1. PHYS 20 LESSONS: INTRO Lesson 1: Intro to CH Physics Measurement

2. A. EXPRESSING ERROR IN SCIENCE Error is unavoidable in science. There are 3 major sources of error:  Systematic Errors  Random Errors  Blunders

3. Systematic Errors These are errors from identifiable causes. They can be improved (reduced). There are a variety of systematic errors possible...

4. 1. Instrument Error There might be error in the measuring instrument itself. e.g. Calibration error 0 1 2 This scale has a reading of 0.3 kg, even though there is nothing on it yet. As a result, all measurements will be 0.3 kg too high. To reduce this error, you need to adjust this scale to a zero reading before you make a measurement.

5. 2. Observation Error The student / scientist may be observing the measurement in a way that introduces error. e.g. Parallax Error (reading from an angle)

6. Consider measuring the length of an object with a thick ruler: 10 2030

7. From one side, the reading may seem to be 14.0 mm

8. 10 2030 From the other side, the reading may seem to be 17.0 mm.

9. 10 2030 To reduce parallax error, try to look directly above the ruler.

10. Other Forms of Systematic Error 3. Environmental Error e.g. A strong wind affects the object's motion 4. Theoretical Error e.g. You assume there is no friction, but it is significant. 5. Analysis Error e.g. Rounding error - the more calculations you do with measurements, the greater the error

11. Random Errors Errors that are unavoidable. Some readings are too high, while others are too low. e.g. Reaction times using a stopwatch To improve this error, calculate the average.

12. Blunders These are outright mistakes. e.g. t (s)d (cm) 0 1 2 3 4 5 3.7 4.6 5.8 1.7 7.5 8.7 This value clearly does not fit the pattern. It is a blunder.

13. When blunders are discovered, they are ignored (removed). t (s)d (cm) 0 1 2 3 4 5 3.7 4.6 5.8 1.7 7.5 8.7 The blunder is ignored when you do the analysis.

14. ACTIVITY Timing a tennis ball (with and without technology)

15. A1. Measurements When you are taking a reading from a measurement device, how many digits should you record? The more digits, the more precise (i.e. the better) the device.

16. Rule for measurement You can have only one uncertain digit in a measurement

17. Rule for measurement You can have only one uncertain digit in a measurement The last digit of a recorded measurement is assumed to be uncertain. e.g. 4 3 7. 4 kg Uncertain digit (could be a 3 or 5)

18. e.g. Consider the following measurement: What would the measurement be? 30 mm1020

19. Measurement: 1 8 mm The object is longer than 18 mm, but less than 19 mm. Thus, the first two digits will definitely be 18 Since these are certain, we are still allowed more digits. 30 mm1020 1819

20. Measurement: 1 8. 3 mm Since the length is about 3/10 between 18 and 19, the next digit is likely a 3. However, we are not certain about this digit. 30 mm1020 1819

21. Measurement: 1 8. 3 mm This digit could also have been a 2 or a 4 It is impossible to know for sure with this ruler. Thus, this is our one uncertain digit. We stop here. 30 mm1020 1819

22. A2. Significant Digits Significant digits are the digits that are the direct result of reading the measuring instrument. Not all digits in a measurement are significant. It is important to know the conventions for significant digits, since it is a key skill when doing arithmetic with measured quantities.

23. Rule for Measured Quantities  Locate the first nonzero digit from the left (i.e. the leftmost digit)  This digit, and all digits to the right, are significant Use this rule for any quantity that is the result of measurement (i.e. a number with units)

24. e.g. Consider the quantity 28 000 kg How many significant digits are there?

25. 2 8 0 0 0 kg Find the first nonzero digit from the left

26. 2 8 0 0 0 kg This digit, and all digits to the right, are significant. Thus, this quantity has 5 significant digits.

27. e.g. Consider the quantity 0.00720 m How many significant digits are there?

28. 0. 0 0 7 2 0 m Find the first nonzero digit from the left

29. 0. 0 0 7 2 0 m This digit, and all digits to the right, are significant. Thus, this quantity has 3 significant digits.

