Phy1 11 - 12 Q1 0103 FD

Unit 1: Physical Quantities and Measurements
Lesson 1.3
Uncertainties and Deviations in Measurement
Contents
Introduction 1
Learning Objectives 2
Warm Up 2
Learn about It! 4

Accuracy vs. Precision 4
Precision of Measurements 7
The Precision of an Analog Device 7
The Precision of a Digital Device 8
Basic Statistical Calculations 8
Arithmetic Mean 9
Standard Deviation 13
Measurement Tips to Reduce Uncertainties 20
Key Points 21
Key Formula 21
Check Your Understanding 22
Challenge Yourself 24
Bibliography 25
Key to Try It! 25

Lesson 1.3
Uncertainties and Deviations in Measurement
Introduction
The Global Positioning System (GPS) is widely used in several applications, such as in
mobile phones, in-car navigation, and search and rescue equipment. GPS receivers can
automatically work out the position of a person or a specific place. However, it is not 100%
accurate. There are times when your desired location in the navigation app is several
meters away from your actual location. Some conclusions and discoveries in the sciences
are “not absolute” and might change after some time as technology and scientific
knowledge advance. Even a simple measurement in a school laboratory has a level of
uncertainty. What is uncertainty, and how do we address it in measurements? In this
lesson, we will be able to answer these questions by exploring their contexts.
1.3. Uncertainties and Deviations in Measurement 1

Learning Objectives DepEd Competency

● Differentiate accuracy from
In this lesson, you should be able to do the precision
(STEM_GP12EU-Ia-2).
following:
● Differentiate accuracy from
precision.
● Describe the precision of some
measuring devices.
● Solve problems involving mean
and standard deviation.
● Identify some tips to reduce
uncertainties in measurements.
Warm Up
Hit the Target! 15 minutes
This activity aims to differentiate accuracy and precision by targeting a marked area in a
piece of paper.
Materials
● a sheet of carbon paper
● steel ball or large marble
● blank sheet of paper
● ruler
● pencil
Procedure
1. Divide the class into six groups.
2. For each group, draw ‘cross-hairs’ in the center of a blank sheet of paper.

3. Place the carbon paper under the sheet of paper with a target. Make sure that the
ink side is facing the paper with the cross-hair, as shown in Fig. 1.3.1.
Fig. 1.3.1. A sample setup that shows the position of the carbon and target papers. When
the ball hits the setup, a mark will be left on the target paper.
4. Place the setup on the floor once the group is ready. Each person in the group
should be able to take turns in tossing the ball 1 meter away from the setup while
aiming at the cross-hair. Each person should be given three trials.
5. After the activity, draw a circle on the target paper depending on the hit marks
present on it. Use the furthest marks as the ends of the diameter of the circle. Mark
the center point of the circle with a heavy dot.
6. Measure the distance of the center of the circle from the center of the cross-hair.
Post each group's paper on the board along with the measured distance.
7. The group with the smallest measured distance between the center of the circle and
the center of the cross-hair wins.
Guide Questions
1. What does the center point of the circle mean? What does the size of the circle
represent?
2. How is the distance from the cross-hair to the center of the circle related to the
accuracy of your shots? How does the center of the circle containing all the hits
related to the precision?
3. Among the group, which is the most accurate? The most precise? Defend your
answer.

Learn about It!
You learned in the previous lesson that measurement is quantifying a property of an

object—it can be an object’s length, mass, or temperature. Whenever we measure, we
always encounter uncertainties. For example, when you measure the length of your book
using a ruler, your measurement is only reliable at the nearest millimeter. Therefore, you
can report the thickness of your book as 15 mm. Reporting its thickness as 15.00 mm would
be incorrect since you are not actually sure whether its thickness is actually 15.00 mm, 15.10
mm, or 15.95 mm. However, a micrometer caliper, a device that can measure to the nearest
0.01 mm, can be used to safely report the thickness of your book as 15.13 mm. The
difference between these two measuring devices is in their uncertainty. The thickness of the
book reported using a micrometer caliper is a more accurate measurement than the one
measured using a ruler.
Error is defined as the difference between the true value and the measured value. It usually
depends on the measurement technique being used. The net effect of error produces
uncertainty. It quantifies the doubt that exists in any reported value of the measurement.
These two are sometimes used interchangeably, but it is still important to note their specific
definitions.
How does accuracy differ from precision?
Accuracy vs. Precision

We often encounter the terms accuracy and precision in science and engineering, but what
do these terms really mean?

