TASK 1

ENGLISH FOR CHEMISTRY

A Summary: Uncertainty in Measurements and Calculation

Created by:
Fadlurachman Faizal Fachrirakarsie
19030234064

STATE UNIVERSITY OF SURABAYA

FACULTY OF SAINS
DEPARTMENT OF CHEMISTRY
2020
 Uncertainty in Measurements and Calculation ii

Contents
Title...........................................................................................................................i
Contents..................................................................................................................ii

Chapter I...................................................................................................................1
Chapter II.................................................................................................................2
Chapter III................................................................................................................3
Chapter IV................................................................................................................7
Chapter V...............................................................................................................10

Bibliography.........................................................................................................11
 Uncertainty in Measurements and Calculation 1

Chapter I
Note-taking System

Each student have to develop their note-taking to easily them for summarizing
when they are hearing their lecture’s presentation or when they are reading books.
In below, will be presented some suggestion to make note-taking.
1. Make your notes brief and easy to understood by including all main ideas
as well as its subordinate points, formulas, rules, definitions, and spesific
facts.
2. Note the lecturer’s chief pattern or books’ pattern. It is important to
understand its pattern if student want to make note-taking easily.
3. Summary your note with your word to make an easy comprehension.
4. Seperate an enough space for your questions, your comments, or your
notes.
5. Attempt to differentiate fact from opinion by using dialogue to another
lecturer or using literary studies from journal, books, theses, etc.

The 5 R’s of Cornell’s Note-Taking System while Lectures

1. Record – During the lecturer, record in the main column as many

meaningful facts and ideas as you can. Write legibly
2. Reduce – As soon after possible, summarize these facts and ideas
concisely in the Cue Column.
3. Recite – Cover the Note-Taking area, using only your jottings in the Cue
Column, say over the facts and ideas of the lecture as fully as you can.
4. Reflect – Draw out opinions from your notes and use them as a starting
point for your own reflections.
5. Review – Spend 10 minutes every week in quick review of your notes,
and you will retain most of what you have learned.
 Uncertainty in Measurements and Calculation 2

To make a simple note-taking, there are several symbols instead of words and
several abbreviations to summarize the word that will be written in our note-
taking as what we want. And then, there are also a specific historical terms as well
as olitics/economics/culture terms.

Δ change equality =ity

↑ increase equals =

↓ decrease for example e.g.

leads to / creates for instance i.e.

→
etc.

questioned ?d
  female or women

question ?
  male or men

against agnst
\ therefore

between betw/
means space in
...
quote
continued cont.

> more than

different dif't

<  less than

everything evryt
Table 1. Common Symbols that it
usually used while we want to make influence infl
a Note-taking Strategies
rate (i.e. birth r.) r.

with w/
something st

because b/c
through thru
 Uncertainty in Measurements and Calculation 3

similar sim.

development devel social or society soc.

explanation expl statistics stats

Table 2. Common Abbreviations in

traditional trad
Note-taking Strategies

cultural cult

19th Century 19thC or 19C

economic econ

World War I WWI

education educ

World War II WWII

institution instit

Industrial Revolution Indust. Rev.

justification justific

French Revolution Fren. Rev.

government gov't

Russian Revolution Rus. Rev.

important import.

Nat Soc or
National Socialism
individual indiv. Nazism

large lrg Prussian Prus

nothing nt United States or

US
American

probably prob.
Great British or
Brit or GB
Britain
separate or
sep.
separation
English or England Eng.
 Uncertainty in Measurements and Calculation 4

German Germ mitlitary milit

French, France Fr. movement mov't

Table 3. Specific Historical Terms

philosophy or
philos
philosophical
agrarian agrar

political science pol sci

association assoc

political polit
bourgeois (i.e.
bourg
middle class)
public opinion pub. op.
bureaucracy bureac
private priv.
constitution constit
public pub.
emacipation emancip
radical rad.
foreign for. (for. pol.)
universal suffrage univ. suff.
history, historical hist
w.c. (also
working class
m.c. or up.c.)
ideology ideol
Table 4. Politics/Economics/Culture
ideology or Terms
ideol
ideological

industrial indust

liberalism lib

modern mod
 Uncertainty in Measurements and Calculation 5

Chapter II
Preliminary Measurement

Measurement is a process by which a value of a particular quantity such as the

temperature of a water bath or the pH of a solution is obtained. In the case of
length measurement, this might involve measuring the atomic-scale topography of
a surface using an instrument such as an atomic-force microscope (AFM), or
measuring the length of a pendulum using a metre rule. Values obtained through
measurement form the foundation upon which we are able to:
 test both new and established scientific theories;
 decide whether a component, such as a resistor, is within specification;
 compare values obtained by workers around the world of a particular quantity,
such as the thickness of the ozone layer of the atmosphere;
 quantify the amount of a particular chemical species, such as the amount of
steroid in a sample of urine taken from an athlete; and
 establish the proficiency of laboratories involved with the testing and
calibration of equipment.

A particular quantity determined through measurement is called a measurand.

