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Activity 3.

8 Precision and Accuracy of


Measurement
Introduction
This concept of random and systematic errors is related to the precision and accuracy
of measurements. Precision characterizes the system's probability of providing the
same result every time a sample is measured (related to random error). Accuracy
characterizes the system's ability to provide a mean close to the true value when a
sample is measured many times (related to systematic error). We can determine the
precision of a measurement instrument by making repeated measurements of the same
sample and calculating the standard deviation of those measurements. However, we will
not be able to correct any single measurement due to a low precision instrument.
Simply stated, the effects of random uncertainties can be reduced by repeated
measurement, but it is not possible to correct for random errors.
We can determine the accuracy of a measurement instrument by comparing the
experimental mean of a large number of measurements of a sample for which we know
the "true value" of the characteristic of the sample. A sample for which we know the
"true value" would be our calibration standard. We may also need to characterize the
accuracy of the measurement instrument by observing historical trends in the
distribution of measured values for the calibration standard (this allows for determining
the systematic error expected from environmental effects, etc.). The effects of
systematic uncertainties cannot be reduced by repeated measurements. The cause of
systematic errors may be known or unknown. If both the cause and the value of a
systematic error are known, it can be corrected for by "subtracting" the known deviation.
However, there will still remain a systematic uncertainty component associated with this
correction.

Equipment

Engineering notebook
Gauge block
Dial caliper

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Procedure
1. Two students are asked to measure the length of a credit card. The accepted value
for the length of the credit card is 85.105 mm.
Student A uses a plastic ruler. Student B uses a precision measurement tool called a
micrometer. To ensure good estimates of length, each student measures the length
of the same card four times and records the following measurements.

Mean
Standard Deviation

Student A
85.1mm
85.0 mm
85.2 mm
85.1mm
85.1
0.08

Student B
85.301 mm
85.298 mm
85.299 mm
85.301 mm
85.29975
0.0015

a. Create a dot plot of each students data. Use the same number line but
different colors or indicators for each set of data.

Chart Title
85.35
85.3
85.25
85.2
85.15
85.1
85.05
85
84.95
84.9
84.85
84.8
1st Measurement

2nd Measurement
Student A

3rd Measurement

Category 4

Student B

b. Which students data is more accurate? Explain.


Student Bs data is more accurate because it has more significant figures.
c. Looking at the dot plot, which students measurement instrument do you feel
is more precise? Is this result expected given the measuring instruments used
by each student? Explain.
The micrometer is more accurate than the plastic ruler. This is expected as it is
made for more accurate readings and can go to a smaller significant figure.
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d. Find the mean of each set of measurements and enter each value in the
appropriate cell in the table. Then answer the following questions.

What is the error of Student As measurements? Show your work.


85.1-0.8165=85.01835

What is the error of Student Bs measurements? Show your work.


85.29975-4.625002125=80.67474788

How do these error calculations support or refute your answers to parts


a and/or b above?
The error calculations refute my answers because the flip each
students data practically

e. Find the sample standard deviation of each set of measurement data (by
hand, using a graphing calculator, or using Excel) and enter each value in the
last row of the table.
Stude
nt A
1st Measurement

85.1

2nd Measurement

85

3rd Measurement

85.2

4th Measurement
Sample standard
deviation

85.1
0.081
65

Stude
nt B
85.30
1
85.29
8
85.29
9
85.30
1
0.001
5

f. View The Empirical Rule presentation. Then answer each of the following.
Use the standard deviation to make a statement about the actual
length of the credit card at the 68% confidence level using Student As
data. Give your answer in both plus/minus notation and using a
compound inequality.
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85.1-0.08165= 85.01835
85.1+0.08185=81.18185

Use the standard deviation to make a statement about the true length
of the credit card at the 95% confidence level using Student As data.
Give your answer in both plus/minus notation and using a compound
inequality.
85.1-2*80.08165=84.9363
85.1+2*0.08165=85.2633

Use the standard deviation to indicate the precision of Student Bs


measurement data at the 68% and 95% confidence levels.
6885.29975-0.0015=85.29825
85.30125+0.0015=85.30125
9585.29975-2*0.0015=85.29675
85.29975+2*0.0015=85.30275

How do the standard deviation values calculated for each students


data support or refute your answers to parts a and/or b above?
It supports my data as most of my data can fit in those margins.

2. Your instructor will choose two dial calipers. One caliper should be labeled #1 and
the other #2. Each student in the class will measure a gauge block with each of the
two dial calipers and record the measurements to the appropriate number of
significant figures independently (without looking at another students recorded
measurements). Be sure to keep the measurements for each dial caliper separate.
a. Record all data for each dial caliper. Two tables are provided at the end of this
activity in which to record the measurements.
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b. Find the mean and sample standard deviation of each set of data.

c. Compare the accuracy of the two dial calipers. Your discussion should include
the mean of each data set.

d. Make a statement regarding the precision of Dial Caliper 1 at the 95%


confidence level.

e. Make a statement regarding the precision of Dial Caliper 2 at the 95%


confidence level.

f. Based on the accepted value of the length and the accepted value of the
width, which dial caliper is more precise? Explain.

While classmates are measuring the gauge block, complete the following exercises.
3. In a group of six, obtain two different metric rulers. Place a piece of masking tape on
each ruler. Write Length on the masking tape on one ruler and Width on the
masking tape on the second ruler.
a. Each person should measure and record the length of the same sheet of copy
paper using the Length ruler. Then each person should measure and record
the width of the same sheet of paper using the Width ruler. Each person
should initial his/her measurements in the table. Be sure to use the
appropriate number of significant digits.
Length (cm)

Width (cm)

Initials

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Mean
Standard
Deviatio
n
Assume that the sheet of paper that you just measured actually measures 27.92
cm x 21.36 cm.
a. Compare the accuracy of the measurements for the two rulers. Your
discussion should include the mean of each data set.

b. Give a statement indicating the precision of each ruler at the 95% confidence
level.

c. Based on the accepted value of the length and the accepted value of the
width, which ruler is more precise? Explain.

Told not to do
Conclusion
1. Why is it important to know the accuracy and precision of a measuring device?
You need an accurate measurement so your design will not be off.

2. Do you think that the dial caliper manufacturers claim that the accuracy of the
instrument is .001 is appropriate? Why or why not?
No. Each dial caliper will have a slight difference in measurement. The
manufacturing quality of it differs per caliper.
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Measurement

Initials

Measurement

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3. Do you
think
that
either
of the
dial

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calipers needs to be adjusted in order to
accurately display measurements? Explain.

DIAL CALIPER 1
DIAL CALIPER 2

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