Fig. 1.3.2. Dartboards showing different scenarios of accuracy and precision: (A) not
accurate, not precise; (B) not accurate, precise; (C) accurate, not precise; (D) accurate,
precise
One of the common demonstrations of accuracy and precision is the use of a dartboard, as
shown in Fig. 1.3.2. Let us consider the bull’s eye located at the center of the dartboard as
the ‘true value’ while the darts represent the measurement values. The closer the darts to
the bull’s eye, the more accurate the said set of values are, and the closer the darts to each
other, the more precise the measurements. In A, the darts are neither close to each other
nor close to the bull's eye. Therefore, there is neither accuracy nor precision. In B, the darts
are close to each other, but they are located far from the bull’s eye. So, we can say that the
measurement is precise, but it is not accurate. In C, there is mathematical accuracy since the
darts are almost equally spaced from the bull’s eye. However, there is no precision. Lastly, in
D, the darts are located near the bull’s eye and are close to each other, so they are both
accurate and precise.
Accuracy indicates how close the measured value is to the true value. It is usually reported
starting with the best estimate of the measurement, followed by the symbol ±, and a second
number indicating the uncertainty of the measurement. For example, if the length of a
notebook is 21.7 ± 0.2 mm, this means that the true value has a higher chance of being
found between 21.5 mm and 21.9 mm. There are instances where you might encounter a
measurement reported as 2.1154(21) mm. It is equivalent to 2.1154 ± 21 mm, where the
number in the parentheses shows the uncertainty. It is simply a shorthand notation of
expressing the uncertainty of a measured value.

Accuracy can also be expressed in terms of fractional error or percent error. It is also called
fractional uncertainty or percent uncertainty. For example, a resistor can be labeled as 30
ohms ± 10%. Since 10% of 30 ohms is 3 ohms, it means that the resistance of the resistor
lies between 27 and 33 ohms. In some cases where the uncertainty is not explicitly stated,
then it can be indicated in the use of significant figures or the number of meaningful digits,
as discussed in the previous lesson. These small uncertainties can be very significant in
some instances, especially in laboratory experiments.
In experiments and in other several applications, it is important to assess the technique

used in measurement to identify whether one method will give better accuracy than the
other. For example, the time interval of two events is more accurately measured by an
automatically triggered digital counter than a handheld stopwatch.
Precision, on the other hand, describes the scatter or the variability of a set of
measurements made. When the values of the measurement have small variability, then we
can say that those values are precise. For example, if you measured the length of your
pencil three times and you got 13.2 mm, 13.3, and 13.2 mm. Since the values are close to
each other, we can say that it is more precise than a set of values composed of 13.5 mm,
12.8 mm, and 14.2 mm.
However, one should be careful in dealing with precise measurements if the measuring
device is faulty and the experiment is flawed. Even if the measurements are very close to
each other, this might still mean that it is far from the true value. High accuracy might imply
high precision, especially if errors in instruments are addressed, but the reverse is not
always true. High precision does not automatically mean high accuracy. A high-quality
measurement should be both precise and accurate.
The value of the uncertainty may be affected by the quality of the apparatus, the ability of
the person to calibrate the equipment, and the number of measurements performed. To
get an accurate measurement, the apparatus should be calibrated properly. Calibration is
done to eliminate or at least reduce any bias on the reading of the instrument. High-quality
instruments provide more accurate values. Meanwhile, precision is affected by both the
quality of the equipment and the skill of the person using it.