30. Rule for Definitions and Counting Numbers Not all quantities used in science are the result of measurement. Any quantities based on counting or definition are considered to be perfect numbers. Thus, counting numbers and definitions have an infinite number of significant digits. No uncertainty exists.

31. e.g. Definition: 1 mm = 1  10 -3 mPerfect numbers Counting: 7 tennis ballsInfinite significant digits (  )

32. A3. Scientific Notation Definition: A number is in scientific notation when it is a number between 1 and 10, multiplied by a power of 10 e.g.4.85  10 3 m/s A number betweenMultiplied by a power 1 and 10of 10

33. Why use scientific notation? There are two reasons why this notation is very useful: 1. For very big or small numbers 2. A clear number of significant digits

34. 1. For big or small numbers When numbers get really large or really small, there are many zeros in the number. This makes them difficult to read. Scientific notation makes them much easier to handle. e.g. The radius of a hydrogen atom is 0.000 000 000 0529 m Much easier if we express it as 5.29  10  11 m

35. 2. Clear number of significant digits What if your calculator showed the number 142 000, but the answer was supposed to have only 3 significant digits? You can't simply remove the last 3 digits, since it would become 142 (clearly not the same number). But you can't leave the number as 142 000, since this would have 6 significant digits.

36. What if your calculator showed the number 142 000, but the answer was supposed to have only 3 significant digits? So, we put it into scientific notation: 142 000 (3 sig digs) = 1.42  10 5 This clearly has 3 significant digits

37. Method: To change a number into scientific notation:  Move the decimal to the right of the first nonzero digit  Multiply the resulting number by the appropriate power of 10 Each time you moved the decimal to the left, increase the exponent by 1 Each time you moved the decimal to the right, decrease the exponent by 1

38. Key things to remember: 1. Positive exponents for big numbers (greater than 1) Negative exponents for small numbers (less than 1) 2. If you need to round: When the next digit is 5 or greater, then round up Otherwise, don't round up.

39. e.g Convert 84170 (3 sig digs) to scientific notation

40. 8 4 1 7 0.(3 sig digs) The decimal is placed at the end of the number

41. 8 4 1 7 0 (3 sig digs) The decimal is moved 4 digits to the left (placed after the 1 st nonzero digit)

42. 8 4 1 7 0.(3 sig digs) = 8. 4 1 7 0  10 4 A number betweenMoved 4 digits 1 and 10 to the left (big number = positive exponent)

43. 8 4 1 7 0 (3 sig digs) = 8. 4 1 7 0  10 4 Only 3 sig digs are allowed

44. 8 4 1 7 0 (3 sig digs) = 8. 4 1 7 0  10 4 Since the next digit is 5 or greater, you will round up

45. 8 4 1 7 0 (3 sig digs) = 8. 4 1 7 0  10 4 = 8. 4 2  10 4

46. e.g. Convert 0.000 000 056 1 (2 sig digs) to scientific notation

47. 0. 0 0 0 0 0 0 0 5 6 1(2 sig digs) The decimal is moved 8 digits to the right (right after the 1 st nonzero digit)

48. 0. 0 0 0 0 0 0 0 5 6 1 (2 sig digs) = 5. 6 1  10  8 A number betweenMoved 8 digits 1 and 10 to the right (small number = negative exponent)

49. 0. 0 0 0 0 0 0 0 5 6 1 (2 sig digs) = 5. 6 1  10  8 Only 2 sig digs are allowed

50. 0. 0 0 0 0 0 0 0 5 6 1 (2 sig digs) = 5. 6 1  10  8 Since the next digit is less than 5, you do not round up

51. 0. 0 0 0 0 0 0 0 5 6 1 (2 sig digs) = 5. 6 1  10  8 = 5. 6  10  8

52. Normal Sci Eng Note: Scientific Notation using a TI-83 1. Change to Scientific Notation Enter: Mode Sci

53. 4.73 E  6 2. To enter the number 4.73  10  6 : Enter: 4.73 EE  6 2 nd Comma