By: Krutik Soni, Kaswell Gatsi, and

Christian Stangel

Basic
Measurements
Section 002
Background
• Basic measurements involves using different tools
to obtain general information about an object in
space

1) Mass
2) Volume
3) Density

• The objects under study are large and small

stoppers
Purpose

The purpose of this lab is to familiarize students with common

measuring techniques, and teach them how to manipulate data

Precise and accurate measurements result in higher efficiency

and a much smaller chance for error to occur; More safety

Served as a comfortable introduction to standard deviation and

propagation of error.
Importance

Basic measuring skills are important for people in any field

The ability to assign values to different variables, and manipulate those

variables to obtain the necessary information

This lab serves as a perfect introduction to the more complex

measurements we would make later in the semester in this and other
labs.
Procedures for Part A
• Two different black rubber stoppers were weighed
• Determine the dimensions of each stopper in centimeters
• Using a caliper s and S, and h’ (small diameter, large diameter
and slant height)
• Your instructor will place a common stopper by one of the
balances
• Each student measures the dimensions of the common stopper
provided
• Data for the common stopper is provided for all students
Procedure for Part B
• Fill a 1l beaker with water and measure the temperature
1. Pipettes
• Using a 1 ml, 10 ml, 50 ml pipette, and a 50 ml beaker to
measure volume
• Measure the mass of water in the above measuring glassware
2. Graduated Cylinder
• Use a 10ml graduated cylinder to measure the mass of 10ml of
water
3. Beaker
• Measure and the mass of 50 ml of water in a beaker
 Two worksheets reports:
• Describing the propagation of error method using the
stopper data (Part A)
• Volume, mass and densityof stoppers and the volumetric
devices (Part B)
1. Mean values and errors associated with the common
stopper
Calculations • Determine the mean mass of the common stopper
• Find the error in mass by determining the standard
deviation of the mass of the common stopper
• Determine the mean values for the large diameter
(S), small diameter (s) and slant height (h’) of the
stopper
• Find the errors associated with S, s and h’ by
determining the standard deviation of these values.
Calculations
• The height (h) is related to the slant height (h’) by

• Calculate volume of stopper using

• Determine the partial derivatives:

• Use propagation of error method to determine the error associated with V

• Determine the mean density (d) of the common stopper:
• Determine error associated with the common stopper density using
propagation of error method
• Calculate the percent error in density. Literature value = 1.37±0.02 g/ml
 2. Densities and associated errors of your group’s
stoppers.
• Determine the volume of each stopper using
equations (1) and (2) given above
• Using propagation of error method and partial
derivatives calculate errors associated with
the volume of each stopper
• Find density and error in density for each of
the group’s stoppers

Calculations 3. Density and error of the class’ data

• Collect data of mass and volume of individual
stoppers
• Plot mass versus volume using all the data of
the individual stoppers
• Determine the density of the collective group
of stoppers from the gradient o the line and
note the intercept of the line.
 • Using liniest to determine the error
associated with density and the
intercept of the line.
• Percent difference between the
stopper densities in Steps 2 and 3
4. Determine the errors of the volumetric
devices
• Theoretical density of water is
Calculations obtained from an reference source
• Use the propagation of error
method to find the error in volume
associated with each device
• Calculate the percent uncertainty
for each device, and percent error
Propagation of Error for V of Stopper
𝟏 𝟏 𝟏
• 𝑽= π𝒉𝑺𝟐 + π𝒉𝒔𝟐 + π𝒉𝑺𝒔
𝟏𝟐 𝟏𝟐 𝟏𝟐

𝝏𝑽 𝟐 𝟐 𝝏𝑽 𝟐 𝟐 𝝏𝑽 𝟐 𝟐
• 𝝈𝑽 = 𝝈𝑺 + 𝝈𝒔 + 𝝈𝒉
𝝏𝑺 𝝏𝒔 𝝏𝒉

• 𝝈𝑽 =
𝟏 𝟏 𝟐 𝟏 𝟏 𝟐 𝟏 𝟏 𝟏 𝟐
π𝒉𝑺 + π𝒉𝒔 𝝈𝟐𝑺 + π𝒉𝒔 + π𝒉𝑺 𝝈𝟐𝒔 + π𝒉𝑺𝟐 + π𝒉𝒔𝟐 + π𝒉𝑺𝒔 𝝈𝟐𝒉
𝟔 𝟏𝟐 𝟔 𝟏𝟐 𝟏𝟐 𝟏𝟐 𝟏𝟐
 Standard Deviation
𝟏
• 𝑺𝒕𝒂𝒏𝒅𝒂𝒓𝒅 𝑫𝒆𝒗𝒊𝒂𝒕𝒊𝒐𝒏 = σ𝒊 𝒙𝒊 − 𝒙
ഥ 𝟐
𝒏−𝟏
1 2 2 2
( 1.325 − 1.063 + 0.994 − 1.063 + 1.002 − 1.063 +
• 𝜎1𝑚𝐿 = 5 = 0.1
0.997 − 1.063 2 + 0.997 − 1.063 2 + 1.063 − 1.063 2 )
 𝑻𝒉𝒆𝒐𝒓𝒆𝒕𝒊𝒄𝒂𝒍 − 𝑬𝒙𝒑𝒆𝒓𝒊𝒎𝒆𝒏𝒕𝒂𝒍
𝑨𝒄𝒄𝒖𝒓𝒂𝒄𝒚 % 𝒆𝒓𝒓𝒐𝒓 = ∗ 𝟏𝟎𝟎%
𝑻𝒉𝒆𝒐𝒓𝒆𝒕𝒊𝒄𝒂𝒍
𝑻𝒉𝒆𝒐𝒓𝒆𝒕𝒊𝒄𝒂𝒍−𝑬𝒙𝒑𝒆𝒓𝒊𝒎𝒆𝒏𝒕𝒂𝒍
• 𝑨𝒄𝒄𝒖𝒓𝒂𝒄𝒚 % 𝒆𝒓𝒓𝒐𝒓 = ∗ 𝟏𝟎𝟎%
𝑻𝒉𝒆𝒐𝒓𝒆𝒕𝒊𝒄𝒂𝒍
• Density (Common Stopper):
𝒈 𝒈
𝟏.𝟑𝟕 −𝟏.𝟒
𝒄𝒎𝟑 𝒄𝒎𝟑
• 𝒈 ∗ 𝟏𝟎𝟎% = 𝟐. 𝟐%
𝟏.𝟑𝟕 𝟑
𝒄𝒎
𝑨−𝑩
• % 𝒅𝒊𝒇𝒇𝒆𝒓𝒆𝒏𝒄𝒆 = 𝑨+𝑩 ∗ 𝟏𝟎𝟎
𝟐
𝟏.𝟒−𝟏.𝟑𝟓
• % 𝒅𝒊𝒇𝒇𝒆𝒓𝒆𝒏𝒄𝒆 = 𝟏.𝟒+𝟏.𝟑𝟓 ∗ 𝟏𝟎𝟎 = 𝟑. 𝟔%
𝟐
Graph of Individual Stoppers Mass vs. Volume
Individual Stoppers Mass vs. Volume
35