Precision of Measurements
The Precision of an Analog Device
Suppose you measure the length of a bond paper with a ruler with a 1 mm gradation. After
several measurements, you were able to record 297 mm. In this case, it seems reasonable
enough to estimate the precision as half the gradation or ±0.5 mm. Thus, the length of the
bond paper can be reported as 297.0 ± 0.5 mm.
Fig. 1.3.3. (A) illustrates a situation where estimating the uncertainty to be half a division is
appropriate, while (B) shows that the uncertainty in the measurement is actually lower than
half the division.
Remember
As a rule of thumb, the highest precision that can be achieved in an
analog device such as a ruler is half a division.
However, there are instances when this estimation is not applicable. Suppose you measure
the length of the same bond paper with a ruler, but this time it has 1 cm gradation. If all
measurements would lie between 29 and 30 cm, but we estimated the precision as half a
division or ±0.5 cm, then it would be a significant overestimate. There is no simple rule that
can be followed as to what to report in this case. A skilled experimenter can estimate the
length with a finer resolution than the gradation. In this case, only the experimenter can
decide the error estimation, which can vary from person to person.

The Precision of a Digital Device

The voltage of a battery can be measured using a multimeter. Suppose you repeatedly
measured the voltage of a battery and got 5.61 V. How will you know its uncertainty?
There are manufacturers who specify the uncertainty of the digital device, such as ‘half the
last digit’. Given the reading above, you might express the uncertainty as 5.610 ± 0.005 V. If
you notice, there is a zero at the end of the value even if it is not present in the original
reading. This estimate is done because the digital instrument does an appropriate rounding.
If the measurement is 5.618, then it would appear as 5.62. However, if it does not truncate
the measurement, 5.618 would appear as 5.61. It is difficult to know whether the instrument
rounded it off or not; therefore, the conservative estimate is to use the last full digit such as
5.61 ± 0.01 V.
Remember
As a rule of thumb, the precision of a digital measuring device is
limited to the last decimal point or last digit.
Basic Statistical Calculations
When you measure the length of your pencil, it is wise to repeat the measurement at least
three times. If you only measured once, then there is a possibility that a mistake in
measurement may go unnoticed. However, if you measure for the second or third time,
then there is a higher chance for you to notice any discrepancy and get a more accurate
value.
In several laboratory activities, most of the measurements are done in three trials or more.
These readings or values can undergo statistical calculations for you to get more
information out of it. The two most important statistical calculations are finding the average
or arithmetic mean and the standard deviation for a set of measurements.
What is the difference between the arithmetic

mean and the standard deviation?

Arithmetic Mean
It is common that the measurements that you got vary, which does not automatically mean
that you are doing something wrong. It may also mean that there are other common
reasons affecting it. For example, if you measure the wind speed outdoors, you may obtain
different values every time you measure it. One reason is that your measuring device may
not be completely stable. When you measure the length of an object using a tape measure,
it can minimally stretch or contract and may give you different results as well.
When there are variations, it is best to take repeated measurements and get its average or
arithmetic mean, as shown in Fig. 1.3.4. An average or arithmetic mean gives an estimate
of the ‘true’ value. It is usually symbolized by a symbol with a bar above, such as or called
‘x-bar,’ which represents the mean value of x.
Fig. 1.3.4. An illustration showing the arithmetic mean or average reading among a set of
values
The more measurements you have, the more you will get an ideal estimate of the mean or
average. The ideal condition is to get the mean of an infinite set of values. However, we
know that in laboratory experiments or even in simple measurements where there is a time
constraint, it is challenging to obtain numerous measurements. In this case, measurement
readings between 4 to 10 are already sufficient.
To calculate for the mean, you simply add all your measurement readings and divide it by
the number of values. It is shown in a mathematical formula as

Equation 1.3.1
where:
(pronounced as ‘x-bar’) is the mean of your set of values
is the sum of all your x values
is the number of x values.
Let's Practice!
Example 1
In a physics laboratory activity, you are tasked to measure the mass of a cup of water. You
were able to get five readings as follows: 2.5 kg, 2.6 kg, 2.5 kg, 2.4 kg, and 2.6 kg. What is the
average mass?
Solution
Step 1: Identify what is required in the problem.
You are asked to calculate the average mass water.
Step 2: Identify the given in the problem.

The following readings are given: 2.5 kg, 2.6 kg, 2.5 kg, 2.4 kg, and 2.6 kg
Step 3: Write the working equation.
Step 4: Substitute the given values.