Some care is required when describing a measurand. For example, the purpose of
a measurement may be to determine the density of a metal such as platinum. The
density of any metal sample depends on the purity of the metal as well as on its
temperature. Unless the description of the measurand includes specification of
 Uncertainty in Measurements and Calculation 6

purity as well as temperature, reported values of densities of samples of platinum

are likely to vary significantly from one observer to the next.

Chapter III
Random Error and Systematic Error

Experimental uncertainties that can be revealed by repeating the measurements

are called random errors; those that cannot be revealed in this way are called
systematic. To illustrate this distinction, let us consider some examples. Suppose
first that we time a revolution of a steadily rotating turntable. One source of error
will be our reaction time in starting and stopping the watch. If our reaction time
were always exactly the same, these two delays would cancel one another. In
practice, however, our reaction time will vary. We may delay more in starting, and
so underestimate the time of a revolution; or we may delay more in stopping, and
so overestimate the time. Since either possibility is equally likely, the sign of the
effect is random. If we repeat the measurement several times, we will sometimes
overestimate and sometimes underestimate. Thus, our variable reaction time will
show up as a variation of the answers found. By analyzing the spread in results
statistically, we can get a very reliable estimate of this kind of error.
Systematic errors may be revealed in twoways: by means of specific
information or when the experimental set-up is changed (whether intentionally in
order to identify systematic errors, or for some other reason). In both cases we
need a good understanding of the science underlying the measurement. In general,
statistical analysis may or may not be involved in assessing the uncertainty
associated with a systematic error, so this uncertainty may be Type A or B. When
the effect of random errors has been minimised, for example by taking the mean
of many values, the influence of systematic errors remains unless they too have
been identified and corrected for.
 Uncertainty in Measurements and Calculation 7

Since a systematic error does not necessarily cause measured values to vary, it
often remains hidden (and may be larger than the random errors). Experienced
experimenters consistently review their methods in an effort to identify and
quantify systematic errors.

Figure 1. Random and systematic errors in target practice. (a) Because all shots
arrived close to one another, we can tell the random errors are small. Because the
distribution of shots is centered on the center of the target, the systematic errors
are also small. (b) The random errors are still small, but the systematic ones are
much larger-the shots are "systematically" off-center toward the right. (c) Here,
the random errors are large, but the systematic ones are small-the shots are widely
scattered but not systematically off-center. (d) Here, both random and systematic
errors are large.

Just as in these two examples, almost all measurements are subject to both
random and systematic uncertainties. You should have no difficulty finding more
examples. In particular, notice that common sources of random uncertainties are
small errors of judgment by the observer (as when interpolating), small
disturbances of the apparatus (such as mechanical vibrations), problems of
definition, and several others. Perhaps the most obvious cause of systematic error
is the miscalibration of instruments, such as the watch that runs slow, the ruler
that has been stretched, or a meter that is improperly zeroed.
 Uncertainty in Measurements and Calculation 8

To get a better feel for the difference between random and systematic errors,
consider the analogy shown in Figure 1. Here the "experiment" is a series of shots
fired at a target; accurate "measurements" are shots that arrive close to the center.
Random errors are caused by anything that makes the shots arrive at randomly
different points. For example, the marksman may have an unsteady hand, or
fluctuating atmospheric conditions between the marksman and the target may
distort the view of the target in a random way. Systematic errors arise if anything
makes the shots arrive off-center in one "systematic" direction, for instance, if the
gun's sights are misaligned. Note from Figure 1 how the results change according
to the various combinations of small or large random or systematic errors.
Uncertainty in Measurements and Calculation 9
 Uncertainty in Measurements and Calculation 10

Chapter IV
Adective Clause

Adjective clause or Relative clause is a type of subordinate clause that serves

to explain noun or pronoun. In addition, the adjective clause serves to provide
additional information and declare it belongs. Swan (2000: 487) states "Clauses
beginning with question words (e.g who, which, where) are often used to modify
nouns and some pronouns to identify people and things, or to give information
about them. Clauses used like this are called relative clause. ”Clauses that begin
with question words like who, which, where, which are used to provide additional
information to people, objects, and pronouns are called relative clauses.
The type of Adjective clause is restrictive (essential) or non restrictive
(nonessential). Restrictive clause is a clause added to a sentence, needed in the
sentence because it affects the meaning that is in the sentence and is not
accompanied by commas.
a. The professor who taught my biology class won a Nobel Prize two years ago.
(Which professor won the Nobel Prize two years ago? The clausewho teaches
my biology class needs to explain or modify the professor's noun.) Non
restrictive clause, on the contrary is a clause added to a sentence but not
required, the presence of a non-restrictive clause in a sentence accompanied by
a comma.
b. Professor Jones, who taught my biology class, won a Nobel Prize two years
ago. (Someone who won the Nobel Prize was explained by the wordProfessor
Jones, so the clause who teaches my biology class is additional information,
there is no need to explain Professor Jones.

