# Measurements and Uncertainty | Virtual Lab

High School
Higher Education
Chemistry
Health Sciences
Biology
Physics
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Take a scientific approach to the classic task of guessing how many candies are in a jar. Rather than random guesses, utilize good experimental design to select the correct measurement tools, continually refine the approach, and account for uncertainty in the data.

## Learning Objectives

• Differentiate between instruments that give a reading and a measurement
• Select an instrument of appropriate resolution to perform a measurement
• Refine an experimental methodology to reduce its inherent uncertainty

Level:
High School
Higher Education
Length:
12
Min
Accessibility Mode:
Available
Languages:
English

## Lab Techniques

• Measurements and readings
• Calibration of tools
• Uncertainty calculations
No lab techniques are listed for this simulation.

## Related Standards

University:
NGSS:
• ETS1.A-H1
AP:
LB:
No lab techniques are listed for this simulation.

Now more than ever, it’s important for scientists to understand how much they can trust their results, when to disregard or accept them, and how to improve their reliability. In this simulation, you’ll learn how to select the right tool for carrying out an experiment and how to refine an experimental methodology to reduce its inherent uncertainty.

How Many Candies in the Jar:

In this simulation, you will  start by coming up with a guess including an uncertainty range. Through making this guess, you’ll gain an appreciation of the difficulties scientists face in the real world, and the errors associated with their experiments.

Tools that produce measurements must be calibrated first, while tools that produce readings are assumed to be already calibrated. Students will learn about these differences and classify various experimental tools during this mission.

Refining the experimental methodology:

Choose between two different approaches to scientifically guess how many candies are inside the jar. In each of the methods, you’ll address the potential errors and uncertainty that may occur in your approach.

Deciding on the correct figure:

After you refine your experimental methodology and account for all the uncertainty you think you’ve uncovered, you’ll perform some calculations to decide on the number of candies that are in the jar. After the big reveal, you’ll find out how close you are.

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## For Science Programs Providing a Learning Advantage

Associate Professor
North Dakota State College of Science

“They did the simulation at home, then completed the in-person lab within 30 minutes, no questions asked, and passed the quiz with flying colors.”

Lewis Mattin
PhD
Lecturer in Human Physiology
University of Westminster

"I saw some of the students who clearly didn’t necessarily like sitting there reading a book discover they could turn on Labster and keep up with the rest of the class because it spoke to them.

Melody McGill
Curriculum Coordinator
Modesto City Schools

"Having something that's engaging for the students gives teachers that opportunity to breathe and get excited again. Because they're seeing the kids light up, they're seeing the kids engage with content."

Kyle Hammon
Wenatchee Valley College

"The question always is, ‘Can we demonstrate that the students are meeting course outcomes?’ Check! We can do that.”

Dr. Melody Esfandiari
Chemistry Lecturer
San José State University

"We surveyed over 400 students. More than 90% thought Labster was easy to navigate, and that it was fun, but more importantly, most of them felt confident that they could execute the labs in person. And that confidence is a big deal."

Dr. Stuart Goodall
Lecturer
Northumbria University

“The Labster simulations get students to do things, and they're not just sitting there consuming a webinar where their mind can drift. They become an active participant in that learning experience.”

## FAQs

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1. Item 1
2. Item 2
3. Item 3

Unordered list

• Item A
• Item B
• Item C

Bold text

Emphasis

Superscript

Subscript

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