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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“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?”
Full guide and materials
- Activity. 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
What to notice. 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)
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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?
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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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