PHY 191 GENERAL PHYSICS PRACTICAL I

PHY 191: GENERAL PHYSICS PRACTICAL

COURSE GUIDE

NATIONAL OPEN UNIVERSITY OF NIGERIA

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PHY 191 GENERAL PHYSICS PRACTICAL I

This physics practical has been designed in such a way that you will develop some
manipulative skills in handling some physics apparatus. It is an integral part of your
physics course, which reinforces some, if not all, the principles, theories and
concepts you must have learnt in Mechanics, Heat and Properties of Matter.
Furthermore, the Physics Practical is to enable you determine some physical
constants such as acceleration due to gravity, specific heat capacity of a sold or
liquid, force constant of a spiral spring to mention a few.

This physics practical course will show you how to:

• Identify the two physical quantities to be measured as the variables - the

independent and dependent variables;

• Determine the relationship between the two variables in form of a graph.

Thus the first thing you have to do is to study the concept of graph in Unit l.
In measurement, you are supposed to be accurate as possible but no measurement is
absolutely correct because of the errors that are bound to occur due to personal
errors.

Unit 2 therefore introduces you to how you can minimise or reduce such errors when
you measure physical quantities such as length, mass, time and temperature. Since
one is bound to make errors, you are required to analyse your errors in the process of
the determination of the physical constant. Unit 3 therefore shows you how you can
analyse your errors.

After Unit 3 are the ten (10) experiments that you are required to perform. In
performing these experiments you must posses the following before going to the
laboratory:

1. A mathematical set containing the protractor, set squares, pair of compass,

short ruler and pencils

2. A soft rubber (eraser)

3. 18cm long transparent plastic ruler

4. A scientific notebook with graph sheets to record your experiments.

5. Four - figure table and or a scientific calculator French - curves for drawing
graphs.

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Getting Set for the Practical

• You are supposed to read the experiment, as many times as possible so that
you know how you will carryout the experiment in question.

• On the day of the experiment you are to make sure that you assemble all the
apparatus required from the Laboratory Technologist

• Set up the apparatus carefully and neatly on the working bench.

• Determine beforehand how you will establish the physical quantities to be

measured.

• Remember to include in your table the way to obtain, observe and record the
dependent variable twice for a corresponding value of the independent
variable. This is a way of taking a precaution to ensure accurate
measurement. The repetitive values can be used to obtain the mean values of
the dependent variable.

• Examine the apparatus very well before the commencement of the

experiment to ensure that they are working well. Then make necessary
corrections.

• Do form the habit of writing on scarps of paper, use your notebook straight
to contain all observations and calculations.

Report of Experiments

The report of each experiment should start from a fresh page in your notebook. The
following must be clearly written in this order:

1. Date when the experiment was performed

2. The aim or purpose of the experiment

3. Table of observations 4. Graph

5. Calculation of slope or the constant

6. Estimation of errors where possible

7. Conclusion

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There is no need to repeat in your report, the section on apparatus, procedure or

theoretical consideration. All these are already contained in your course-text.
You are required to spend not more than l hr 30min in performing and the reporting
the experiment each time you are in the laboratory. At the end of this period you are
required to submit your experiment for assessment.

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PHY 191 GENERAL PHYSICS PRACTICAL I

PHY 191: GENERAL PHYSICS PRACTICAL I

COURSE DEVELOPMENT

Course Developer
Dr. J. S. O. Oludotun
University of Lagos
Akoka - Lagos

Unit Writer
Dr. J. S. O. Oludotun
University of Lagos
Akoka - Lagos

Programme Leader
Dr. M. Oki
National Open University of Nigeria
Lagos

Course Coordinator
Dr. (Mrs) C. A. Okonkwo
National Open University of Nigeria
Lagos

NATIONAL OPEN UNIVERSITY OF NIGERIA

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PHY 191 GENERAL PHYSICS PRACTICAL I

UNIT 1

GRAPHS

TABLE OF CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Graphs
3.1 Types of graphs
3.1.1 Linear graph through the origin
3.1.2 Linear graph not passing through the origin
3.1.3 Reducing non-linear equation to linear equation
3.1.4 Reducing to a linear equation from unknown relationship
3.2 Determination of gradient of non-linear graph at a point
4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignments
7.0 References and Other Resources

1.0 INTRODUCTION

As a physics student, you will be involved in observing some physical

phenomena and measuring physical quantities such as length, mass, time,
temperature and current of electricity. These are called fundamental physical
quantities.
You should also note that such fundamental quantities are used to obtain
derived quantities such as force, velocity, pressure, density etc.

Through such measurements we are able to learn more about nature. We are
able to measure some constants about nature for example acceleration due to
gravity, the resistance of a wire, and specific heat capacity of a substance. We

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PHY 191 GENERAL PHYSICS PRACTICAL I

determine these constants by identifying how two variables are related

through the use of graphs.
Thus in your practical sessions in the laboratory, you will be developing
practical skills in measuring physical quantities and the show the relationship
between the two physical quantities to be measured through the use of
graphs.

In this unit therefore, you will be introduced to the various types of graphs
and how to use such graphs to obtain the physical constants required.

2.0 OBJECTIVES

At the end of this unit you should be able to:

• identify the importance of graphs in the study of physics;

• identify the two variables as physical quantities to be measured,
• show how the two variables are related either linearly or non-linearly,
• identify linear relationship from non-linear relationship;
• translate non-linear relationships to linear relationships,
• use graphs to determine physical constants through the use of slopes
(gradients) or intercepts.

3.0 GRAPHS

In physics, we are always interested in knowing how two variables are related
to each other.

There are two types of variables

• independent variable
• dependent variable
For example, if the value of quantity P depends on the value of quantity Q,
then, Q is the independent variable while P is the dependent variable.

For example, the change in position of an object with respect to time. Time
(t) is regarded as the independent variable while the change in position (x) is
regarded as the dependent variable.

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If you therefore measure time (t) of a moving object and its corresponding
change in position, it is possible to show the relationship between x and t.
That is it is possible to show how x relates with t by means of a graph.

A graph, therefore gives a vivid picture of how two physical quantities are
related. The following are the advantages of graphs:

• if t is plotted against x the relationship between the two variables is

shown I in a pictorial form,

• the corresponding values of x and t other than those actually observed

or measured can be read from the graph,

• it is possible to verify a known or expected relationship between x

and t and to determine the numerical values of constants occurring in
it,

• in many cases, the relationship between x and t is of a simple form

and is not known or is suspected before hand, a graph enables us to
discover this form of relationship.

3.1 TYPES OF GRAPHS

The following are the types of graphs you will come across.

3.1.1 LINEAR GRAPH THROUGH THE ORIGIN

Consider the equation

y = mx

where, x is the independent variable

y is the dependent variable
m is a fixed number

When x=0 then y=0

When x = I then y = m
When x = 2 then y = 2m
When x = 3 then y = 3m and so on.

If we therefore plot the graph of y on the vertical axis and x on the horizontal
axis we would obtain a graph as shown in fig. 3.1.

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∆y

∆x

O
x
Fig. 3.1

We would have a straight line graph passing through the origin.

You will observe that the ratio of y = m = a constant that is y is directly
x
proportional to x.

The gradient or the slope of the graph is obtained from this ratio:
Increase in y - Increase in y = m = ∆y
Increase in x ∆x

Thus a straight line through the origin shows that the quantity y is directly
proportional to x. The constant of proportionality, m is given by the slope or the
gradient of the graph.

3.1.2 LINEAR GRAPH NOT PASSING THROUGH THE ORIGIN

Consider another equation

y= mx+b
where, x = independent variable
y = dependent variable m and b are constants
When x = 0 then y = b
When x = 1 then y = m + b
When x=2 then y=2m+b
When x = 3 then y = 3m +band soon.
Again if we plot the graph of y on the vertical axis against x on the horizontal
axis we also obtain a straight line. It will be noted that this time the graph
does not pass through the origin as shown in fig. 3.2.

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∆y
∆x

b
b value of b

x
-b
m

Fig. 3.2

You will also observe that when x = 0, y = b gives the intercept of the graph
on the y-axis.
When y = 0 then x = - b gives the intercept of the graph on the x-axis.
m
The relationship between y and x is also linear. It is however to be noted that
this is not a direct relationship.
The slope or the gradient of the graph is given by

Increase in y = ∆y = while b is the intercept on the axes

Increase in x ∆x

If the line slopes downwards as shown in fig. 3.3, then the graph is said to
have a
negative slope.

∆y ∆X

O
Fig 3.3

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Then y = -mx + b .
In conclusion, therefore, whenever the graph of y against x is a straight line,
this shows that the relationship between y and x is linear and can be
expressed as
y=mx+b

If the graph passes through the origin when b = 0 then y is directly

proportional to x.

The slope or gradient = Increase in y = m

Increase in x

3.1.3 REDUCING NON-LINEAR EQUATION TO LINEAR EQUATION

Consider the expression that relates the period of oscillation of a simple

pendulum (T) with the length (l ) of the pendulum.

T = 2π g ℓ
g

If T is plotted against √ℓ there will be no linear relationship between T and

√ℓ But on squaring both sides of the equation we would obtain this
expression

T2 = 4π2 ℓ
g

∴T2 = 4π2 ℓ
g

Plotting the graph of T2 on the vertical axis and ℓ on the horizontal axis will
give us a straight line passing through the origin as shown in fig. 3.4.

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T2/S2

T2

ℓ

O ℓ/cm

Fig. 3.4

The slope or the gradient of the graph is given as

∆T2 = Increase in T2 = m = 4π2

∆ℓ Increase in ℓ g

The value of g, acceleration due to gravity may then be obtained, by

substitution of values of known variables in the relation.

Thus we have reduced a non-linear relationship to a linear one. Another

example of this reduction may be found in Boyle's law. Boyle's law shows
the relationship between the pressure exerted on a given mass of gas (P) and
its volume V provided the temperature of the gas is kept constant.
PV =K
If the values of P are plotted against the corresponding values of V, we do not
obtain a linear relationship as shown in fig. 3.5 (i).

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(i) O V.

P

1
V
1
O V.

(ii)

Fig. 3.5

By rearranging the expression we would obtain this

P=k 1
V
When P is therefore plotted against 1 , the reciprocal of V, then we obtain a straight
V
line passing through the origin as shown in fig. 3.5 (ii).
The gradient or the slope m of the graph is expressed as

Increase in pressure _____ = ∆P

Increase in the reciprocal of volume 1__
∆V
=m
= K a constant

The oscillation of a weighted spiral spring is another example.

There is a relationship between the period of oscillation T, the loaded mass M and
the effective mass of the spiral spring m.
___________
T = 2π √ M + m
k
where, k is the spring constant.

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We then reduce the expression to a linear one by squaring both sides of the equation.
T2

T2 = 4π2 (M+m)
k
∴T = 4π M + 4π2 m compare this equation with
2 2

k k

y = ax + b where y ≅ T2, 4π2 M ≅ ax and 4π2 m = b

k k

By plotting the values of T2 against the corresponding values of M, we would

obtain a straight line graph which does not pass through the origin as shown
in fig. 3.6.

T2

T2

M

} b = 4π2 m
k
-m M
Fig. 3.6

The gradient or the slope of the graph is expressed as

Increase in T2 = T2 = 4π2
Increase in M M k
The intercept on the vertical axis is obtained when M = 0.

∴ T2 = 4π2 m = b
k
The intercept on the horizontal axis is obtained when T2 = 0.

∴M = - m

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which gives us the effective mass of the spiral spring. Thus, through the
knowledge of m, k, could be determined.

3.1.4 REDUCING TO A LINEAR EQUATION FROM UNKNOWN

RELATIONSHIP

Suppose two physical quantities P and Q are related as

P = kQn
where the values of k and n are not known we can reduce the expression to a
linear one by taking the logarithm of both sides of the equation.
log P = log k + n log Q or
log P = n log Q + log k
compare it with
y = nx + b where n log Q ≅ nx and log k ≅ b.

Therefore if we plot log P on the vertical axis against log Q on the horizontal
axis, we shall obtain a straight line graph as shown in fig. 3.7.

Log P

log P
log Q

Log Q

Fig. .3.7

The slope or the gradient of the graph is expressed as

Increase in log P  log P = n

Increase in log Q  log Q

When log Q = 0 gives the intercept of the graph on the vertical axis

∴log P = log k

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Thus the value of k is obtained.

You need to be careful when working with logarithm.

• If the value of P or Q is greater than l, log P is taken as positive.

For example, log 9 = 0.9542
log 90 = 1.9542
log 900= 2.9542 etc
• If the value of P or Q is less than 1 then you need to sensitise yourself
on what value of log P or log Q you have to use. For example,
log 0.5 = 1.6990 = -1 + 0.6990 = -0.3010
log 0.006 = 3.7781 = -3 + 0.7781 = -2.22

If the intercept is -2.73

-2.73=-3+x
x=3-2.73=0.27
∴ -2.73 = 3 + 0.2700

The antilog of 0.2700 = 1.86

∴ Antilog of -2.73 = 1.86 x 10-3

3.2 DETERMINATION OF GRADIENT OF NON-LINEAR GRAPH AT A

POINT

From the equations

y = mx
y = mx +b
the highest power to which x is raised is 1 hence when y is plotted against x,
we obtain a straight line graph.

But for equations such as

y = ax2
y = ax + bx
y = ax2 + c
they produce non-linear graphs because when you plot the values of y against
x, we do not produce a straight line graph. You will observe that the graphs
produced are usually parabolic because they are quadratic functions. The
equations are described as being quadratic because the highest power to
which x is raised is 2. Fig. 3 (i) – (vi) are

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y y
y
x x
x

(i) (ii) (iii)

y y y
x x X x

Fig. 3.7

Some typical graphs of such quadratic functions for the values of – x to + x.

You will observe that the slopes of the graphs rise and fall with a turning
point usually described as the minimum or maximum points of values of y
with respect to x.

The slopes or gradients vary from one point of x to the other. At the
minimum or maximum point, the gradient at that point is zero.

C b D
B P

a C

A K R Q.

The straight lines on the graph at points a, b and c or the graph in fig. 3.8
Fig. 3.8
define the slopes of the graph at such points. The lines AB, CD and PQ
describe the tangents at points a, b and c.
AB gives a positive slope or gradient while PQ produces a negative slope or
gradient. The line CD is parallel to the horizontal axis to produce no slope or
gradient.
Because the slope or gradient progresses from positive values through zero at
b to negative values then point b gives maximum value of y. Otherwise as in
fig. 3.9 it is a minimum value.

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B Q

a C

K. A
P R

C D
b
Fig. 3.9

To obtain the gradient at a, we then produce a right-angled triangle on the

tangent AB
such that AB forms the hypotenuse. Hence the gradient at point a is given as
BK
AK
which must be interpreted to scale.
Displacement-time, velocity-time and Newton's cooling curves are examples
of nonlinear graphs, which enable us to measure the rate of change of
displacement, velocity and other quantities such as temperature with time.

Example
The table below shows the temperature of a cooling calorimeter at different
times. Use the data to determine the rate of fall of temperature at 2 min.

Time in minutes 0 1 2 3 4 5 6
Temperature in °C 45.0 33.0 26.1 21.7 19.1 17.4 16.5

t/0C

C B

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t/min
1 2 3 4 5 6

Fig 3.10

The gradient or slope is obtained from the tangent drawn on the graph at time
t = 2 min.
The gradient is defined as AC= negative which is about 5.6 °C per minute.
BC
The negative sign shows that the temperature is falling.

Self Assessment Question

Discuss the advantages to be gained by a graphical representation of asset of

physical measurements.

SOLUTION

See Text

4.0 CONCLUSION

Graphs are pictorial ways of showing how two physical measurements are
related. Such physical measurements are regarded as variables. If the graph
produced is a straight line, then the relationship is described as being linear.
Then the equation that relates the two variables such as y and x are expressed
as

y = mx or
(1)
y = mx + c
(2)

where, x = independent variable

y = dependent variable
m = the slope or gradient of the slope
c = intercept on the y-axis when x = 0

The first equation tells us that the line passes through the origin while the
second equation does not.

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It is possible to reduce a linear graph from unknown relationship by taking

the logarithm of the equation expressing the unknown relationship.

5.0 SUMMARY

At the end of this unit you have learnt,

• the importance of graphs in physics practicals

• that a straight line graph shows that there is a linear relationship

between the two variables in question

• non-linear relationship can be reduced to a linear one by squaring the

equation expressing the relationship between the two variables such
as

T = 2π ℓ
g

• the slope of the graph is determined by the ratio of

Increase of the Dependent Variable
Increase of the Independent Variable

• how to determine the slope of a non-linear graph at a given point

• non-linear graphs are usually in form of quadratic equations

6.0 TUTOR MARKED ASSIGNMENTS

EXERCISE 1

Plot the displacement-time graph for the following motion of an object and
determine the velocity after 3 seconds of its motion.

Time/s 0 1 2 3 4 5
Displacement /m 0.0 4.0 12.0 36.0 64.0 100.0

EXERCISE 2

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Plot the velocity-time graph for the following motion of an object and find
the acceleration at t = 2 seconds.

Time in seconds 0 1 2 3 4
Velocity in cm/s 15 29.5 36 38 35

EXERCISE 3

The following values were obtained for the period of vertical oscillation for a
spiral spring carrying different loads.

Load M/g 25 50 75 100 125

Period T/s 0.96 1.14 1.28 1.41 1.54

Suppose the formula relating T and M is

T = 2π M +m
k

where m = effective mass of the spring and k = spring constant

Determine the values of m and k.

7.0 REFERENCES AND OTHER RESOURCES

Awe, O. and Okunola, 0.0. (1986), Comprehensive Certificate Physics,

University Press, Ibadan.

Ference, M. (Jnr.), Lemon, H.B. and Stephenson, R.J. (1970), Analytical

Experimental Physics, The University of Chicago Press, Chicago and
London 3. Feyman, R.P., Leighton, R.B. and Sands, M. (1971),
The Feyman Lectures on Physics, Addison-Wesley Publishing
Company, California.

Flowers, B.H. and Mendoza, E (1970), Properties of Matter, John Wiley and
Sons Limited, London.

Noaks, M.A. (1963), New Intermediate Physics, Macmillan and company

limited, Canada.

Soars, F.W., Zemansky, M.W. and Young, H.D. (1980), College Physics.
Addison-Wesley Publishing Company, London.

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Tyler, F. (1966), Heat and Thermodynamics. Edward Arnold Publisher

Limited, London.

Wilkinson, J. (1983): Essentials of Physics, Macmillan Education Australia

Zemansky, M.W. (1968): Heat and Thermodynamics, McGraw-Hill Book

Company, New York.

UNIT 2

MEASUREMENT

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TABLE OF CONTENTS
1.0 Introduction
2.0 Objectives
3.1 Errors: Expressing the results of measurements
3.1.1 Possible error and precision
3.1.2 Relative error and accuracy
3.2 Scientific notation
3.3 Significant digits
3.4 Computations with approximate numbers
3.4.1 Multiplication and division
3.4.2 Addition and subtraction
4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignments
7.0 References and Other Resources

1.0 INTRODUCTION

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In carrying out scientific investigations as in physics practical, we know that

scientists use devices to measure and thereby quantify physical quantities.
But even the best of devices yield inexact measurements. We express these
measurements as approximate numbers. We distinguish between numbers
such as 3.2 cm and 3.20 cm. These are the results of measurements using
different devices. While doing computations with these numbers special care
is required.

32.1
You may have wondered why the ratio of two measurements such as 12 is
expressed as 2.7 not as 2.68 or 2.675.The numbers of digits used in a
measurement have some significance regarding the quality of measuring
instruments. In this unit we will aim at the meaning and usage of approximate
numbers. We will also learn about the techniques of computations with these
numbers. These techniques are of basic importance in calculating the results
of experiments that we will do later. The mastery of these techniques is
therefore, essential at this stage. In the next unit we will study errors, which
arise due to defects in measuring instruments, fluctuations in the quantity to
be measured and several other reasons. We will also learn how these errors
are propagated and how the final results of an experiment are expressed.

2.0 OBJECTIVES

At the end of this unit you should be able to,

• observe that all measurements are inexact and are expressed in numbers
resulting from approximations or approximate numbers

• distinguish between precision and accuracy

• express a measurement in scientific notation

• add, subtract, multiply and divide approximate numbers

3.1 ERRORS: EXPRESSING THE RESULTS OF MEASUREMENTS

We are familiar with at least two reasons why all measurements are inexact.
Firstly, the measuring instrument itself, such as the zero error, causes error.
Secondly, error can be due to limitations of human judgement and perception,
such as in aligning the end of a rod to be measured with the zero of the
centimetre scale. To better appreciate
the inexact nature of measurement let us reflect on the process of
measurement of length. Let us obtain a `perfect' centimetre scale, which has

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PHY 191 GENERAL PHYSICS PRACTICAL I

clear and equal marking of millimetres. We desire to measure the length of

three arrows A, B and C (Fig. 3.1).

Fig .3.1

Let us suppose that we are able to perfectly align the tails of the arrows with
zero marking on the scale. Of course, this is impossible to achieve in practice,
but let us assume it to gain an insight into the process of measurement.
In order to measure the length of these arrows we look at the arrowheads. The
head of arrow A is closer to the 4.3 cm mark th ri to the 4.2 cm mark. We
will report the length of arrow A as 4.3 cm to the nearest millimetre. Let us
now measure the length of arrow B. The heads of arrow B is closer to 4.3 cm
mark than to the 4.4 cm mark. Therefore, we will also report its length as 4.3
cm to the nearest millimetre or simply 4.3 cm. Similarly the length of arrow
C would be reported as 4.3 cm. Thus the lengths of all arrows whose tails are
aligned with zero marking, and whose heads lie in the range Rl and R2,
would be reported as 4.3 cm. We can conclude that a measurement which is
reported as 4.3 cm (which is in the middle of RIR2) might possibly be in
error by 0.05 cm (or one-half of the unit of measure which is 0.1 cm) or less.
Thus in the measurement 4.3 cm the last digit is in error. We will, therefore,
report measurements in such a manner that only the last digit will have error.

3.1.1 POSSIBLE ERROR AND PRECISION

We have seen that the maximum possible error, barring any mistake in
measuring, in a measurement is 1/2 of the unit of measurement. The possible
error is thus due to inherent imprecision in measuring devices. The
measurements having less possible error are more precise. Since possible
error is proportional to the unit of measure the instruments having smaller
units of measure will give more precise measurement. A measurement
reported to one hundredth of a centimetre, such as 5.32 cm is more precise
than a measurement reported to one tenth of a centimetre, such as 5.3 cm.

Self Assessment Question 1

Consider the following pairs of measurement. Indicate which measurement in

each pair is more precise.

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PHY 191 GENERAL PHYSICS PRACTICAL I

a. 17.9 cm or 19.87 cm
b. 16.5 s or 3.21 s
c. 20.56 °C or 32.22 °C

SOLUTION

(a) 19.87 cm
(b) 3.21 s
(c) Equally precise

3.1.2 RELATIVE ERROR AND ACCURACY

So far we have considered measurement of nearly equal lengths with

emphasis on precision. Let us now consider measurement of much different
lengths. Suppose, two measurements yield 3.2 cm and 98.6 cm using the
same metre stick. The possible error in both of these measurements is equal
to 0.05 cm but the 98.6 cm is much bigger than measurement 3.2 cm. Would
you say that the 98.6 cm is more accurate? How would you compare the
accuracy of measurement such as 7.4 s and 98 s? In order to compare such
measurements we define relative error as the ratio of possible error to the
total measurement. In the table 1.0 below we have computed the relative
error in some measurement. (The exact method of expressing the relative
error will be discussed in section 1.5)

Table 1.0

Measurement Unit of measure Possible error Relative error

3.2 cm 0.1 cm 0.05 cm 0.02
98.6 cm 0.1 cm 0.05 cm 0.0005
7.4 s 0.1 s 0.05 s 10.007
98 s 1s 0.5 s 0.005

*Relative error is the ratio of possible error to the total measurement

Let us compare measurements 3.2 cm and 98.6 cm. Both have equal unit of
measure and are therefore equally precise. But the measurement 98.6 cm has
less relative error (0.0005 compared to 0.02) and is therefore more accurate.
Comparison of measurements 7.4s and 98 s is more revealing. The
measurement 7.4 s is more precise than the measurement 98 s (possible errors
0.05 s and 0.5 s respectively) but less accurate (relative error 0.007 as
compared to 0.005).

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PHY 191 GENERAL PHYSICS PRACTICAL I

You will therefore appreciate that a smaller measurement needs to be more

precise for the same accuracy. This is why when measuring the dimensions of
a room, metre is used as unit of measure while in measuring inter-city
distances the unit kilometre is used for the same accuracy.

Self Assessment Question 2

Consider the following pairs of measurements. Indicate which measurement

in each pair is more accurate.

a. 40.0 cm or 8.0 cm
b. 0.85 m or 0.05 m

SOLUTION

(a) The relative errors are:

0.05 = 5 = 1
40 4000 800
0.05 = 5 = 1
8 800 160

Therefore the measurement 40.0 cm is more accurate.

(b) 0.85 m

3.2 SCIENTIFIC NOTATION

In the system of measurement that we use (SI-system) a measurement is

expressed in decimal numerals. While measuring interatomic distances, we
use very large,` numbers. On the other hand, while measuring interstellar
distances we use very large numbers. In scientific notation these numbers are
written as a number between one and ten multiplied by an integral power of
ten. For example, the diameter of the sun isl, 390, 000, 000 metres and the
diameter of hydrogen atom is only 0.000000000106 metres. In scientific
notation we write the diameter of the sun as 1.39 x 10 9 m and the diameter of
the hydrogen atom as 1.06 x 10-10 m.

Self Assessment Question 3

The mass of a water molecule is 0.000 000 000 000 000 000 000 03 g.
Express this in scientific notation.

SOLUTION

3 x 10-23 g

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PHY 191 GENERAL PHYSICS PRACTICAL I

You have probably guessed that writing numbers in scientific notation will
make computations easier. This is because we can apply the laws of
exponents readily.

3.3 SIGNIFICANT DIGITS

We have seen in section 3.1.1 that a measurement reported as 5.32 cm is

more precise than 5.3 cm. The number of digits in these measurements are
three and two, respectively. This suggests that the number of digits used in
reporting a measurement have some significance. All non-zero digits are
significant. However, in measurements such as 0.05 m or 0.005 m, none of
the zeros is significant. The zeros to the left of the decimal are merely flags
pointing to the decimal. The other zeros are placed to help locate the decimal
point. Let us investigate this by calculating the possible error and relative
errors as in the table 2.0 below.

Table 2.0

Measurement Unit of measurement Possible Error Relative error

0.5m 0.1 m 0.05m 0.1

0.05 m 0.01 m 0.005 m 0.1
0.005 m 0.001 m 0.0005 m 0.1
0.00005 m 0.00001 m 0.000005 m 0.1

We can see from this table that the unit of measure and the possible error in
all the cases are different. But the relative error is the same. Therefore, we
can assert that these zeros are not significant because they do not affect the
relative error. We can thus conclude that a digit is significant if and only if it
affects the relative error.

Self Assessment Question 4

Complete the following table,

S/NO Measurement Possible error Relative error

1 0.2m 0.05m 0.05m
= 0.25
0.2m
2 0.20m
3 0.2000m
4 25m

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PHY 191 GENERAL PHYSICS PRACTICAL I

5 250m
6 25000m
7 102m
8 1002m

(a) What can you conclude regarding the significance of `trailing' zeros in
the first three measurements?

(b) What can you conclude about zeros in the fifth and sixth
measurements?

(c) What can you conclude regarding the significance of zeros between
non-zero digits in the seventh and eight measurements?

SOLUTION

S/No. Measurement Possible error Relative error

1. 0.2 m 0.05 m 0.05 m = 0.25
0.2 m
2. 0.20 m 0.005 m 0.005 m = 0.025
0.20 m
3. 0.2000 m 0.00005 m 0.00005 m = 0.00025
0.2 m
4. 25 m 0.5 m 0.5 m = 0.2
25 m
5. 250 m 0.5 m 0.5 m = 0.002
250 m
6. 25000 m 0.5 m 0.5 m = 0.00002
25000 m
7. 102 m 0.5 0.5 m = 0.0049
102 m
8. 1002 m 0.5 0.05 m = 0.000499
1002 m

(a) They are significant

(b) They are also significant. The zeros are significant only if they come
from a measurement. But if fifth and sixth measurements are
expressed in centimetres as 2500 cm and 2500000 cm respectively,
the last two zeros should not be counted as significant as these have
come as a result of multiplication by the factor 100 and not from
measurement.

(c) Significant

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PHY 191 GENERAL PHYSICS PRACTICAL I

Self Assessment Question 5

From the above discussion justify that a measurement possessing greater

number of significant digits has greater relative accuracy.

Sometimes we take a sequence of whole number measurements such as 32,

30, 28, 26. All these measurements have two significant digits except the
measurements 30. In such special cases zero can be taken as significant
without any ambiguity.

Self Assessment Question 6

Comment on the following:

"The distance to the sun from the roof of a house (height 20 m) is 150 million
kilometres. Therefore the distance to the sun from ground is 15 million
kilometres plus 20m"

3.4 COMPUTATIONS WITH APPROXIMATE NUMBERS

In section 3.1, we have seen that the reported measurements have errors in
the last digit. For example, a measurement reported as 3.2, has error in the
digit 2, which is indicated by placing a bar (-) over this digit. In computing
values of physical quantities from observed experimental data we have to do
computations. We will now establish some rules for expressing the results of
basic operations with approximate numbers.

3.4.1 MULTIPLICATION AND DIVISION

Let us consider multiplication first. We want to multiply 1.23 by 2.3. At each

step of the computational process we will put a bar (-) over a significant digit,
which arises from computation with a digit containing error as below:
__
1.23
__
x 2.3
___
0.369
_
2.4 6

2.829

NOUN 31
PHY 191 GENERAL PHYSICS PRACTICAL I

We see that the product contains three digits, which contain errors. Since we
report the result in a number having only one digit containing error, we
should
_
round off the product to 2.8. Thus the product has two significant digits.
This is also equal to the number of significant digits contained in a factor
having
_
the least number of significant digits, namely 2.3. Therefore we formulate
the following rule:
RULE: The product (or quotient) of two measurements should be rounded off
to contain as many significant digits as the measurement having fewer
numbers of significant digits.

Self Assessment Question 7

Divide 2.1 by 1.54. Round off the result according to the above rule.

SOLUTON

1.4
Let us consider the multiplication of the following numbers, which have
already been rounded off to significant digits.

5.2865 x 3.8 x 19.62

= 20.0887 x 19.62
= 394.14029

which must be rounded of to 3.9 x 102. We could have obtained the same
result by rounding off these numbers first as shown below.

5.29 x 3.8 x 19.6

= 20.1 x 19.6
= 393.9

which rounds off to 3.9 x 102.

Here we have rounded off 20.102 (the product of 5.29 and 3.8) to 20.1 before
multiplying it with 19.6. We can generalise this as a labour saving rule.