Step 5: Find the answer.
Therefore, the average mass of a cup of water is 2.52 kg or 2.5 kg.
1 Try It!
While the car was moving, seven readings of its speed were recorded using the
speedometer. The readings are 25 m/s, 27 m/s, 30 m/s, 35 m/s, 26 m/s, 28 m/s, and
24 m/s. What is the average speed of the car?
Example 2
The mass of a sample of steel was measured three times in a digital balance. Its average
mass is 1.117 g. The first trial reads 1.125 g, while the second trial acquired 1.067 g. What is
the mass of the steel in the third trial?
Solution
You are asked to calculate the mass of the steel in the third trial.

The following readings are given: 1.125 g and 1.067 g, while the average mass is
1.117 g.

Therefore, the mass of steel in the third trial is 1.159 g.
2 Try It!
In one of the laboratory activities, the distance traveled by a toy car was measured
five times. The distances measured in the first four trials are 1.50 m, 1.75 m, 1.30 m,
and 1.50 m. If the average distance is 1.48 m, what is the distance traveled by car in
the fifth trial?
Example 3
Five students measured their heights and recorded them in their worksheets. The readings
are as follows: 1.50 m, 5.00 ft, 165 cm, 1.70 m, and 154 cm. What is the average height of the
five students in meters?
Solution
You are asked to calculate the average height in meters.

The following readings are given: 1.50 m, 5.00 ft, 165 cm, 1.70 m, and 154 cm.
Before calculating the average, make sure that all quantities have the same units.

Therefore, the average height of the five students is 1.58 m.
3 Try It!
In one of your class activities, you were tasked to measure the mass of one sack of
rice using different weighing scales. After the activity, you and your groupmates
recorded the following masses: 50 kg, 48 000 g, 53 kg, 3 slugs, 51 kg, and 52 500 g.
What is the average mass of one sack of rice in kg?
Standard Deviation
As mentioned earlier, measurement readings may vary. When this occurs, we also want to
know the spread or dispersion of these values, which in turn gives an idea about the
uncertainty of a measurement. By knowing how large the spread of your data is, you can
easily evaluate the quality of your measurement.
There are instances when knowing the range between the highest and the lowest values is
sufficient in determining the spread of your data. However, this becomes problematic if you
have a small set of values since the spread would become large, even if only one
measurement reading is very different from others.

Fig. 1.3.5. Spread of values or standard deviation illustrated using a bell curve (normal
distribution).
The spread of values can be quantified using the standard deviation. The standard
deviation of a set of measurements indicates how different a specific value is from the
average of the whole set. A small standard deviation indicates that the set of values is close
to the average or arithmetic mean as illustrated in Fig. 1.3.5. On the other hand, a large
standard deviation indicates that the data is spread over a larger range of values. It is also
used to report where most of your data is located compared to the average. It is essential to
provide additional information about a set of values. For example, whenever you look at the
average price of your favorite product, it does not necessarily inform you about the range of
prices available for that specific product, especially if the prices are spread out. The value of
the standard deviation is needed to supply this information.
Remember
Do not be satisfied with finding the average. Make sure to also look
at the standard deviation of how much the values are spread out.
This will help you make an informed decision and data analysis not
only in science and engineering but also in other fields.
The ‘true’ value of the standard deviation can only be calculated from an infinite set of
values. If there is only a moderate set of values, what can be calculated is the estimate of
the standard deviation. This is symbolized by s used for the estimated standard deviation.
It can be calculated using the expression below.

Equation 1.3.2
Where
is the estimated standard deviation
is the result of the ith measurement
is the mean of the set of values
is the number of x values.
To use the formula, you need to calculate first the average of all the readings. Then, get the
difference between each reading and the average. This is followed by squaring each
difference. Next, find the total and divide it by n-1. Finally, the standard deviation is
calculated by getting the square root of your answer in the previous step.
Let's Practice!
Example 4
In one of your science activities, you are required to grow a crystal and measure its length
every day in 10 days. The data you recorded are the following: 3 mm, 4 mm, 5 mm, 6 mm, 7
mm, 10 mm,11 mm, 12 mm, 13 mm, and 13 mm. Calculate the standard deviation of the
length of the crystal. Express your final answer in 3 significant figures.
Solution
You are asked to calculate the standard deviation of the measured lengths.

