Laboratory 1: Experimental Uncertainty and Data Analysis

Benjamin Genetempo

Professor Wei Shi

January 27, 2018

Benjamin Genetempo January 25, 2018

Physics Lab 1 Professor Wei

1. Do experimental values give the true value of physical quantity?

Experimental values do not give the true value of a physical quantity. Although a derived
experimental value may be close to the true value of a physical quantity, the of error
associated with possible imperfections in either the materials used for the experiment, or
the person performing the experiment will result in slightly skewed numbers for the
determined experimental value.

2. Distinguish between random (statistical) error and systematic error. Give an example of
each.

Random, or statistical, errors are caused by unknown or unpredictable changes in the

experiment or the environment. One possible example of this could be irregular
fluctuations in temperature. Systematic errors are usually derived from the measuring
instruments. An example could be the improper calibration of a piece of equipment.

3. What is the difference between measurement accuracy and precision? Explain the general
dependence of these properties on the various types of errors.

Measurement accuracy is the variance of your determined value from a known value.
Measurement precision is the variance of your determined values from one another
(reproducibility). Whereas both measurement accuracy and measurement precision will
be affected by both random and systematic error, I feel that systematic error may not
affect measurement accuracy as much as it would measurement precision. If there is a
flaw in the equipment, measurements will continually be off, and thus be closer to one
another. However, though these numbers may resemble one another, they will not be near
the known value. Regarding random error, it will have an effect on both accuracy and
 precision. An experimental value with the random error will not only be off from the
known value, but if the same random occurrence cannot be replicated, then the value will
also be off from further experimental values.

4. What determines how many figures are significant in reported measurement values?
What would be the effect of reporting more or fewer figures or digits than are significant?

The number of significant figures is determined by the numbers which can be read from
the instrument scale plus one estimated number (IE|| mm on a ruler with cm
measurements). Reporting fewer digits than are significant would result in less precision
of the determined value.

5. In expressing experimental error or uncertainty, when should (a) experimental error and
(b) percent difference be used?

Experimental error should be used when calculating one’s experimental values versus a
known value. Percent difference should be used when calculating one experimental value
against another in the absence of a known value. Under these circumstances, it is
common to use the mean of the experimental values as a surrogate “known value”.

6. How could the function y = 3t2 + 4 be plotted on a Cartesian graph to produce a straight
line? What would be the numerical values of the slope and intercept of the line?

To plot y = 3t2 + 4 on a Cartesian graph one must first substitute x2 with xꞌ. In doing so,
plotting y versus xꞌ would produce a straight line. It is important to remember, that when
plotting the points on the x-axis, xꞌ = x2 so the x values must be squared. The numerical
values obtained for the y-intercept and the slope were 4 and 3, respectively.
Pg. 25
(2)
(a) Express the numbers listed in Data Table 3 to three significant figures, writing the numbers in
the first column in normal notation and the numbers in the second column in powers of 10
(scientific) notation.
0.524 .524 5280 5.28 * 103
15.08 15.1 0.060 6.00 * 10-2
1444 1440 82.453 8.25 * 101
0.0254 0.0254 0.00010 1.00 * 10-4
83,909 83900 2,700,000,000 2.70 * 109

(b) A rectangular block of wood is measured to have the dimensions 11.2 cm 3 3.4 cm 3 4.10
cm. Compute the volume of the block, showing explicitly (by underlining) how doubtful figures
are carried through the calculation, and report the final answer with the correct number of
significant figures.

When multiplying or dividing use the same number of significant figures as in the term with the
least number of significant figures.
Computed Volume: 1.6 * 102

(c) In an experiment to determine the value of 𝜋, a cylinder is measured to have an average value
of 4.25 cm for its diameter and an average value of 13.39 cm for its circumference. What is the
experimental value of π to the correct number of significant figures?

Computed Value: 3.15 cm

(3) Expressing Experimental Error
(a) If the accepted value of p is 3.1416, what is the percent error of the experimental value found
in 2(c)?

Percent Error: .28%

(b) In an experiment to measure the acceleration due to gravity, g two values, 9.96 m/s2 and 9.72
m/s2, are determined. Find (1) the percent difference of the measurements, (2) the percent error
of each measurement, and (3) the percent error of their mean. (Accepted value: g = 9.80 m/s2.)

