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1.
Year 5
2012
MEASUREMENT
Content
SI units
Errors and uncertainties
Scalars and vectors
Learning Outcomes
Candidates should be able to:
(a) recall the following base quantities and their units: mass (kg), length (m),
time (s), current (A), temperature (K), amount of substance (mol).
(b) express derived units as products or quotients of the base units and use the
named units listed in Summary of Key Quantities, Symbols and Units as
appropriate.
(c) show an understanding of and use the conventions for labeling graph axes
and table columns as set out in the ASE publication SI Units, Signs, Symbols
and Abbreviations, except where these have been superseded by Signs,
Symbols and Systematics (The ASE Companion to 16 19 Science, 2000).
(d) use the following prefixes and their symbols to indicate decimal submultiples or multiples of both base and derived units: pico (p), nano (n),
micro (), milli (m), centi (c), deci (d), kilo (k), mega (M), giga (G), tera (T).
(e) make reasonable estimates of physical quantities included within the
syllabus.
(f) show an understanding of the distinction between systematic errors
(including zero errors) and random errors.
(g) show an understanding of the distinction between precision and accuracy.
(h) assess the uncertainty in a derived quantity by simple addition of actual,
fractional or percentage uncertainties (a rigorous statistical treatment is not
required).
(i) distinguish between scalar and vector quantities and give examples of each.
(j) add and subtract coplanar vectors.
(k) represent a vector as two perpendicular components.
1.1
S.I. Units
Physical Quantities
numerical magnitude
The Summary of Key Quantities, Symbols and Units used in the A-Level
examination is given in the syllabus, which can be found in Ten Years Series or
online at URL: http://www.seab.gov.sg/aLevel/2013Syllabus/9646_2013.pdf
Note to students: You should use the symbol(s) specified in the abovementioned summary for a particular physical quantity to represent that
quantity. If you choose to use some other symbol, you must state what
physical quantity is represented by that symbol.
Base quantities and
base units
Physical quantities are divided into base quantities and derived quantities.
Base quantities are physical quantities that are fundamental and are not defined in
terms of other physical quantities. Base quantities are arbitrarily chosen.
In 1960, the international scientific community has adopted a number of
conventions about physical quantities and their units. The Systme Internationale
dUnits (International System of Units) is based on seven base quantities and
their corresponding units, called base units.
Quantity
Unit name
Unit symbol
Length
metre
Mass
kilogram
kg
Time
second
Current
ampere
Temperature
kelvin
Amount of substance
mole
mol
candela
cd
Luminous intensity*
*out of syllabus
Derived units
Special name
Symbol
Volume
m m m = m3
Velocity
m s = m s1
Force
kg (m s s) = kg m s2
newton
Work done
kg m s2 m = kg m2 s2
joule
Since derived units depend on base units, their size may change if these base units
become re-defined or get adjusted in value.
Derived units are defined in a logical sequence.
Example
Definition
Current
ampere
(A)
Charge
coulomb
(C)
Quantity
Potential
difference
volt
(V)
Resistance
ohm
()
Based
on
kg,
metre,
second
ampere,
second
joule,
coulomb
ampere,
volt
FAQ: Explain why a volt should not be defined as the potential drop across a resistance
of one ohm when one ampere of current is flowing through it.
Ans: The ohm is defined in terms of the ampere and the volt. Since the ohm depends
on the size of the volt, it would be illogical to define the volt as the potential difference
across one ohm when one ampere flows through it.
3
Homogeneity of
Equations
Every term on both sides of the equal sign of an equation should have the same
units, for the equation to be called homogeneous or dimensionally consistent. This
is just plain common sense, as when Z = X + Y, we expect all quantities, Z, X and
Y to represent the same item.
Testing s = ut + at2
Example
Unit of s = m (metre)
Unit of ut = (unit of velocity) (unit of time) = m s1 s = m
Unit of at2 = m s2 s2 = m
Equation is homogeneous.
Example
Testing v = u2 + 2as2
Unit of v = m s1 (metre per second)
Unit of u2 = (unit of velocity)2 = (m sl) 2 = m2 s2
Unit of as2 = m s2 m2 = m3 s2
Equation is not homogeneous.