The following readings are given: 3 mm, 4 mm, 5 mm, 6 mm, 7 mm, 10 mm,11
mm, 12 mm, 13 mm, and 13 mm.

Calculate the average using .
So,
Then, find the difference between each reading and the average.
i.e. ‒5.4 ‒4.4 ‒3.4 ‒2.4 ‒1.4 1.6 2.6 3.6 4.6 4.6
Get the square of each difference.

I.e. 29.16 19.36 11.56 5.76 1.96 2.56 6.76 12.96 21.16 21.16
Add all the squares of the difference and divide it by n-1.
The standard deviation is 3.84 mm.
4 Try It!
Suppose you have a set of readings for the height of a plant in cm: 16, 19, 18, 16, 17,
19, 20, 15, 17, and 13. What is the standard deviation of the said set of values?

Example 5
Consider the two data sets of readings in one of your laboratory activities. Which of the
following sets has a larger standard deviation?
Set A: 9 g, 11 g, 5 g, 7 g, and 13 g
Set B: 11 g, 10 g, 19 g, 19 g, and 11 g
Solution
You are asked to calculate the standard deviation of both Set A and Set B.

The following readings are given for Set A: 9 g, 11 g, 5 g, 7 g, and 13 g.
The following readings are given for Set B: 11 g, 10 g, 19 g, 19 g, and 11 g.
For Set A:
For Set B:
For Set A: i.e. 0 2 ‒4 ‒2 4
For Set B: i.e. ‒3 ‒4 5 5 ‒3


For Set A: i.e. 0 4 16 4 16
For Set B: i.e. 9 16 25 25 9
Add all the squares of the difference and divide it by n-1.

For Set A:
For Set B:
For Set A:
For Set B:
The standard deviation for Set A is 3.16 g, and 4.58 g for Set B. Set B has a larger standard
deviation than Set A.
5 Try It!
A jeweler weighed a 2-carat diamond with masses of 400 mg, 420 mg, 450 mg, 459
mg, 461 mg, and 439 mg. What is the standard deviation of the said set of values?
What is the standard deviation if another 2-carat diamond was measured to have the
following set of mass readings: 400 mg, 402 mg, 400 mg, 404 mg, 410 mg, and 412
mg?
Example 6
Different people were made to accurately measure the length of the hall. The set of
readings is as follows: 26 m, 0.028 km, 27.5 m, 29 m, 31 m, 0.033 km, and 2 650 cm. What is
the standard deviation of this set of values in m?

Solution
You are asked to calculate the standard deviation of the measured lengths.

The following readings are given: 26 m, 0.028 km, 27.5 m, 29 m, 31 m, 0.033 km,
and 2 650 cm.
Before proceeding to the calculations, convert first all the lengths in meters.
So,
i.e. ‒2.71 ‒0.71 ‒1.21 0.29 2.29 4.29 ‒2.21

I.e. 7.3441 0.5041 1.4641 0.0841 5.2441 18.4041 4.8841

Add all the squares of the difference and divide it by n–1.
The standard deviation is 2.51 m.
6 Try It!
The temperature of hot water was measured 10 times in one experiment. Different
people measured the same container of hot water with different thermometers. The
following readings are provided: 70 °C, 75 °C, 72 °C, 158 °F, 167 °F, 176 °F, 69 °C, 66
°C, 65 °C, and 345.15 K. What is the standard deviation of the set of values in °C?
Measurement Tips to Reduce Uncertainties

Some of the measurement tips that you can do to reduce the uncertainty in your
measurement are as follows. These reminders are useful not only in school laboratory
experiments but also in your future scientific endeavors.
1. Follow the instructions in using the instrument and taking care of it. Calibrate
measuring instruments and use the calibration corrections given.
2. Use experienced staff and training for measurement when using a new device.
3. Check or validate software if needed.
4. Choose the best-measuring instruments and use calibration facilities with the
smallest uncertainties.
5. Check measurements by doing it repeatedly or letting other people repeat it from
time to time.
6. Use rounding off correctly in your calculations.
7. Check calculations especially when you copy them from one place to another.
8. Always record your measurements and calculations. Write the readings right after
measuring. It is also better to keep track of the date and time whenever you measure
something. Any additional observations should also be noted. This will be useful in
times of doubt about the values you measured.