Oshima and Hogue (1999: 212) stated that adjective clause have functions as
relative pronoun as subjects, relative pronoun as objects, possessive relative
clauses, relative pronoun as objects of prepositions, relative pronouns in phrases
of quantity and quality, and relative adverb clauses.
Relative Pronoun as Subjects
 Uncertainty in Measurements and Calculation 11

The relative pronoun can be the subject of the clause itself. The relative clause
subject patterns are as follows:
Who
Which + verb + complement
That
Football, which is the most
popular American sport,
began at
Harvard University.

Possessive Relative Clause

Relative pronoun whose in the clause replaces possessive words such as
Mary's, his, our, their, the company’s, or its. Possessive relative clause can follow
the pattern of the subject or object and can be either restrictive or non-restrictive.
The pattern of subject possessive clause is as follows:
Whose+ noun+ verb+ complement
Princess Diana, whose life ended
suddenly in a Paris car crash, was
the most photographed woman in
the world.

The pattern of the possessive clause object is as follows:

Whose + noun + subject + verb+ complement
Maya Angelou, whose poetry we have been
reading in our English class, is one of
America’s most famous female poets.

Relative Pronouns as Objects of Prepositions

Preposition + whom/which + subect + verb +
complement
Formal
The person to whom I mailed the letter never
received it.
Whom
Which + subject + verb + complement + prep.
Informal
That
The person whom I mailed the letter to never
 Uncertainty in Measurements and Calculation 12

received it.

In a formal writing format, the preposition appears before relative pronoun.

Whereas in informal writing, prepositions appear at the end of the clause.
Relative Pronouns in Phrases of Quantity and Quality
Adjective clauses containing the above phrases can be subject or object in the
clause, and are always non restrictive.
Subject and Object Patterns
Many of which + (subject )+ Verb + complement

The oldest of whom + (subject) + verb+ complement

While scuba diving in the Caribbean, I saw tropical
fish, many of which I photographed with my new
underwater camera. He has three daughters,

Relative Adverb Clauses

In addition to the relative pronoun, relative adverbs also usually appear at the
beginning of the adjective clause, usually marked with the words when and where.
Relative adverb clause refers to time or place, and replaces all prepositional
phrases such as on Sunday and in the city. Relative adverb clause can be either
restrictive or nonrestrictive. Following is the relative adverb clause pattern:
When + subject + verb + complement

Where + subject + verb + complement

The lives of thousands of Germans changed during
the night of August 13, 1961, when East German
soldiers began building the Berlin Wall.

Chapter V
Adverbial Clause

Adverbial clauses are known from traditional grammar, and basically all
contemporary models of grammar, as one of three major classes of subordinate
 Uncertainty in Measurements and Calculation 13

clauses (the other two being relative and complement clauses). Their grammatical
function is that of an adverbial, i.e. they provide information on the (temporal,
locative, causal, conditional, etc.) circumstances of the state of affairs depicted in
the main clause. The adverbial clauses are called temporal, locative, causal, and
conditional clauses.
A first set of functions is concerned with the creation of a coherent discourse.
Depending on whether they precede or follow their main clause, adverbial clauses
create more global (or: textual) coherence or more local coherence respectively.
There is a tendency that preposed (or: initial) adverbial clauses use, elaborate and
put in perspective against what follows information given in the (not necessarily
immediately) preceding discourse. They serve a kind of guidepost or scene-setting
function for the reader or hearer by (a) grounding in what has gone on before and
(b) preparing the background for what is going to follow in the complex sentence
and often even a whole chunk of discourse. By contrast, postposed (or: final)
adverbial clauses typically have a much more local function, i.e. their scope is
restricted to their immediately preceding main clause. They neither reach back
into earlier parts of the discourse, nor foreshadow or prepare for what is going to
follow. For instance, the subject of a postposed adverbial clause is typically
identical with the main clause subject, whereas the subject of a preposed adverbial
clause is often identical with that of (one of) the preceding sentence(s).
In addition to these discourse-organizing functions, adverbial clauses have
been found to serve interactional functions in face-to-face conversation (Ford
1993). Thus initial adverbial clauses are often found at the beginning of relatively
large talk units exactly when the speaker has maximum control of the floor. Final
adverbial clauses also seem to serve a special conversational purpose, more
exactly those final clauses which are separated from the main clause by an
intonation break. They tend to be used preferably at those points in informal
conversation where the interactants negotiate agreement. More specific
interactional tasks can be identified for individual semantic types of adverbial
clauses.
 Uncertainty in Measurements and Calculation 14

Bibliography
B., M. S. (2016). Learning English For Chemistry Students. Surabaya: Fakultas
MIPA Unesa.

Kirkup, L., & Frenkel, R. B. (2006). An Introduction to Uncertainty in

Measurement Using the GUM. Cambridge: Cambridge University Press.

Kortmann, B. (2001). Adverbial Clauses. International Encyclopedia of the Social

and Behavioral Sciences, 162-167.

Ramadhan , M., S., N. W., & Rejeki, S. (2016). AN ANALYSIS ON

ADJECTIVE CLAUSE IN DANIEL DEFOE’S ROBINSON CRUSOE.
Journal of English Literature, 1-17.

Taylor, J. R. (1982). An Introduction to Error Analysis The Study of Uncertainties

in Physical Measurements. California: University Science Books.