Testing s = ut + at2
As shown earlier (see above), the equation is dimensionally
consistent.
However, we know for a fact that the correct equation is
s = ut + at2.
l
g
analysis.
Decimal
submultiples and
multiples
Prefix
Symbol
Multiple
The following prefixes and their symbols can be used to indicate decimal submultiples or multiples of both base and derived units:
pico
p
1012
nano
n
109
Example
micro
106
milli
m
103
centi
c
102
deci
d
101
kilo
k
103
mega
M
106
giga
G
109
tera
T
1012
Standard form
Example
Conventions for
labeling table
columns and graph
axes
All table columns and axes of a graph must be labelled appropriately, applying
the correct use of the decimal submultiples/multiples and the standard form
format.
Example
Example
0.0004 0.0005
0.0006
0.00353
3.53
293
0.00341
3.41
Although the two examples shown below are correct, the latter
X/V
has a better presentation.
0.0007
0.0008
0.0009
0.0010
0.0011
0.0012
X/mV
0.4
0.5
Estimates and
Order-of-Magnitude
Calculations
0.6
0.7
0.8
0.9
1.0
1.1
1.2
Example
Weight of an adult
1.2
Readings &
Measurements
Example
10
R2 = 0.80 cm
Measuring
instruments in a
standard school
laboratory
Quantity
Length
Volume
Time
Mass
30 mm
20
R1 = 2.40 cm
Measuring instrument
Metre rule, half-metre rule,
30-cm plastic ruler
Sensitivity
0.1 cm
Vernier calipers
0.01 cm
Micrometer screw-gauge
0.01 mm
Measuring cylinder
Burette
0.05 cm3
Stop-watch
0.1 s or
0.01 s
Electronic balance
*
6
Current, Voltage
Multimeter
Description
It consists of a steel bar with a permanent jaw and a sliding jaw. The movable jaw
carries a vernier scale that moves alongside the main scale. This instrument can
measure the internal and external dimensions of tubes, and the tail can measure the
depth of holes.
Principle
The vernier scale carries ten divisions that coincide with nine divisions of the main
scale. The whole idea is to have intervals of length on the vernier which are 0.9 of
the millimetre interval on the main scale. The difference of 1.0 0.9 mm is called the
least count. All readings therefore become integral multiples of the least count.
0
main scale
0
Example
10
vernier scale
The diagrams show the vernier scales when the instrument is closed and when it is
open to measure an objects diameter.
3
0
0
0
Closed
Zero error = 0.02 cm
pitch
scale
head
scale
10
10
Opened
Observed Reading = 2.6 + (4 x 0.01) = 2.64 cm
Corrected
Reading = Observed Reading Zero error = 2.64 (0.02) = 2.66 cm
ratchet
0
head
anvil
spindle
thimble
Description
Principle
The object to be measured is placed between the anvil and the spindle. The
ratchet is turned until clicks are heard. This indicates that the hold is now of the
correct pressure and any further movement of the spindle will compress the
length of the object. The pitch scale is graduated
in 0.5 mm and there are 50
0
divisions on the circular head scale.
The diagrams below show the circular head scale on the thimble when a
micrometer without zero error is fully closed and when it is opened by one turn.
Closed
Opened by one turn
The least count of the micrometer corresponds to the distance moved when the
thimble is turned through one division on the head scale and is given by
Example
0.5 mm
0.01 mm
Least count = 50
The diagram on the left below shows the micrometer scale when the
instrument is fully closed. As the zero on the head scale does not coincide
8
20
with the horizontal line on the pitch scale, the instrument has a zero error.
The diagram on the right below shows the scale when the same micrometer
is used to measure an object. What is the length of the object?
15
0
0
The errors fall into two broad categories. They are either systematic errors or
random errors.
Random Errors
Random errors produce readings that scatter about a mean value. These errors have an equal chance of
being positive (making the readings too large) or negative (making readings too small). They can be
reduced by taking more readings and averaging.
