 1 and less than 10 multiplied by a power of ten. For measuring about 5 mm, choose 1 mm or 1 cm ruler divisions and explain the resolution difference without promising accuracy. Done: Five actual length readings, a reference-case comparison, two rounded standard-form values and an instrument-choice reason are recorded. Proof: Keep raw readings and calculations. Note ruler divisions, alignment help and no book-length reference. Stop: End after five readings and two practice values. Do not calibrate equipment, weigh substances or add unsupported decimal places.

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US EPA · Practice link — not the full lesson

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Students supports Repeated tests for reliability. An adult previews and guides; this is a learning page, not a scored quiz.

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Public US EPA page. An anonymous GET on 2026-11-12 returned HTTP 200 with no login or payment prompt for this URL. Opening the link does not save practice or assess mastery. An adult should preview and guide the learner.

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Check understanding

  • Explains the distinction between precision and accuracy with examples
  • Rounds measurements to an appropriate number of significant figures
  • Selects a measuring instrument with appropriate resolution for the context (e.g. choosing a 10 ml measuring cylinder rather than a 1-litre measuring jug for a 5 ml measurement)
“If your child weighed the same stone five times and got very similar answers but they were all slightly too high, could they explain the difference between being precise and being accurate — and why having lots of repeats doesn’t always fix the problem?”

Curriculum record

Type
Conceptual
Subject
Science
Domain
Scientific Inquiry
Age range
Ages 11–12

Standards

uk-nc-2013:KS3.Sci.WS.SA.5uk-nc-2013:KS3.Sci.WS.VUSN.1uk-nc-2013:KS3.Sci.WS.VUSN.2