How can you eliminate or reduce uncertainties in

your measurement?
Key Points
___________________________________________________________________________________________
● Error is the difference between the ‘true’ value and the measured value.
● Uncertainty defines the net effect of the error. It quantifies the doubt that exists in
any reported value of the measurement.
● Accuracy describes how close the measured value is to the ‘true value’.
● Precision describes the scatter or the variability of the measurement values made.
● When a series of measurements are done, statistical calculations such as finding
the arithmetic mean and standard deviation can be calculated.
● There are several tips that can be done to eliminate or reduce the uncertainties in
measurements.
___________________________________________________________________________________________
Key Formula
___________________________________________________________________________________________
Concept Formula Description
Mean Use this formula to calculate

the arithmetic mean or
average of a set of values.
where:
● (‘x-bar’) is the mean of
your set of values
● is the sum of all

your x values
● is the number of x
values.

Standard Deviation Use this formula to calculate

the standard deviation of a
set of values.
where:
● is the estimated
standard deviation
● is the result of the ith
measurement
● is the mean of the set of
values
● is the number of x
values.
___________________________________________________________________________________________
Check Your Understanding
A. Identify the term(s) being described in each item.
___________________ 1. It is used to indicate any uncertainty in measurement if the

uncertainty is not explicitly stated.
___________________ 2. It quantifies the doubt that exists in any reported
measurement value.
___________________ 3. It describes how close the measured value is from the ‘true’
value.
___________________ 4. It describes the scatter or the variability of the
measurements made.
___________________ 5. It is the sum of all the measured values divided by the
number of times the measurement is done.
___________________ 6. It indicates how different a specific value is from the average
of a set of measurements.

___________________ 7. It affects the value of the uncertainty during measurement.

___________________ 8. This symbol is used to report any uncertainty in the
measurement.
___________________ 9. It is the highest precision that can be achieved in an analog
device.
___________________ 10. It is the basis for estimating the precision of a digital device.
B. Write true if the statement is correct. Otherwise, write false.
___________________ 1. High precision always implies high accuracy.

___________________ 2. When measurement values are very close to each other, it is
accurate.
___________________ 3. When measurement values are close to the true value, it is
precise.
___________________ 4. The larger the standard deviation, the more the values are
spread from the average.
___________________ 5. The more measurements you have, the more you will get an
ideal estimate of the mean or average.
C. Solve the following problems using the concept of uncertainty,

mean, and standard deviation.
1. Give the range of values for the length of a book if it is reported as 120 mm ± 2 mm.
2. Provide the range of values if a resistor is reported to have a resistance of 35 ohms ±
15%.
3. Calculate the arithmetic mean of the following set of values: 15 g, 9 g, 8 g, 13 g, 12 g,
10 g, and 11 g.
4. What is the speed of a car in the third reading (in m/s) if the first two readings are 55
km/h and 22 m/s and have an average speed of 25 m/s?
5. Groups A and B measured the distance traveled by a toy car in one of their
laboratory experiments. Group A recorded the following distances: 5.4 m, 4.5 m, 5.0
m, 6.5 m, 3.2 m, and 5.0 m. Group B recorded the following distances using a similar

setup: 5.5 m, 5.0 m, 5.1 m, 4.8 m, 4.9 m, and 5.4 m. Which group has a higher
standard deviation?
Challenge Yourself
A. Answer the questions briefly. Show your solution, if necessary.
1. A new stopwatch was used during the practice of a high school track. Its manual
indicates that it has an uncertainty of ± 0.05 s. Members of the sprint teams
regularly practice their 100-m sprints ranging from 12.49 s to 16.01 s. They are
planning to beat the school’s last track meet record, wherein the first place has a
record of 13.04 s while the second place has a record of 13.07 s. Will the new
stopwatch help in timing the sprint team? Defend your answer.
2. A list of the prevailing prices (in Philippine peso) for diesel in Quezon City for January
2020 and January 2019 is listed below. Calculate and compare their standard
deviations.
Date Petron Shell Caltex Unioil Seaoil Total
January 2020 40.70 43.15 43.20 40.70 42.25 41.00
January 2019 33.80 33.50 33.45 34.15 33.70 33.95
B. Answer the questions in two to three sentences only.
1. Is a pH of 5.76 both more accurate and precise than a pH of 6.8? Why? Why not?
2. If a measurement is precise, must it also be accurate? Explain your answer.
3. A dart player can easily check whether his or her throws are accurate by evaluating
how far the darts are from the bull’s eye.
a. How is this different from the scientists measuring natural phenomena?
b. Is there a way for scientists to check the accuracy of their measurements?
Explain your answer.