y = 1.3508x - 0.5381
30 R² = 0.9541

25

20
Mass (g)

15

10

0
0 5 10 15 20 25
Volume (cm3)
Results of Volumetric Measurements
1 mL Pipette 10 mL Pipette 50 mL Pipette Graduated Beaker
Cylinder

Mean Mass 1.1 g 9.98 g 49.9 g 10.03 g 9.8 g

Mean Volume 1.1 mL 10.00 mL 50.0 mL 10.06 mL 9.8 mL

Std. Deviation 0.1 0.01 0.1 0.09 0.9

 𝝈𝒙
𝑷𝒓𝒆𝒄𝒊𝒔𝒊𝒐𝒏 % 𝒖𝒏𝒄𝒆𝒓𝒕𝒂𝒊𝒏𝒕𝒚 = ∗ 𝟏𝟎𝟎%
ഥ
𝑿
• Mass (Common Stopper):
• 𝝈𝒎 = 𝟎. 𝟎𝟎𝟏
𝟎.𝟎𝟎𝟏 𝒈
• ∗ 𝟏𝟎𝟎% = 𝟎. 𝟎𝟎𝟏% 𝒖𝒏𝒄𝒆𝒓𝒕𝒂𝒊𝒏𝒕𝒚
𝟏𝟎𝟒.𝟔𝟑𝟗 𝒈
• Volume (Common Stopper):
• 𝝈𝑽 = 𝟏. 𝟏
𝟏.𝟏 𝒎𝑳
• ∗ 𝟏𝟎𝟎% = 𝟏. 𝟓% 𝒖𝒏𝒄𝒆𝒓𝒕𝒂𝒊𝒏𝒕𝒚
𝟕𝟓.𝟎 𝒎𝑳
• Density (Common Stopper):
• 𝝈𝝆 = 𝟎. 𝟎𝟐
𝟎.𝟎𝟐 𝒈/𝒄𝒎𝟑
• ∗ 𝟏𝟎𝟎% = 𝟏. 𝟒𝟑% 𝒖𝒏𝒄𝒆𝒓𝒕𝒂𝒊𝒏𝒕𝒚
𝟏.𝟒 𝒈/𝒄𝒎𝟑
Propagation of Error for 𝜎𝑣 :
𝝏𝑽 𝟐 𝟐 𝝏𝑽 𝟐 𝟐
• 𝝈𝑽 = 𝝈𝒎 + 𝝏𝝆
𝝏𝒎 𝝏𝝆
1 2 2 𝑚 2 2
• 𝜎𝑉 = 𝜎𝑚 + − 2 𝜎𝜌
𝜌 𝜌
2
𝜎𝑚
• 𝜎𝑉 =
𝜌2
𝝈𝒎
• 𝝈𝑽 =
𝝆
𝟎.𝟏
• 𝝈𝑽𝟏𝒑 = = 𝟎. 𝟏
𝟎.𝟗𝟗𝟕𝟑𝟕
Ranking of Glassware
• The glassware that has the smallest absolute error is the 10 mL
pipette.
• 10 mL Pipette < 50 mL Pipette < Grad. Cylinder < Beaker < 1 mL
Pipette
• The glassware that has the best relative error is the 10 mL pipette.
• 10 mL Pipette < 50 mL Pipette < Grad. Cylinder < 1 mL Pipette <
Beaker
• Theoretical Error
• 50 mL Pipette < Grad. Cylinder < 10 mL Pipette < 1 mL Pipette <
Beaker
Future Applications
• Precision
• Accuracy
• Standard Deviation
• Propagation of Error
• Characterization of Objects
Acknowledgements
• Instructor and TA: Dr. Yip and Xiang Tian
• Department of Chemistry and Biochemistry
• We thank the University of Oklahoma for funding this work and
providing laboratory accommodations. We also thank the University
of Oklahoma Chemistry faculty for their direction and insightful
comments for the development of this presentation.
• Delightful Class full of students
• Asking numerous questions to enrich the fountain of knowledge