Handouts

Topic: Accuracy vs. Precision and Random errors vs. Systematic errors

A. Background Information for Learners

Accuracy VS Precision
 Accuracy – in measurement, it describes how well the result agree with an accepted value of the
quantity being measured. A new spring balance is likely to be more accurate than an old spring balance
that has been used many times.
- refers to how close a measurement is to the correct value. The uncertainty in a measurement
is an estimate of the amount by which the measurement result may differ from this value.
Precision- refers to the degree of exactness to which a measurement can be reproduced. A physicist who
frequently carries out a complex experiment is likely to have more precise results than someone who is just
learning the experiment.
- refers to how close the arrangement is between repeated measurements.
- describes how closely measurements are to each other and how carefully measurements were
made. The Precision of a measuring tool is related to the size of its measurement increments.
The smaller the measurement increment, the more precise the tool.
Example:
Susan and Ana measured the book into four trials. Who do you think has more accurate measurement
when measuring a book that has a true length of 17.0 cm? Was it Susan or Ana?
Susan:
17.0 cm, 16.0 cm, 18.0 cm, 15.0 cm
Ana:
15.5 cm, 15.0 cm, 15.2 cm, 15.3 cm
Answer: For this case, it was Susan who got more accurate measurements when measuring a book since the
values obtained for several trials are close to the true length of 17.0 cm.
Which set is more precise?

Set A: 18.2 , 18.4 , 18.35

Set B: 17.9 , 18.3 , 18.85
Set C: 16.8 , 17.2 , 19.44

Answer: It is Set A because the values are very close with each other

Example:
Susan and Ana measured the book into four trials. Who is more precise when measuring the same 17.0
cm book? Was it Susan or Ana?

Susan:
17.0 cm, 16.0 cm, 18.0 cm, 15.0 cm

Ana:
15.5 cm, 15.0 cm, 15.2 cm, 15.3 cm

Answer: For this case, it was Ana who got more precise measurements when measuring a book since the
values obtained for several trials are very close with each other.

The distinction between accuracy and precision is demonstrated in Figure 1-3

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Figure 1-3. Precision is how close the arrows are to each other, while accuracy is how close an arrow is to the
target. The red portion of the circle represents the expected result, while the arrows are the measurements.

There is no such thing as a perfect measurement. Every measurement, whether made by a student or
professional scientist, contains a certain degree of uncertainty.

Uncertainty in measurements can result from limitations in accuracy or precision. These limitations can
be attributed to systematics errors and random errors.

Systematic errors – are due to the limitation of the measuring instruments and the skill or carefulness of the
experimenter.

Random errors- are caused by external factors beyond the control of the experimenter such as vibrations,
noise, changes in atmospheric pressure and friction.

Percent Difference

Percent Difference is a measure of how far apart the different measured values are from each other, and is
therefore an indication of precision. Percent difference between value 1 and value 2 is given by the equation

Where value 1 and value 2 are two measured values in an experiment.

Sample Problem

Two trials were performed in an experiment to determine the latent heat of vaporization (L v) of water at 1000C .
The values of Lv of water obtained were 532 cal/g and 536cal/g. Find the percent difference between the two
values.

Given:

Lv1 = 532 cal/g

Lv2 = 536 cal/g

Solution:

|value 1−value 2|

(
% difference = value 1+ value2
2 ) x 100%

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 |532 cal/g−536 cal/ g|

(
% difference = 532 cal/g +536 cal/ g
2 ) x 100%

|4 cal/ g|

(
% difference = 1 068 cal/g
2 ) x 100%

|4 cal /g|
% difference = x 100%
534 cal/ g

= 0.0075 x 100

= 0.75%

Thus, Lv1 differ by 0.75% from Lv2

Percent Error

Percent error, sometimes referred to as percentage error, is an expression of the difference between a measured
value and the known or accepted value. It is often used in science to report the difference between experimental
values and expected values.

The formula for calculating percent error is:

|experiment value−accepted value|

Percent error = x 100%
accepted value

|x−x T|
Percent error = x 100%
xT

where: xT is the accepted value and x is the measured or experimental value

Note: occasionally, it is useful to know if the error is positive or negative. If you need to know the positive or
negative error, this is done by dropping the absolute value brackets in the formula. In most cases, absolute error
is fine. For example, in experiments involving yields in chemical reactions, it is unlikely you will obtain more
product than theoretically possible.

Steps to Calculate the Percent Error

1. Subtract the accepted value from the experimental value.

2. Take the absolute value of step 1
3. Divide that answer by the accepted value.
4. Multiply that answer by 100 and add the % symbol to express the answer as a percentage.

Now let’s try an example problem.

You are given a cube of pure copper. You measure the sides of the cube to find the volume and weigh it to find
its mass. When you calculate the density using your measurements, you get 8.78 grams/cm3. Coppers accepted
density is 8.96 g/cm3. What is your percent error?

Solution:
experimental value = 8.78 g/cm3
accepted value = 8.96 g/cm3

Step 1: Subtract the accepted value from the experimental value.

