LESSON OUTLINE

Lesson No: Week 8 Lesson 1

Lesson Name: Reliability, Validity, Accuracy

Date Given: 18/03/2024

Outcomes Addressed:

WS6 Students conduct investigations by:

f. evaluating the effectiveness of the planned procedure, considering risk factors

and ethical issues, and suggesting improvements as appropriate.
 Learning Map Class: 10YARRA
Concept: Organisation Date: 18/03/2024
Learning Intention:

❏ Evaluate the reliability, validity, and accuracy

of a scientific investigation.

Outline:
❏ Do Now (3 mins)
❏ Activity 1: Reviewing reliability (10 mins)
❏ Activity 2: Reviewing validity (10 mins)
❏ Activity 3: Reviewing accuracy (10 mins)
❏ Activity 4: Sample investigation (15 mins)
❏ Ticket to Leave: (5 mins)

Success Criteria:
I can;
Define the terms; reliability, validity, and accuracy.
Describe what makes an investigation reliable, valid,
and accurate.
Assess the reliability, validity, and accuracy of an
investigation.

DO NOW
Four friends shot arrows into targets.

Who do you think has the best aim? Why?

 Lesson #: Reliability, Validity and Accuracy
Activity 1A - Reviewing Reliability
Instructions
1) Read through the text below on ‘Reliability in Science’
2) Extract information from the text by;
a) Circling keywords and underlining words you don’t understand. Seek Teachers
support to further clarify.
b) Summarise the main message of the texts by answering the question in the box
below.

Reliability in Science

When someone is a reliable person, it means that they always do

the same thing. That person is consistent. For example, Steven is
reliably on time for soccer practice, but Nina is reliably late.

In science, reliability measures the consistency of a set of

results. If an experiment is reliable, then the results are
consistent. This means that if the same method is followed, the
results will be the same or very similar.

The easiest way to test the reliability of an experiment is to conduct multiple trials.
Generally, the same method needs to be completed at least five times.

Reliability can be improved by taking steps to improve the validity and accuracy of an
experiment. Conducting more trials only tests the reliability. It does not improve it.

What is the main message of the text?

_______________________________________________________________
_ ________________________________________________________________
_______________________________________________________________
 Lesson #: Reliability, Validity and Accuracy
Activity 1B - Reviewing Reliability
Instructions
1) Read the text for Activity 1A.
2) Answer the questions below to check your understanding of reliability.

Reliability in Science

1. Look at these four targets. Which two of them show someone with the most reliable
aim? Why?

_______________________________________________________________
_______________________________________________________________

2. Jess and Pritika conducted an experiment to see how fast they could run 100m.
Their results are below.

Runner Time (s)

Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average

Jess 15 16 15 14 15 15

Pritika 13 20 15 21 22 18.2

Which runner had the most reliable results? Give a reason to justify your answer.
_______________________________________________________________
_______________________________________________________________
 Lesson #: Reliability, Validity and Accuracy
Activity 2A - Reviewing Validity
Instructions
1) Read through the text below on ‘Validity in Science’
2) Extract information from the text by;
a) Circling keywords and underlining words you don’t understand. Seek Teachers
support to further clarify.
b) Summarise the main message of the texts by answering the question in the box
below.

Validity in Science
If someone makes a valid argument, it means that their point is
fair and that it is supported by evidence.

In science, validity measures how fair a scientific experiment is.

If an experiment is valid, then the method is actually testing the
relationship between the independent variable and dependent
variable. A valid method helps a scientist to answer their original
question.

You create a valid experiment by making sure that any variable except for the
independent variable and dependent variable is controlled (kept the same). You can
improve the validity of an experiment by making sure variables are controlled more
effectively.

Define it

Independent variable: is a factor that is

What is the main message of the
text?
_____________________________
_____________________________
__________________________
deliberately changed during an experiment to
get data
Dependent variable: the factor measured in
the experiment
Controlled variable: the condition that must
be kept the same throughout an experiment
Fair test: a method for determining an
answer to a problem without favouring any
particular outcome.
Control: an experimental set-up in which the
independent variable is not applied. It is used
to ensure that the result is due to the
variable and nothing else
 Lesson #: Reliability, Validity and Accuracy
Activity 2B - Reviewing Validity
Instructions
Below is a method that has been assessed to determine its validity.
1) Read the method, analysis, and success criteria below.
2) Highlight the key features of the analysis that fulfil the success criteria.

How does the type of chocolate affect the rate that it melts?
Equipment:
● White, milk, and dark chocolate
● Aluminium foil
● Stop watch
● Kettle
● Metal bowl Controlled
● Disposable plastic bowl variable: same Controlled
amount of water variable: same
boiled. metal bowl used.
Method:
Independent 1. Boil 200 mL of water using the electric kettle.
variable: 2. Carefully pour the boiled water into the metal bowl.
Type of
chocolate. 3. Place the white chocolate on the foil, and then place
on the plastic bowl.
Uncontrolled
4. Float the plastic bowl over the hot water. variable: mass
Dependent 5. Time how long it takes for the chocolate to melt using of chocolate not
variable: measured.
Time taken for
the stopwatch.
chocolate to 6. Repeat steps 1-5 with milk chocolate and dark
melt. chocolate and record results in a table.
7. Repeat steps 1-6 five times and calculate the average
time taken for each type of chocolate to melt.
Evaluation of
the validity of
the method.
Analysing the validity of the method (I.e. How valid
The experiment conducted was partially valid because some of was it?)

Describing
the variables were controlled. For each type of chocolate tested,
controlled the same amount of boiled water was used and it was placed in
variables.
the same metal bowl. This means that the same amount of heat
energy was applied to each type of chocolate. However, the mass
of the chocolate was not recorded. Even though the chocolate Describing
uncontrolled
was broken into squares, there may have significant variation in variables.
Explanation of size. This would affect the results.
the effect of
uncontrolled
variables. To improve the validity of this experiment, the chocolate should
be weighed to check that the mass is consistent before it is Suggestion
to improve
melted. validity.
 Lesson #: Reliability, Validity and Accuracy
Activity 2C - Reviewing Validity
Instructions
Below is a method that has been assessed to determine its validity.
1) Read the method, analysis, and success criteria below.
2) Highlight the key features of the analysis that fulfil the success criteria.

How does the brand of popcorn affect the number of unpopped kernels?

Equipment:
● Three different brands of microwaveable popcorn (200g)
● Microwave
● Large bowl
● Paper plate

Method:
1. Place the 200g packet of popcorn from Brand 1 in the microwave.
2. Microwave for 2 minutes.
3. Let the popcorn cool before opening it.
4. Open the bag and carefully sort the popcorn and the unpopped kernels.
Place popcorn in the large bowl and unpopped kernels on the paper plate.
5. Count the number of unpopped kernels and record in a table.
6. Repeat steps 1-5 four more times.
7. Repeat steps 1-6 with popcorn from Brand 2 and Brand 3.

Success Criteria
❑ Evaluation of the validity.
❑ Description of controlled
variables.
❑ Description of uncontrolled
variables.
❑ Explanation of how
uncontrolled variables
affect results.
❑ Suggestion of how to
improve validity.
Highlight
Analysing the validity of the method
The experiment conducted was mostly valid because
most of the variables were controlled. The packets of
popcorn used were the same mass, and they were
placed in the microwave for the same amount of time.
However, the time left for the popcorn to cool was
not specified. In this time, some extra kernels can
pop, which means that the results were affected.
To improve the validity of this experiment, the
popcorn should be left for the same amount of time
to cool. This will allow the same amount of time for
kernels to pop and reduce the uncontrolled variables.
Activity 2 - Deconstructing Table Components

Instructions
1) Look at the example table below.
2) Observe where the following components are in the table:
a) Table title
b) Independent variable
c) Dependent Variable (including trials and average)
3) Annotate the following components on the table on the next slide.
a) Table title
b) Independent variable
c) Dependent Variable
d) Multiple trials and average
4) Answer the questions about the table on the next slide
Activity 2 - Deconstructing Table Components (continued)

Check Your Understanding

Success criteria for a table:

❏ Drawn with a pencil and ruler (if drawn by hand) and is closed
❏ Contains a relevant title that reflects the variables
❏ Independent variable is on the left and dependent variable is at the top
❏ Relevant units used for independent and dependent variables (when units are needed)
❏ Allows for data to be collected for three trials including calculation of an average

1. Read the success criteria above and put a tick ( next to the criteria that the
table has and a cross (X) next to the criteria that the table is missing.

2. Is the table above an example of a quality table? Use the success criteria to
justify your answer.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Activity 3 - Extracting information from a table

Instructions
1. Read through the table on ‘Caffeine Content of Common Foods’
2. Extract information from the table and answer the ‘Check Your
Understanding’ questions

Caffeine Content of Common Foods

Food Item Amount of Caffeine per serving (mg)

Cola Drink 55
Chocolate Bars 60
Chocolate milk drinks 7.5

Cocoa 20
Coffee, brewed 85
Coffee, instant 60
Tea, strong 80
Tea, weak 30

Check Your Understanding

1. Write a sentence explaining what the purpose of this table is? ______________
_____________________________________________________________
2. According to the table, how many different types of food contain caffeine?
_____________________________________________________________

3. Which food item would give the highest amount of caffeine? ___________

4. Some experts recommend that adults consume no more than 200mg of coffee a
day. How many cups of instant coffee would it be safe to drink in a day? ( 1
teaspoon of coffee per cup)
____________________________________________________________

5. Identify the independent and dependent variables in the this investigation.

____________________________________________________
____________________________________________________
Activity 4 -Checkpoint

Instructions
1) Read the information about “Distance flown by different paper airplanes”.
2) Present the data from the paragraph below in a table format.
3) Calculate the average result for each of the plane designs.

Distance flown by different paper airplanes

Mark and Mary wanted to test if the design of a paper plane would impact how far it would
fly. They came up with three designs total shown below.

When they tested each of the designs, they received the following results. In their first
trial, Design 1 flew 187cm, Design 2 flew 205cm and Design 3 flew 192cm. In their second
trial, Design 1 flew 188cm, Design 2 flew 203cm and Design 3 flew 191cm. In their third and
final trial Design 1 flew 187cm, Design 2 flew 203cm and Design 3 flew 191cm.
Ticket to Leave
Instructions
1) Answer the question to the ticket to leave by writing a response in the box
below.
2) Follow the 4P’s and S in the bottom box to pack up.
3) Show the teacher your work and ask them to sign the bottom of this page to
indicate your work is done and you have appropriately packed up.
4) Hand your booklet in to the teacher (if you forget to do this, there may be no
extra hard copy booklets).

Explain the importance of using a table to collect data from an

experiment.

Ticket to
Leave

Have I;
❏ Picked up rubbish around my desk
❏ Put back any equipment I have used
❏ Packed up all of my belongings (except
my booklet)
❏ Positioned myself behind the chair
quietly
❏ Sanitised my desk and hands

Teacher signature: ____________________________