BUCKS COUNTY COMMUNITY COLLEGE

SCIENCE, TECHNOLOGY, ENGINEERING AND MATH DEPARTMENT

PHYS121 LABORATORY: ERROR ANALYSIS

“As in the experimental sciences, truth cannot be distinguished from error as long as firm
principles have not been established through the rigorous observation of facts.”
Louis Pasteur, French Chemist and Microbiologist (1822 – 1895)

OBJECTIVE: to analyze measurement error in the form of accuracy and precision utilizing a
variety of measurement and technology tools

INTRODUCTION: Measurements are never perfectly accurate; they always involve some
uncertainty. Measurement error is comprised of systematic error (accuracy) and random error
(precision). Systematic error refers to the bias or deviation from the mean and random error
refers to precision (repeatability of multiple measurements), or standard deviation. You can
have a precise measurement which is not accurate, or an accurate measurement that is not
precise. How can this be? Think about how this can be possible.

Propagation of error occurs when each component in a system has its own source of error,
and this error propagates throughout the system. There is a method of calculating this
propagation of error. This is an advanced topic which is discussed in your tutorial. You will
address this in detail in a more advanced class. It is worth mentioning here because it is a very
powerful statistical analysis tool. Measuring devices produce their own source of error, and
add to the overall measurement error. Some instruments are more precise than others and
some need to be calibrated (Hint: triple beam balance). We will explore some different types of
instruments in our lab.

Significant figures are often used to express precision when dealing with a single calculation or
measurement. The result of any calculation cannot be more accurate than the least precise
number in the calculation. Here are some general tips: (See Appendix C for a detailed review.)

When adding and subtracting, round off as follows:

1.2348 + 35.6 = 36.8
3.5386 -2.7 = 0.8

When multiplying and dividing, round off as follows:

1.2348 / 35.6 = .0347
3.5386 X 2.7 = 9.6

When using functions, round off as follows:

sin (56.7°) = 0.836 (2.572 + 1.83)4 = 375
ln (1.39/1.482) = - 0.0641

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 LABORATORY EXERCISE #1:
Measuring a Triangle

In this experiment, you will be measuring a triangle using different instruments, and then
determining the accuracy of these instruments through calculations.

PARALLELOGRAM LAW

LAW OF SINES

P Q R
= =
sin p sin q sin r

LAW OF COSINES

P= Q 2 + R 2 − 2QR cos p

Q= P 2 + R 2 − 2PR cos q

R= P 2 + Q 2 − 2PQ cos r

EQUIPMENT:
ruler {calibrated in cm}
Vernier caliper (if you don’t have one, use a tape measure or other type of measuring device)
protractor

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 PROCEDURE:
1. Measure A, the length of the long side of this isosceles triangle, to a tenth of a centimeter using
both the ruler and the set of Vernier calipers or other measuring device.
2. Measure B, the length of the short side of this isosceles triangle, to a tenth of a centimeter
using both the ruler and the set of Vernier calipers or other measuring device.
3. Measure C, the obtuse angle of this isosceles triangle, to ½ of a degree.
4. Measure D, the acute angle of this isosceles triangle, to ½ of a degree.

Angle C

Side A

ANALYSIS:
1. Calculate the following quantities based on the measurements for this triangle:

Calculation Ruler Vernier caliper or % Difference

other device

A + 2B

½ AB sin (D)

tan-1 (A/B)

sin2(C)

2. Apply the Law of Sines and the Law of Cosines to confirm the accuracy of your
measurements. Determine the best way to do this. Why did you make this choice?

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 3. Using calculations from step 2, compute the percentage error of your measurements. Is
propagation of error involved here?
4. Compare your results with those of your classmates. How close are your values to theirs?
5. Which instrument gives a more precise measurement? Why?

LABORATORY EXERCISE #2:

Determining the Value of π by Measuring Diameter

EQUIPMENT:
ruler {calibrated in cm}
a set of Vernier calipers or other measuring device.
6 round or cylindrical objects, of different sizes (Make sure you record what they are.)

PROCEDURE:
1. Using the ruler, carefully and precisely measure the diameter of each object.
2. Place a mark on the rim of each object and a corresponding mark on a flat surface. 3. Roll
the object until the mark is once again closest to the flat surface.
3. Make a second mark on the flat surface.
4. Measure the distance between the two marks on the surface. This is the circumference.
(See Figure 1.)
5. Repeat this exercise using the set of Vernier calipers.

Figure 1

ANALYSIS:
1. Calculate the [circumference/diameter] ratio for each object.
2. Apply error analysis to the set of ratios. The theoretical value of this ratio for all cylindrical
objects is π (3.14159…).
3. Use your calculator to determine the mean and standard deviation of your data.
4. Plot by the circumference versus the diameter by hand and determine the best fit line.
Determine the slope from this best-fit line. The slope of this line will be your experimental
value for π. Why??
5. How does the slope of your best fit line compare to the mean you calculated?
6. Compute the % difference between the observed and experimental values using the
formula:

Percentage error = | experimental value– theoretical value | x 100%

theoretical

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7. Did your error analysis of cylindrical object circumference/diameter ratios produce a value
which is consistent with the universally accepted theoretical value of π?
8. How did you determine what was “acceptable”? Did you use a qualitative or a quantitative
approach? Why is it important in science to us a quantitative method?
9. Compare your results with those of your classmates. How do yours compare?

LABORATORY EXERCISE #3:

Comparing Two Different Measurement Techniques

The density of an object is defined as mass divided by volume:

𝑚𝑚
𝜌𝜌 =
𝑉𝑉

EQUIPMENT:
measuring cup
any size ball that will fit into a measuring cup
postal or vegetable scale to weigh ball

PROCEDURE:
1. Choose any size ball that will fit into a measuring cup. Determine its density two
different ways. (Hint: use measurement and displacement techniques….yes we have
water in the lab.) You can ask me questions, but I really want you to think the approach
through yourselves. Yes, you can discuss the methods with your fellow classmates.
Collaboration is very important in scientific professions.

ANALYSIS:
1. How do your two methods of computing the density of the billiard ball compare?
2. Which method do you think is more accurate?
3. Can you think of any other way to determine the density of the billiard ball?
4. How do your values compare with those of your classmates?
5. Based on your investigation is the density of a billiard ball a standard number?
6. Are all billiard balls made of the same material? How did you determine your answer?
Why is this important? (Do you play pool??)
7. How does propagation of error play a role in your results? Why?

YOU MUST SUBMIT A SINGLE CONLCUSION THAT DISCUSSES AND RELATES THE
THREE LABORATORY ACTIVITIES IN RELATION TO THE THEORY.

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