Introduction to Physics · SHS1 Physics

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.3. Identify the errors in the use of meter rule, protractor, electronic balance, vernier calliper and the micrometer screw gauge.

By the end of the lesson, learners can:

Identify at least three common errors made when using a metre rule and explain how each error affects the measured value.
Demonstrate the correct technique for using a vernier calliper and a micrometer screw gauge, and identify the typical errors associated with each instrument.
Describe the sources of error when using a protractor and an electronic balance, including zero error, parallax error and incorrect placement.
Distinguish between zero error, parallax error and reading error, and state which instruments are most prone to each type.
Measure the length, diameter, angle, mass and width of laboratory items using the appropriate instruments and compare results with partners to identify discrepancies.

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Curriculum details

Strand: Mechanics and Matter (Strand 1)
Sub-strand: Introduction to Physics (1.1)
Content standard: 1.1.1.CS.2 - Demonstrate knowledge and understanding of physical quantities. 1.1.1.LO.2 Classify quantities into fundamental, derived, scalars, and vectors
Indicator: 1.1.1.LI.3 - Identify the errors in the use of meter rule, protractor, electronic balance, vernier calliper and the micrometer screw gauge.
Suggested placement: Semester 1, Week 3 (Week 3 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 28

Exemplars (from the NaCCA curriculum)

Think pair share
- Let learners in pairs measure length, diameter, angles, mass and width of various items that can be found in the lab with meter rule, protractor, electronic balance, vernier calliper and the micrometer screw gauge.
- Let learners compare their values.
- Let learners identify the differences in the measurements.
Foster respect and inclusion in physics, creating an inclusive and welcoming classroom environment that values the contributions of individuals from all backgrounds and genders.
Assessment (1.1.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Meter rule
- Protractor
- Electronic balance
- Vernier calliper and
- Micrometer screw gauge