• 6-8: 9B/M3. Graphs can show a variety of possible relationships between two variables. As one variable increases uniformly, the other may do one of the following: increase or decrease steadily, increase or decrease faster and faster, get closer and closer to some limiting value, reach some intermediate maximum or minimum, alternately increase and decrease, increase or decrease in steps, or do something different from any of these.

• 6-8: 9D/M4. Comparison of data from two groups should involve comparing both their middles and the spreads around them.
• 6-8: 9D/M5. The larger a well-chosen sample is, the more accurately it is likely to represent the whole. But there are many ways of choosing a sample that can make it unrepresentative of the whole.

• 9-12: 12B/H9. Consider the possible effects of measurement errors on calculations.

• 6-8: 12C/M3. Make accurate measurements of length, volume, weight, elapsed time, rates, and temperature by using appropriate devices.

• 6-8: 12D/M1. Organize information in simple tables and graphs and identify relationships they reveal.
• 6-8: 12D/M4. Understand oral, written, or visual presentations that incorporate circle charts, bar and line graphs, two-way data tables, diagrams, and symbols.
• 6-8: 12D/M6. Present a brief scientific explanation orally or in writing that includes a claim and the evidence and reasoning that supports the claim.

This is a set of free tutorials on error and uncertainty, best-line-fit, measurement of slope in statistical representations, quantization error, and sampling frequency. It provides rules and "how-tos" for calculating both relative and absolute uncertainty in a measurement.

• Conceptual Physics Units of Measure Unit
• Algebra-Based Physics Units of Measure Unit
• AP/Calculus-Based Physics Units of Measure Unit

Accurate measurement is important in physical science, but no measurement is absolutely precise. If we assign any two people to measure the same object, there will always be a slight difference.....even if it's only a fraction of a centimeter. In physical science, this is called "uncertainty". This is a great resource to help teachers and students understand the role of error in measurement and how it can affect the results of an experiment.

• Physical Sciences K-8 Applying Measurement in Physics Unit
• Physics First Applying Measurement in Physics Unit

This item, part of the Open Door website, discusses the role of uncertainty in measurement.  Students learn the difference between systematic and random error, and gain practice in quantifying the error.  Also find high-quality sections on the Vernier scale, "best-fit line", and sampling frequency.

• Conceptual Physics Applying Measurement in Physics Unit
• Algebra-Based Physics Applying Measurement in Physics Unit
• AP/Calculus-Based Physics Applying Measurement in Physics Unit

This item, part of the Open Door website, discusses the role of uncertainty in measurement.  Review the difference between systematic and random error, and gain practice in quantifying the error.  Also find high-quality sections on the Vernier scale, "best-fit line", and sampling frequency.

• Physics First For the New Teacher Unit
• Conceptual Physics For the New Teacher Unit
• Algebra-Based Physics For the New Teacher Unit
• AP/Calculus-Based Physics For the New Teacher Unit