Examples of random errors:
i.
parallax error
ii.
fluctuation in the count-rate of a radioactive decay
Parallax error
Parallax error takes place when the line of sight of the experimenter is not
perpendicular to the scale. The randomness in the error may occur when the
angle of the line of sight varies when repeated measurements are taken.
To reduce parallax error, the experimenter should:
Place an attached pointer or the object being measured as close to the
scale as possible.
Repeat the measurement and find the mean of the repeated
measurements.
Count-rate of a
radioactive source
The expected value predicted for a particular long-lived isotope may be 100
counts per minute. Repeated counts would reveal the data to scatter around the
value of 100 due to the random nature of radioactive decay.
However, the more counts the experimenter takes, the more accurate the average
becomes (i.e. closer to 100). The random errors tend to cancel each other out,
and the residual error is divided by the number of readings, so it gets shared out
among many readings. (useful statement to remember!)
Systematic Errors
A systematic error will result in all the readings taken differing from the true value by a fixed positive
amount (or negative amount). A systematic error can be eliminated only if the source of the error is
known and accounted for. It cannot be eliminated by averaging but by correct laboratory practice.
Examples of systematic errors:
i.
zero error
ii.
personal error of the observer, e.g. a mistimed action
iii.
background radiation
Zero error
An instrument is said to have a zero error when the scale reading is non-zero
before any measurement is taken. Where appropriate, instruments should be
checked for zero error and adjustment be made if possible. The
presence/absence of zero error should be recorded.
Students have a tendency to forget to record the absence of zero error.
Mis-timed Action
Another example of a systematic error is when a scientist keeps doing a mistimed action. The scientist always starts his stopwatch 0.5 s too late and stops it
on time. Whatever time he records is always 0.5 s too small. He cannot correct
for this if he is not aware of what he has done. He will always carry this
systematic error in all his time experiments.
The delay between the experimenter observing an event and starting a stopwatch
is known as his reaction time. The reaction time of a normal human being is
between 0.2 s to 0.4 s.
The effect of reaction time may be reduced by
starting and stopping the stopwatch to the same stimulus. For example,
use a fiducial marker when measuring the period of a pendulum. The
experimenter is to react (start or stop) when the bob passes the marker.
10
making the time interval between starting and stopping the stopwatch as
long as possible. This reduces the percentage error.
2.10
2.12
2.09
2.11
2.10
2.10
2.08
2.10
2.10
2.09
2.10
2.09
2.11
2.10
Notice they have agreement to two significant figures. Only the third figure
changes. The readings show little scatter, hence they can be said to be precise.
Precision can be obtained by using the proper instruments that allow you to
measure to this number of figures.
The figures in the table on the previous page represent the diameter of a steel ball
in mm, measured with a micrometer screw-gauge. The number N of readings for
each measurement is plotted against the measured values.
N
d / mm
1.8
1.9
2.0
2.1
2.2
2.3
2.4
Now, the steel ball is placed on a ruler and measured by looking against the scale.
As the eye can judge to only within half a millimeter, the readings are not as
precise and are more spread out. However, they are accurate as the average gives
a correct value for an answer.
N
d / mm
1.8
1.9
2.0
2.1
2.2
2.3
2.4
What can you say about these readings taken of the same steel ball?
11
d / mm
1.8
1.9
2.0
2.1
2.2
2.3
2.4
d / mm
1.8
Sensitivity
2.0
2.1
2.2
2.3
2.4
Sensitivity is defined as the change in the response to the change of the quantity
measured.
Example
1.9
The number of significant figures in a result is simply the number of figures that
are known with some degree of reliability.
0.200 g has 3 significant figures
5.060 104 J has 4 significant figures
All uncertainties are rounded off to 1 significant figure. The measured quantities
are then rounded off to the same d.p. as the uncertainties.
Example
Reliability
Uncertainties of
derived quantities
The uncertainties of derived quantities (perimeter, area, volume, density, etc) may
be calculated using the following formulae:
1
.
Addition
Q = aX + bY
Absolute error is
Q = aX + bY
2
.
Subtraction
Q = aX bY
Absolute error is
Q = aX + bY
3
.
