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Random Systematic Error

The document discusses random and systematic errors that can occur in experiments. Random errors can occur in any measurement and are reduced by taking multiple measurements. Systematic errors exist throughout an experiment and are introduced by factors like faulty instruments or experimental conditions. Sources of errors include thermometers, balances, timers and measuring devices that have not been calibrated.

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128 views

Random Systematic Error

The document discusses random and systematic errors that can occur in experiments. Random errors can occur in any measurement and are reduced by taking multiple measurements. Systematic errors exist throughout an experiment and are introduced by factors like faulty instruments or experimental conditions. Sources of errors include thermometers, balances, timers and measuring devices that have not been calibrated.

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rkblsistem
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© © All Rights Reserved
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STAGE 2 BIOLOGY TEACHING AND LEARNING STRATEGIES

RANDOM and SYSTEMATIC ERRORS

The following notes have been developed to aid with the teaching of the following Key Idea.

KEY IDEA
Every measurement is affected by random and/or systematic errors.
Intended Student Learning
Identify sources of random and systematic errors in an experiment.

Uncertainty in the final result may arise from two types of error: systematic error and random
error. Note that any errors pertain to measurement and are different from procedural mistakes
Systematic errors may be introduced by the experimental conditions, e.g. temperature fluctuations, or
by faulty instruments, e.g. calibration errors. The very presence of the measuring instrument may
change the phenomenon being investigated. Such errors exist throughout the experiment and hence
cannot be diminished by any statistical averaging process. A well-designed experiment will minimise
such errors. Where this is not possible, the errors should be investigated and the necessary corrections
made in the quantities being measured. It is not possible to give detailed advice as to how systematic
errors may be overcome. Each experiment must be considered individually and only by a thorough
understanding of the purpose of the experiment and the techniques being used is this possible. The
most likely apparatus that schools use are thermometers, balances, timing devices, burettes and
volumetric flasks, measuring cylinders and pipettes. Any measuring device which has not been
calibrated is a likely source of a systematic error.

Random errors occur in all measurements. Suppose that an experimenter, taking all possible
precautions against known errors, were to take a measurement ten times. He or she could expect to
obtain results that differ slightly. For example, a set of ten measurements of the time for an enzyme
reaction to reach equilibrium was, in seconds: 296, 287, 289, 297, 295, 301, 297, 298, 290, 291.
Assuming that equal care had been taken over each measurement. The arithmetic mean is 294.1
seconds (obtained by adding the values and dividing by the number of values added). This would be
recorded as 294 seconds since an average cannot have more significant figures than the data used to
determine the average. The amount of scatter (14 in 300) in the data suggest the measurements are
precise. The arithmetic mean, although it is the most probable value, is not necessarily the true value
because a systematic error may be present.

Acknowledgement

Prepared by the Subject Advisory Committee. Copyright SSABSA.

SSABSA Support Materials: 2bio-tl-007, 14 January 2005, Page 1 of 1

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