(Apr 28/29)
OBJECTIVE(S)
Demonstrate the in science numbers are measurements. Measurements must follow specific guidelines to make sure that they correctly represent what has been measured.
LESSON & ASSIGNMENT
D block: (1) Students copy down five rules of significant figures and #6: "When measuring with an instrument, record all the gradations of the instrument and estimate one additional digit or place value. All the digits from the instrument's gradations AND your estimated digit are considered significant. Ex. When measuring with a mm ruler, a length may be 27.3 mm; meaning I can read the "twenty" and the "seven" and I am estimating the "three" but all three digits are considered significant. [Did not hand out section from textbook chapter.] (2) Students went to lab bench and made fictitious (but significantly correct!) measurements using: 50 mL beaker, 400 mL beaker, 50 mL graduated cylinder, 500 mL graduated cylinder, thermometer, and balance. Assignment: none
F block: (1) Students copy down five rules of significant figures and #6: "When measuring with an instrument, record all the gradations of the instrument and estimate one additional digit or place value. All the digits from the instrument's gradations AND your estimated digit are considered significant. Ex. When measuring with a mm ruler, a length may be 27.3 mm; meaning I can read the "twenty" and the "seven" on the ruler's markings and I am estimating the "three" but all three digits are considered significant. [Handed out section from textbook chapter on significant figures. We practiced the problems #30 and 31 from textbook section in class with students.] (2) Students went to lab bench and made fictitious (but significantly correct!) measurements using: 50 mL beaker, 400 mL beaker, 50 mL graduated cylinder, 500 mL graduated cylinder, thermometer, and balance. Assignment: none