Product
Q=XY
Fractional error is
Q X Y
Q
X
Y
4
.
Division
X
Q= Y
Fractional error is
Q X Y
Q
X
Y
13
5
.
Product with
powers
Q = X m Yn
Fractional error is
Q
X
Y
m
n
Q
X
Y
6
.
Quotient with
powers
Xm
n
Q= Y
Fractional error is
Q
X
Y
m
n
Q
X
Y
Absolute error of Q = Q
Q
Fractional error of Q = Q
Q
Percentage error of Q = Q 100%
Example
(b)
Fractional uncertainty in L
L 0.05
0.0159
L 3.15
Percentage uncertainty in L
L
100% 1.59%
L
Note:
Absolute uncertainty must be given to 1 s.f. whilst fractional
and percentage uncertainty should be given to 2 or 3 s.f.
14
Example
A l b 0.6 0.5
0.0404
A
l
b 34.3 21.8
A = 0.0404 747.74 = 30.2 cm2 = 0.3 102 cm2 (to 1 s.f.)
A = (7.5 0.3) 102 cm2
Note:
The absolute uncertainty should always be expressed to one s.f.
and the value should be expressed up to the decimal place of
the uncertainty.
Example
1.3
All physical quantities can be divided into scalar and vector quantities.
A vector quantity has both a magnitude and a direction. A scalar quantity has a
magnitude only.
Below are examples of each type of quantity:
Scalar Quantity
distance
mass
speed
charge
temperature
time
volume
energy
Representation of a
Vector
Vector Quantity
displacement
force
velocity
torque
momentum
acceleration
Whereas scalars are represented only by a number representing its magnitude, and
a unit, vectors are represented by a number, a unit and a direction.
ur
A vector is denoted by A , a%or in most books A.
A vector is represented by an arrow:
the direction of the arrow represents the direction of the vector,
the length of the arrow represents the magnitude of the vector.
Vector Addition
ur
A
u
r
A
ur ur
A B
u
r
B
u
r
B
ur
ur
It can be seen that if A and B u
form
r ur the
sides of a parallelogram, then A B is
the diagonal of the parallelogram.
This is called the parallelogram method
of vector addition and it is equivalent to
the vector triangle.
ur ur
A B
u
r
B
u
r
A
16
Vector Subtraction
A
Here are two vectors, A and B .
u
r
B
u
r
A
Example
B
ur
ur
A ( B )
u
45o
%
v
%
v ( u )
% %
u
r
A
)
The change in velocity = v% ( u%
v
%
o
sin 45
sin
10sin 45o
sin
14.74
o
28.7
The change of velocity is 14.7 m s1 in the direction of 28.7o North of West.
17
v v u
% % %
v u v
% % %
Hence, the vector diagram representing u , v and v can also be drawn as shown
v
below:
u
%
%
v
%
45o
v can be calculated using cosine rule, after which can be calculated using sine
rule.
The problem can also be solved by drawing a scale diagram.
Resolution of
Vectors
Vectors can be resolved into components in any direction. Usually, the directions
chosen are the vertical and horizontal directions.
u
r
A
A cos
u
r
r A sin
A u
A
Example
18
Example
Show the component of the weight acting along the slope and
perpendicular to the slope.
mg
3.0 N
Example
x
7.0 N
19
Subtraction of Quantities
If Q = aX + bY
If Q = aX bY
Hence Q = aX + bY
Hence Q = aX + bY
Product of Quantities
m
X
Y
X 1 . Y n 1
X
Y
If Q = Xm Yn , (X X)m (Y Y)n =
Expanding binomially & taking first order approximation,
X
Y
X mY n 1 m 1 n
X
Y
(X X)m (Y Y)n
m
X
Y
X Y 1 1
X
Y
=
m
20
X
Y
X Y
X mY n 1 m
n
mn
X
Y
Y
X
Y
X
X mY n m
n X mY n
X
Y
Y
X
Q m
n X mY n
X
Y
Since
Q
m
X
Y
n Q
X
Y
Q
X
Y
m
n
X
Y
Therefore, Q
21