8.78 g/cm3 – 8.96 g/cm3 = -0.18 g/cm3

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Step 2: Take the absolute value of step 1

|-0.18 g/cm3| = 0.18 g/cm3

Step 3: Divide that answer by the accepted value.

3
0.18 g /cm
3 = 0.02
8.96 g/cm

Step 4: Multiply that answer by 100 and add the % symbol to express the answer as a percentage.

0.02 x 100 = 2%

The percent error of your density calculation was 2%.

Sample Activity: Coin Diameter

A gold coin has an ‘accepted’ diameter of 28.054 mm.

Two students are asked to measure the diameter of four gold coins. Student A uses a simple plastic ruler.
Student B uses a precision measuring tool called a micrometer.

Student A – plastic ruler Student B – micrometer

27.9 mm 28.246 mm
28.0 mm 28.244 mm
27.8 mm 28.246 mm
28.1 mm 28.248 mm

1. Calculate the average value for each set of measurements

Student A – plastic ruler Student B – micrometer

27.9 + 28.0 + 27.8 +28.1 28.246 + 28.244 + 28.246 + 28.248

4 4

= 27.95 = 28.246 mm

= 28.0 mm

2. Calculate the % error for each set of measurements.

Student A – plastic ruler Student B – micrometer

(28.0 – 28.05) x 100 (28.246 – 28.05) x 100

28.05 28.05

= 0.18% = 0.68%

3. Compare the average value for each set with the accepted value:
 Which student’s data is more accurate?
Student A, because the average value of 28.0 mm is closer to the accepted value of 28.05 mm.

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  Which student’s data is more precise?
Student B, because each measured value sits closer to the average value.
4. Compare the percentage error for each set:
 Which student’s data is more accurate?
Student A, because the percentage error of 0.18% is smaller than Student B’s value of 0.68%.

 Which student’s data is more precise?

It is not possible to decide this from percentage error alone. The range of values is important in
establishing precision.
5. Explain any odd findings:
Although Student B had access to a precision measuring tool, called a micrometer, it did not have high
accuracy in this experiment. Perhaps it was not calibrated correctly. One would have expected Student B’s
accuracy and precision to both be better than Student A.

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 Activity 1: Percent Error Problem
Formula:

|experiment value−accepted value|

Percent error = x 100%
accepted value

|x−x T|
Percent error = x 100%
xT

where: xT is the accepted value and x is the measured or experimental value

Direction: Find the percent error for each problem below.

1. Samantha measured the volume of her Mountain Dew before she drank it for her breakfast. She
measured the volume of the soda in the 355 mL bottle as 343 mL.
Given: experiment value = 343 ml
accepted value = 355 mL

2. Clyde was directed to weigh a standard 500.0 g mass on the balance. He weighed the object and reported
458.3 g.
Given: experiment value = 458.3 g
accepted value = 500.0 g

3. A student made a mistake when measuring the volume of a big container. He found the volume to be 65
liters. However, the real value for the volume is 50 liters. What is the percent error?
Given: experiment value = 65 L
accepted value = 50 L

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4. Drew went to his instructor with a problem. Drew was told to measure 35.0 cm of copper wire to use in
an experiment. Since his ruler only measured up to 30.5 cm, he used this amount instead.
Given: experiment value = 30.5 cm.
accepted value = 35.0 cm

Activity 2: Compare and Contrast

Direction: In the Venn Diagram below, compare and contrast Accuracy from Precision.

Accuracy Precision

Same

Direction: In the Venn Diagram below, compare and contrast Systematic Errors and Random Errors.

Systematic Errors Random Errors

Same

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 Activity 3– Accuracy and Precision

Direction: Look at each target and decide whether the “hits” are accurate, precise, both accurate and precise, or
neither accurate nor precise: (Note: An accurate “hit” is a bulls eye!) Encircle the correct answer.

Accurate?: Yes / No Accurate?: Yes / No Accurate?: Yes / No

Precise?: Yes / No Precise?: Yes / No Precise?: Yes / No

Completion

Direction: Please refer to the sample activity found in the Background Information for your guide.
Complete the table and answer the guide question that follows.

Aluminum Bar Density

Two students are given a small cylinder of aluminum of known mass and asked to determine its density. (The
‘accepted’ density of aluminum is 2.702 g/cm3.) Since density is mass/volume, the students need to calculate the
volume of the cylinder. To do this, the height and diameter of the cylinder need to be measured.

Student A is told to use a simple plastic ruler and to make four independent measurements for each dimension.
Student B is told to use a precision measuring tool called a micrometer.

Student A – plastic ruler Student B – micrometer

2.2 g/cm3 2.703 g/cm3

2.3 g/cm3 2.701 g/cm3
2.7 g/cm3 2.705 g/cm3
2.4 g/cm3 2.704 g/cm3

1. Calculate the average value for each set of density values.

Student A – plastic ruler Student B – micrometer

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2. Calculate the % error for each set of values.
Student A – plastic ruler Student B – micrometer

3. Compare the average value for each set with the accepted value:
 Which student’s data is more accurate?

 Which student’s data is more precise?

4. Compare the percentage error for each set:

 Which student’s data is more accurate?

 Which student’s data is more precise?

5. Explain any odd findings: