GENERAL PHYSICS 1

Name: Date: Grade Level:

Score:
LEARNING ACTIVITY SHEET
PRECISION AND ACCURACY

Background Information for the Learners (BIL)

A reliable measurement will give the same results under the same
conditions. You always have to make sure that you have reliable
measurements. One way to do this is by taking the measurement
several times.
While doing an experiment, you may ask: “Are my measurements
accurate or precise?” You may think that the terms accuracy and
precision mean the same thing, but they do not!
Accuracy refers to how closely a measured value agrees with the
correct value. For example, if in lab you obtain a weight measurement of
3.2 kg for a given substance, but the actual or known weight is 10 kg,
then your measurement is not accurate. In this case, your measurement
is not close to the known value. While Precision refers to how closely
individual measurements agree with one another. For example, if you
weigh a given substance five times, and get 3.2 kg each time, then your
measurement is very precise.
The following figures show the difference between accuracy and
precision.

Figure 1. High Accuracy Figure 2. High Precision Figure 3. Low accuracy and precision

Note: precision is independent of accuracy. You can be very precise but

inaccurate. You can also be accurate but imprecise.

Learning Competency:
Differentiate accuracy from precision (STEM_GP12EU-Ia-2)

Activity 1. ACCURACY AND PRECISION

Directions: Choose the correct answer. Write the letter of your answer
on the blank before the number.

1. You perform an experiment to measure the temperature at

which the water boils. The true value of temperature where
water boils is 67 °C. You set up five containers of water and
heat each one. At the instant the water boils you measured the
temperature and got the following results:
67°C 67°C 67°C 67°C 67°C
a. High precision but low accuracy
b. High precision and high accuracy
c. Low precision and low accuracy
d. High accuracy but low precision
2. If you look at the darts shown in the figure, you’ll agree that
they all hit in more or less the same location on the dart board,
but they did not hit the intended target. What do the values say
about accuracy and precision??

a. High precision but low accuracy

b. High precision and high accuracy
c. Low precision and low accuracy
d. High accuracy but low precision
3. “If a value is precise, it is absolutely accurate”.
a. false
b. maybe
c. somehow
d. true
4. During a single round, the darts went flying all over the place.
They look like they’ve been scattered randomly. What do the
values convey?
a. High precision but low accuracy
b. High precision and high accuracy
c. Low precision and low accuracy
d. High accuracy but low precision
 5. A block of brass that weighs 500 grams is weighed on a digital
scale. Five students used the scale with the corresponding
readings as stated below. How would you describe the
measurements of Students 1, 4 & 5 with that of the actual
weight of the block?
Student 1 479 grams
Student 2 500 grams
Student 3 501 grams
Student 4 512 grams
Student 5 489 grams

a. Accurate only
b. Precise only
c. Neither precise nor accurate
d. Both precise and accurate

Activity 2. ACCURACY AND PRECISION

1. James was assigned by his teacher to measure the distance

from their classroom to the school gymnasium from Monday to
Friday. He used a meter tape and got the following
measurements: 10.11 m, 11.01 m, 9.99 m, 10.01 m, and 10.85 m.
The actual distance from his classroom to the gym is 10.20. Are
his measurements accurate or precise?
2. The true value of the diameter of a cylinder is 5.895 cm. In an
experiment, the diameter was measured and the following data
was gathered:
Diameter of Cylinder
7. 723 cm
3.456 cm
4.893 cm
6.321 cm
Are the measurements accurate? Precise? Why or why not?
Activity 3. HIT THE DOT!

Directions: Look at each target below and decide whether the situation
is accurate, precise, both, or neither: (Note: it is “accepted” that the
bull’s eye is the place everyone aims for.)

1. 2. 3.

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

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

Activity 4. COIN DIAMETER

Two students are asked to measure the diameter of four gold coins.
Student A used a simple plastic ruler while Student B used a precision
measuring tool called a micrometer. A gold coin has an ‘accepted’
diameter of 28.054 mm.

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

2.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?
Activity 5. T-CHART

Directions: Compare and Contrast Accuracy and Precision using T-chart

Accuracy Precision

SUMMARY

 Accuracy-refers to how closely a measured value agrees with the

correct value
 Precision-refers to how closely individual measurements agree with
one another
Reflection:

1. I learned that

2. I enjoyed most on

3. I want to learn more on

References:

Silverio, Angelina A. Exploring Life Through Science: Physics: Phoenix

Publishing House, Inc., 2007.

Sears, Francis W., Zemansky, Mark M., and Young Hugh D. College Physics,
7th Ed. New Yor: Addison-Wesley Publishing Company, 1992.

Arevalo, Ryan L. General Physics 1: Diwa Learning System Inc., 2007.

Quexbook Appl General Physics 1

GENERAL PHYSICS 1
Name: Date: Grade Level:
Score:

LEARNING ACTIVITY SHEET

Experimental Errors and Uncertainty
Background Information for the Learners (BIL)
No physical quantity can be measured with perfect certainty; there are
always errors in any measurement. This means that if we measure some
quantity and, then, repeat the measurement, we will almost certainly measure
a different value the second time.

Types and Sources of Experimental Errors

When scientists refer to experimental errors, they are not referring to

what are commonly called mistakes, blunders, or miscalculations. Sometimes
also referred to as “illegitimate”, “human”, or “personal” errors, these types of
errors can result from measuring a width when the length should have been
measured. Experimental errors, on the other hand, are inherent in the
measurement process and cannot be eliminated simply by repeating the
experiment no matter how carefully.

There are two types of experimental errors: systematic errors and random
errors.

Random Errors and Systematic Errors

In physics, error does not mean mistake. It means uncertainty in

physical measurements. Thus, error analysis is the study of uncertainty in
physical measurements. If you were to count the number of desks in your
classroom, you would obtain an exact value. But if you were to measure the
length of your room using a tape measure, your measurement would be an
approximation. All experimental uncertainty is due to either random errors or
systematic
errors.
Systematic errors are errors caused due to the error in the instrument, and
usually can be corrected by simple calculation of improved experiment
technique.
These effects result from:
• an incorrectly adjusted measuring instrument (such as stopwatch that
runs too fast and so give greater time)
• use of an instrument that has a zero error. That is, it does not read
zero for zero measurements (such as an ammeter used to measure
current) the needle may point to 0.1, even when not connected in a
circuit.

Other examples of systematic error are the following:

(1) a meter ruler with worn ends,
(2) a dial instrument with a needle that is not properly zeroed, and
(3) human reaction time that is always either too late or too early.

Example 1:
The cloth tape measure that you use to measure the length of an
object had been stretched out from years of use. (As a result, all of your
length measurements were too small), hence thee is systematic error.

Common sources of systematic errors are faulty calibration of

measuring instruments, poorly maintained instruments, or faulty reading of
instruments by the user. A common form of this last source of systematic error
is called “parallax error” which results from the user reading an instrument at
an angle resulting in a reading which is consistently high or consistently low.

Random (irregular or accidental error) are errors of observation which

measurement is just as likely to be larger or smaller than the true or accepted
value. Random error occurs when the same quantity is measured several
times and is estimated to the nearest division on a measuring instrument and
or measuring instrument not being particularly sensitive.
 Imagine a student using a stopwatch to measure the time for a
pendulum for ten complete swings. Assuming that the students have a good
reaction time, the measurements may be slightly high on some trials and
slightly low in others. In other words there will be a variation in results about
an average value.

Example 2:
You measure the mass of a ring three times using the same
balance and get slightly different values: 17. 46 g, 17.42 g, 17.44 g, the
differences of masses are the random errors.

Common sources of random errors are problems estimating a quantity

that lies between the graduations (the lines) on an instrument and the inability
to read an instrument because the reading fluctuates during the
measurement.

Learning Competency:
Differentiate random errors from systematic errors (STEM_GP12EU-Ia-3)
 Activity 1. GIVING EXAMPLES!
Directions: List down at least three (3) examples of Random and Systematic
errors.

Random:
1.

2.

3.

Systematic:
1.

2.

3.

Activity 2. COMPARE ME NOT!

Directions: Using a Venn diagram compare and contrast Systematic and

Random Errors
Activity 3. GIVE ME THE SOURCE!

Directions: Identify the different sources of Random and Systematic Errors

RANDOM ERROR SYSTEMATIC ERROR

SOURC SOURC

Activity 4. RESEARCH TIME!