Bibliography
Bell, Stephanie. A Beginner’s Guide to Uncertainty of Measurement (Issue 2). UK: Crown House,
2001.
Faughn, Jerry S. and Raymond A. Serway. Serway’s College Physics (7th ed). Singapore:
Brooks/Cole, 2006.
Hughes, Ifan G. and Thomas P.A. Hase. Measurements and their Uncertainties: A Practical
Guide to Modern Error Analysis. UK: Oxford University Press, 2010.
Kirkup, L. and R. B. Frenkel. An Introduction to Uncertainty in Measurement. UK: Cambridge

University Press, 2006.
Serway, Raymond A. and John W. Jewett, Jr. Physics for Scientists and Engineers with Modern
Physics (9th ed). USA: Brooks/Cole, 2014.
Young, Hugh D., Roger A. Freedman, and A. Lewis Ford. Sears and Zemansky’s University
Physics with Modern Physics (13th ed). USA: Pearson Education, 2012.
Key to Try It!

1. 28 m/s
2. 1.35 m
3. 49.05634 kg or 50 kg
4. 2.11 cm
5. 24.01 mg; 5.16 mg
6. 4.48°C

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Unit 1: Physical Quantities and Measurements

Learn about It! 4

Check Your Understanding 22

Key to Try It! 25

1.3. Uncertainties and Deviations in Measurement 1

Learning Objectives DepEd Competency

1.3. Uncertainties and Deviations in Measurement 2

1.3. Uncertainties and Deviations in Measurement 3

Learn about It!

You learned in the previous lesson that measurement is quantifying a property of an

How does accuracy differ from precision?

Accuracy vs. Precision

1.3. Uncertainties and Deviations in Measurement 4

1.3. Uncertainties and Deviations in Measurement 5

In experiments and in other several applications, it is important to assess the technique

1.3. Uncertainties and Deviations in Measurement 6

1.3. Uncertainties and Deviations in Measurement 7

The Precision of a Digital Device

Basic Statistical Calculations

What is the difference between the arithmetic

1.3. Uncertainties and Deviations in Measurement 8

1.3. Uncertainties and Deviations in Measurement 9

(pronounced as ‘x-bar’) is the mean of your set of values

is the sum of all your x values

is the number of x values.

Step 2: Identify the given in the problem.

Step 3: Write the working equation.

Step 4: Substitute the given values.

1.3. Uncertainties and Deviations in Measurement 10

Step 5: Find the answer.

Therefore, the average mass of a cup of water is 2.52 kg or 2.5 kg.

Step 2: Identify the given in the problem.

Step 3: Write the working equation.

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Step 4: Substitute the given values.

Step 5: Find the answer.

Therefore, the mass of steel in the third trial is 1.159 g.

Step 2: Identify the given in the problem.

1.3. Uncertainties and Deviations in Measurement 12

Step 3: Write the working equation.

Step 4: Substitute the given values.

Step 5: Find the answer.

Therefore, the average height of the ﬁve students is 1.58 m.

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1.3. Uncertainties and Deviations in Measurement 14

is the result of the ith measurement

is the mean of the set of values

is the number of x values.

Step 2: Identify the given in the problem.

1.3. Uncertainties and Deviations in Measurement 15

Step 3: Write the working equation.

Step 4: Substitute the given values.

Calculate the average using .

Get the square of each diﬀerence.

Add all the squares of the diﬀerence and divide it by n-1.

Step 5: Find the answer.

The standard deviation is 3.84 mm.

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Step 2: Identify the given in the problem.

Step 3: Write the working equation.

Step 4: Substitute the given values.

Calculate the average using .

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