Percent Difference: 2.4%

Percent Error of E1: 1.63%
Percent Error of E2: 1021%
Percent Error of Mean: .408%

(c) Data Table 4 shows data taken in a free-fall experiment. Measurements were made of the
distance of fall (y) at each of four precisely measured times. Complete the table. Use only the
proper number of significant figures in your table entries, even if you carry extra digits during
your intermediate calculations.

t y1(m) y2(m) y3(m) y4(m) y5(m) y(m) d t2

0.0 0 0 0 0 0 0
0.50 1.0 1.4 1.1 1.4 1.5 1.3 +/- .30 .25
0.75 2.6 3.2 2.8 2.5 3.1 2.8 +/- .40 .56
1.00 4.8 4.4 5.1 4.7 4.8 4.8 +/- .40 1.0
1.25 8.2 7.9 7.5 8.1 7.4 7.8 +/- .40 1.56
(d) Plot a graph of y versus t (optional: with 2d error bars) for the free-fall data in part (c).
Remember that t = 0 is a known point.

t vs y
10

0
0 0.2 0.4 0.6 0.8 1 1.2 1.4

(e) The equation of motion for an object in free fall starting from rest is y = 1/2gt2, where g is the
acceleration due to gravity. This is the equation of a parabola, which has the general form y= ax2.
Convert the curve into a straight line by plotting y versus t2. That is, plot the square of the time
on the abscissa. Determine the slope of the line, and compute the experimental value of g from
the slope value.

t y
0 0
.25 1.23
.56 2.74
1 4.9
1.56 7.64

Slope: 4.9 Experimental Value of G: 10m/s2

t vs y
9
8
7
6
5
4
3
2
1
0
0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8
(f) Compute the percent error of the experimental value of g determined from the graph in part
(e). (Accepted value: g = 9.8 m/s2.)

Percent error ______2.0%______

(g) The relationship of the applied force F and the displacement x of a spring has the general
form F = kx, where the constant k is called the spring constant and is a measure of the
“stiffness” of the spring. Notice that this equation has the form of a straight line. Find the value
of the spring constant k of the spring used in determining the experimental data plotted in the
Fig. 2.6B graph. (Note: Because k = F/x, the units of k in the graph are N/m.)

Value of spring constant of spring in Fig. 2.6B graph ____7.1N/m______ (units)

(h) The general relationship of the period of oscillation T of a mass m suspended on a spring is T
= 2π(m/k)1/2, where k is the spring constant. Replot the data in Fig. 2.7 so as to obtain a straight-
line graph, and determine the value of the spring constant used in the experiment. [Hint: Square
both sides of the equation, and plot in a manner similar to that used in part (e).] Show the final
form of the equation and calculations.

Value of spring constant of spring in Fig. 2.7 __________.72 N/kg__________ (units)

Equation: 4π2/T2m = k
 1. Read the measurements on the rulers in ● Fig. 2.9, and comment on the results.

Ruler one would provide the least accurate reading due to the lack of specificity between the
numbers. This would make the experimenter have to guess as to how far between 3 and 4
centimeters the measurement is. Ruler two provides a slightly more accurate reading by dividing
the centimeters into halves. The experimenter would still be required to approximate the
measurement because the total distance lands between lines on the ruler. Ruler three is the most
accurate with lines for every millimeter between the centimeters. Although the measurement
may still fall slightly between the millimeter markings, it is still a much more accurate way to
measure and requires less approximation on part of the experimenter.

2. Were the measurements of the block in part (b) of Procedure 2 all done with the same
instrument? Explain.

I believe that the measurements were not made using the same ruler. The number of
significant figure usually corresponds to a single digit of uncertainty. Two of the measurement
are measured to one decimal place whereas the third measurement was made to two decimal
places. With that in mind, one could assume that the third measurement was made with a more
accurate ruler, most likely with millimeter markings.

3. Referring to the dart analogy in Fig. 2.3, draw a dart grouping that would represent poor
precision but good accuracy with an average value.

4. Do percent error and percent difference give indications of accuracy or precision?

Discuss each.

Percent error is a good indication of accuracy whereas percent difference is a good

representation of precision. Percent difference shows the range of ones determined experimental
values and if that range is great then the precision is not. Percent error is the deviation of one’s
experimental values from a known value, which is a testament to the accuracy of one’s
experiment. Experiments can be inaccurate yet precise, as well as accurate yet not precise.

5. Suppose you were the first to measure the value of some physical constant
experimentally. How would you provide an estimate of the experimental uncertainty?

To provide an estimate of the experimental uncertainty, several tests should be run.

Inconsistencies among the determined values will provide an estimate of the experimental
uncertainty.