School LPU-LAGUNA Grade Level 12

GRADES
11 to 12 Teacher MS. JANELYN GARIN- Learning Areas Physics 1
Daily SUNCHUANGCO
Lesson Teaching
Log Date and JUNE 27, 2019 Quarter First
Time 9:30-10:30
Day Two

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
and Objectives
 Demonstrate an understanding of Accuracy versus Precision
 Propose ways to improve accuracy and precision in application to
scientific measurements
At the end of the lesson, the students should be able to:
Differentiate accuracy from precision

Competency Code: STEM_GP12EU-Ia-2

 LC1. Relate accuracy and precision to sports and other activities

(e.g., basketball)
Objectives:

 LO1. Explain the difference between accuracy and precision

 LO2. Gives examples of accuracy and precision
 LO3. Identify factors that may affect accuracy and precision
Module No. 1 Units
II. CONTENT
Topic Accuracy Versus Precision

III. LEARNING RESOURCES

Teacher’s Guide Pages 184 – 185
Learner’s Materials Pages 256 – 258
Other Learning Resources https://www.youtube.com/watch?v=KEeSQvMCPLg

IV. PROCEDURE
Review on the previous topic:
A. ELICIT 1. Solve measurement problems involving conversion of units, expression of
measurements in scientific notation
2. Give different examples of conversion units.
Pictures of three darts will be shown to the students. The first one is with
B. ENGAGE high accuracy, low precision, the second one is with low accuracy, high
precision, and the third one is with high accuracy and high precision.

The following questions may be asked:

1. Compare the three darts.
2. What similarities do they have?
3. What can you notice on the hits? Did they land on the target?
4. From the image shown can you define and differentiate accuracy and
precision?
A. Do Activity 6: Accuracy and Precision
C. EXPLORE Objective: Identify the factors that affect accuracy and precision.
Procedure:
1. Lay the paper target on the floor and have each group member choose a
color dot marker.
2. Take turns holding the marker 1 meter above the target and releasing the
marker.
3. Try to hit the bullseye. Measure the distance in centimeters from the target
center to the dot made by the marker when it lands.
4. Round to the nearest tenth. Record the measurements in the data table
and calculate the value for mean
 5. Repeat so that each group member has two attempts.
6. Use the wipes or paper towels to clean up any marks that got on the floor.
Guide Questions:
D. EXPLAIN
1. How will you compare the hit distances?
2. How close are you to the target?
3. How close are your hits with the hits of the other group member?
4. What are the factors that hinders or help you hit the target?
5 What do you call the difference between the measured result and the
target value/accepted value?
1. What is accuracy?
E. ELABORATE 2. What is precision?
3. How will you differentiate one another?
4. What is the importance of accuracy and precision on real life?
* In P.E, like playing basketball, If the player shoots with accuracy, his aim
will always take the ball close to or into the basket. If the player shoots with
precision, his aim will always take the ball to the same location which may or
may not be close to the basket. A good player will be both accurate and
precise by shooting the ball the same way each time and each time making
it in the basket.
5. How will you able to improve accuracy and precision?
6. Coin diameter

A gold coin has an ‘accepted’ diameter of 28.054 mm.

Two students are asked to measure the diameter of four gold coins. Student
A uses a simple plastic ruler. Student B uses a precision measuring tool
called a micrometer.

Student A – plastic Student B – micrometer

ruler
27.9 mm 28.246 mm
28.0 mm 28.244 mm
27.8 mm 28.246 mm
28.1 mm 28.248 mm

1. Calculate the average value for each set of measurements

Student A – plastic ruler Student B – micrometer

2. Calculate the % error for each set of measurements.

Student A – plastic ruler Student B – micrometer

 3. Compare the average value for each set with the accepted value:

• Which student’s data is more accurate?

• Which student’s data is more precise?

4. Compare the percentage error for each set:

• Which student’s data is more accurate?

• Which student’s data is more precise?

5. Explain any odd findings:

F. EVALUATE Answer the following questions:

1. It is the extent to which a measured value agrees with the standard value.
2. It is the closeness of the results to others obtained in exactly the same
way.
3-5 Mark each set of numbers as having a high or low accuracy and
precision.
3. Object measured is 50 cm length
52
60
48
41
4. Object measured is 27 mL volume
27.5
33.0
21.8
22.8
5. Object measured is 15 cm2 area
13.21
13.25
13.19
13.22

Assignment:
G. EXTEND 1. What is random error?
2. What is systematic error?
3. Give examples

V. REMARKS

VI. REFLECTION
1. No. of learners who earned
80% in the evaluation
2. No. of learners who require
additional activities for
remediation who scored
below 80%
3. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
4. No. of learners who continue
to require remediation
5. Which of my teaching
strategies worked well? Why
did these worked?
6. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
7. What innovation or localized
materials did I
Use or discover which I wish
to share with other teachers?
Prepared by:
____________________
Janelyn Garin-Sunchuangco
Teacher
 Hands-On Activity: Hit the Target
Materials:

 Paper target
 Color pen/marker
 Meter stick
 Ruler
Procedure:
1. Lay the paper target on the floor and have each group member choose a color dot
marker.
2. Take turns holding the marker 1 meter above the target and releasing the marker.
3. Try to hit the bullseye. Measure the distance in centimeters from the target center to
the dot made by the marker when it lands.
4. Round to the nearest tenth. Record the measurements in the data table and calculate
the value for mean.
5. Repeat so that each group member has two attempts.
6. Use the wipes or paper towels to clean up any marks that got on the floor.

Distance (cm) Mean (cm)

Answer the following questions:

1. How will you compare the hit distances?

2. How close are you to the target?
3. How close are your hits with the hits of the other group member?
4. What are the factors that hinders or help you hit the target?
5 What do you call the difference between the measured result and the target
value/accepted value?