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
Learning resources
Reviewed external links that reinforce this concept. They do not replace Gakuva’s teaching approach.
No reviewed resources for this concept yet.
The teaching approach above still stands. Curated practice links will appear here as the shelf fills.
Explore the learning path
1 before · 1 after
Loading map…
This concept
Repeated tests for reliabilityConceptual concept
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