How to reduce systematic and random errors?

SUMMARY

 All experimental uncertainty is due to either random errors or

systematic errors.
 Systematic errors are errors caused due to the error in the instrument,
 and usually can be corrected by simple calculation of improved
experiment technique.
 Random (irregular or accidental error) are errors of observation
which measurement is just as likely to be larger or smaller than the true
or accepted value.

Reflection:

1. I learned that

2. I enjoyed most on _

3. I want to learn more on

_
References:

Arevalo, Ryan L. General Physics 1: Diwa Learning System Inc., 2007.

Quexbook Appl General Physics 1

John R. Taylor, An Introduction to Error Analysis: The Study of Uncertainties

in Physical Measurements, 2d Edition, University Science Books, 1997

Philip R. Bevington and D. Keith Robinson, Data Reduction and Error

Analysis for the Physical Sciences, 2d Edition, WCB/McGraw-Hill, 1992

GENERAL PHYSICS 1
Name: Grade Level:
Date: Score:
 LEARNING ACTIVITY SHEET

ESTIMATING ERRORS USING VARIANCE

Background Information for the Learners (BIL)

Errors in measurement does not refer to mistakes but has come to

mean the uncertainty in a quantity. It is usually appended in a quantity with ±
sign.

For example, you were asked to measure the length of the table and
you got a measure of 1.5 m long, do you think your measurement is exactly
1.5 m?

You cannot say that the exact measure is 1.5 m because there will
always be some degree of uncertainty in the process of measurement. So in
the expression (1.500+0.001) m tells not only that the table is 1.5m long but
may probably between 1.499 m and 1.501 m. How do you estimate an error
from multiple measurements of a physical quantity using variance?

Variance (σ2 ) is the average of the squared difference of the

measurements ( x ) from the mean (𝑋̅) . In symbols ,

∑(𝑥−
𝜎2 = 𝑋̅ )
2

where : σ = variance
N = is the number of measurements
x = given measurements
𝑋̅ = mean
 The square root of the variance is called the standard deviation (σ)

∑(𝑥−
2
𝜎 = √𝜎2 𝑋̅ )
= √
𝑁

A standard deviation close to zero indicates that the data points are close
to the mean. High standard deviation indicates that the measurements are
spread out over a wide range of values.
An example below shows how variance is being defined.
Five students measured the diagonal length of the blackboard. The
following are the data of their measurements, Student A measured it as 2.54
m, Student B as 2.46 m, Student C as 2.65 m, Student D as 2.55 m and
Student E as 2.39 m. Find the variance and standard deviation of the
measurements. Express also the average measurement in a form that
includes uncertainty.
Solution:
First, compute for the mean or average of the measurements
∑𝑥
𝑋̅ =
𝑁

𝟐.𝟓𝟒𝒎+𝟐.𝟒𝟔𝒎+𝟐.𝟔𝟓𝒎+𝟐.𝟓𝟓𝒎+𝟐.𝟑𝟗𝒎
= 𝟓

𝑿̅ = 𝟐. 𝟓𝟐 𝒎
Then, make a table for the calculation of deviations(𝒙 − 𝑿̅) and square of deviations (𝒙 −
𝑿̅)𝟐 for each measurement .

STUDENT X (𝒙 − 𝑿̅) (𝒙 − 𝑿̅)2

1 2.54 m 0.02 m 0.00040 m2
2 2.46 m - 0.06 m 0.00336 m2
3 2.65 m 0.13 m 0.01690 m2
4 2.55 m 0.03 m 0.00090 m2
5 2.39 m - 0.13 m 0.01690 m2
𝚺 (𝒙 − 𝑿̅ )𝟐 0.03846 m2
 To find the variance , get the mean of (𝒙 − 𝑿̅)2
𝝈𝟐 = ∑(𝒙−
𝟐
𝑿̅ )
𝑵
= ( 0.00040+0.00336+0.01690+0.00090+0.01690)
5

σ2 = 𝟎. 𝟎𝟎𝟕𝟔𝟗𝟐 m2

Next , get the standard deviation by getting the square root of the variance,

𝝈 = √𝜎𝟐 = √𝟎. 𝟎𝟎𝟕𝟔𝟗𝟐𝒎𝟐

= 𝟎. 𝟎𝟖𝟖 𝒎, this means that if another student measures the diagonal
length of the board , his new measurement will be within 0.088 m of the
average measured length of 2.5 m.
You can also estimate the standard error of the mean by dividing the
standard deviation with the square root of the number of measurements done.

𝝈
𝑺𝑬𝑴 =
√𝑵
𝟎.𝟎𝟖𝟖 𝒎
= √𝟓

= 𝟎. 𝟎𝟑𝟗 𝒎
Then, the average measurement can be written in the following form :

average measurement = 𝒎𝒆𝒂𝒏 ± 𝑺𝑬𝑴 = mean +SEM

average measurement = 𝟐. 𝟓𝟐 ± 𝟎. 𝟎𝟑𝟗
The following activities are provided to help you master how to estimate
errors of a physical quantity using variance and standard deviation.

Learning Competency:

Estimate errors from multiple measurements of a physical quantity using

variance (STEM_GP12EU-Ia-5)
Activity 1: CHOOSE THE BEST
Directions : Select the correct answer . Write the letter only.

1. Which of the following refers to the average of all the numbers in the
data set ?
A. mean B. median C. mode D. variance
2. Which of the following statements about variance is correct?
A. Variance measures how close each number in the set is from the
mean.
B. Variance describes the difference between the measurement
and the actual value.
C. Variance is the average of the squared difference of the
measurement from the mean
D. Variance is the square root of standard deviation
3. The scores obtained by six students are : ( 45 , 32 , 46 , 39 ,36 , 48)
Find the mean .
A. 40 B. 41 C. 42 D. 43
4. Find the variance of the following set of data ( 2.44 m , 2.36 m ,
2.48m , 2.35 m , 2.59 m )
A. 0.00 7701 m2 C. 0.00 77 03m2
B. 0.00 7702 m2 D. 0.00 7704 m2
5. How do you estimate the standard error of the mean ?
𝝈
A. 𝑺𝑬𝑴 = 𝝈
√𝑵 C. 𝑺𝑬𝑴 = xy
𝝈 √𝑵
𝝈
B. 𝑺𝑬𝑴 = x2 D. 𝑺𝑬𝑴 = y2
√𝑵 √𝑵
Activity 2: WHAT IS THE FORMULA?
Directions: Give the formula of the following quantities. Write your answer on
the table below.

QUANTITY FORMULA
1. VARIANCE
2. STANDARD DEVIATION
3. STANDARD ERROR OF THE
MEAN
4. MEAN

Activity 3: HELP ME FIND THE STANDARD DEVIATION

Directions: Calculate the standard deviation of the given problem

The following are the test scores of Janelle in all of her subjects.
English - 45
Math - 42
Science – 48
Filipino - 50
AP - 47
PE - 50
TLE - 43
VALUES - 44
Find the standard deviation of the test scores Record your answer on the table
below:

SUBJECTS X (𝒙 − 𝑿̅) (𝒙 − 𝑿̅)2

1
2
3
4
5
6.
7.
8.

A. Mean :
B. N :
C. Variance :
D. Standard Deviation :
E. What does the result of your standard deviation mean?
Activity 4: FIND THE VARIANCE
Directions: Read , understand and analyze the problems very carefully.
Then, solve and show your complete solutions:

1. The heights in cm of students in a class are 163 , 167 , 158 , 174 , 148 .
Find the variance.

2. Ten students took their practical exam in Science. Out of 50 items ,they
obtained the following scores 44 ,49 42 , 25 , 29 , 21 , 39 , 40, 47 , 45 .
What is the variance of their scores ?

3. If the standard deviation of a sample is given to be 62.5 then find its

variance.

Activity 5: CHECK YOUR UNDERSTANDING

Directions: Answer the following questions

1. Why is variance important?

2. How do we compute a variance?

3. What is the difference between variance and standard deviation?

Reflection:

1. I learned that

2. I enjoyed most on

3. I want to learn more on

References

Arevalo , Ryan L. General Physics 1 DIWA Learning System Inc. ,2007

https://www..science buddies.org-variance and standard deviation

https://www.slideshare.net.variance and standard deviation
www.wikipedia.com