Science·Scientific Inquiry·conceptual
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
Suggested ages 11–12
Evidence of 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)
Assessment prompt
If Repeated tests for reliability 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?
Standards alignment
KS3.Sci.WS.SA.5GB · uk-nc-2013
Carry out experiments and identify risks
The national curriculum in England: Key stages 1 and 2 framework document · KS3
KS3.Sci.WS.VUSN.1GB · uk-nc-2013
Develop scientific vocabulary
The national curriculum in England: Key stages 1 and 2 framework document · KS3
KS3.Sci.WS.VUSN.2GB · uk-nc-2013
Recognise importance of scientific quantities (vocab)
The national curriculum in England: Key stages 1 and 2 framework document · KS3