Labour Saving Rule: Before multiplying (or dividing), round off the numbers
to one more significant digit than (the number of significant digits) in the
least precise factor.

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PHY 191 GENERAL PHYSICS PRACTICAL I

Self Assessment Question 8

Divide 9.5362 by 3.2

SOLUTION

3.0

3.4.2 ADDITION AND SUBTRACTION

Let us study the process of addition given below: 2.135

_
2.135
_
x 2.53
_
x 1.02
__
5.685

The sum has two error-containing digits. We, therefore, round off the sum to
5.69 so that it contains only one digit containing error. Rounding off is
necessary because the sum cannot be more precise than individual
measurements. We note that the sum 5.69 has the same unit of measure as the
least precise addend. Thus we formulate the following rule:

Rule: While adding (or subtracting) approximate numbers, round off the sum
(or difference) to the same unit of measure as the least precise measurement.

Se l f Assessment Question 9
Subtract 2.11 from 2.1546

SOLUTION
0.04

Self Assessment Question. 10.

Compute the sum of 2.1546 m, 2.11 m and 2.125 m.

SOLUTION

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PHY 191 GENERAL PHYSICS PRACTICAL I

HINT: In such cases we can use the following saving rule.

Labour Saving Rule: Before adding (or subtracting) round off the numbers so
that they contain one more digit of precision than the number of precision
digits in the least precise. Thus the addends become 2.155 m, 2.11 m and
2.125 m.

4.0 CONCLUSION

In this unit, you have learnt that errors do occur in physical measurements.
All measurements are not exact. They are expressed in numbers resulting
from approximations.
Precision of a measurement is a function of possible error only while
accuracy is related to relative error that occurs in a measurement.
Scientific measurements are usually expressed by using the scientific
notations. There are rules for multiplication, division, addition and
subtraction of measurements.

5.0 SUMMARY

At the end of this unit you have learnt,

• exact measurement is impossible. The result of every measurement is

expressed in numbers resulting from approximation such that only the
last
digit contains error. In scientific notation a measurement is expressed
as a decimal number between one and ten multiplied by powers of
ten.

• possible error is only one-half the unit of measurement. Precision is a

function of possible error only.

• relative error is the ratio of possible error to total measurement.

Accuracy is related to relative error. A digit is significant if and only
if it affects the relative error

• rule for multiplication (or division)

The product (or quotient) of two measurements should be rounded off
to contain as many significant digits as the measurement having fewer
numbers of significant digits.

 rule for addition (or subtraction)

While adding (or subtracting) approximate numbers, round off the
sum (or difference) to the same unit of measure as the least precise
measurement.

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PHY 191 GENERAL PHYSICS PRACTICAL I

6.0 REFERENCES AND OTHER RESOURCES

Awe, O. and Okunola, 0.0. (1986), Comprehensive Certificate Physics,

University Press, Ibadan.

Ference, M. (Jnr.), Lemon, H.B. and Stephenson, R.J. (1970), Analytical

Experimental Physics, The University of Chicago Press, Chicago and
London 3. Feyman, R.P., Leighton, R.B. and Sands, M. (1971),
The Feyman Lectures on Physics, Addison-Wesley Publishing
Company, California.

Flowers, B.H. and Mendoza, E (1970), Properties of Matter, John Wiley and
Sons Limited, London.

Noaks, M.A. (1963), New Intermediate Physics, Macmillan and company

limited, Canada.

Soars, F.W., Zemansky, M.W. and Young, H.D. (1980), College Physics.
Addison-Wesley Publishing Company, London.

Tyler, F. (1966), Heat and Thermodynamics. Edward Arnold Publisher

Limited, London.

Wilkinson, J. (1983): Essentials of Physics, Macmillan Education Australia

Zemansky, M.W. (1968): Heat and Thermodynamics, McGraw-Hill Book

Company, New York.

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PHY 191 GENERAL PHYSICS PRACTICAL I

UNIT 3

ERROR ANALYSIS

TABLE OF CONTENTS
1.0 Introduction
2.0 Objectives
3.1 Types of errors
3.1.1 Systematic errors
3.1.2 Random errors
3.2 Determining the size of error
3.3 Propagation of errors
3.3.1 Error propagation in addition and subtraction
3.3.2 Error propagation in multiplication and division
3.3.3 Error propagation in other mathematical operations
3.3.4 Error propagation in graphing
3.4 Use of π
4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignments
7.0 References and Other Resources

1.0 INTRODUCTION

In the last unit we studied about errors in measurements due to imprecision of

measuring devices. The results of measurements were expressed as
approximate numbers. We also learn about performing basic operations of
addition, subtraction, multiplication and division of approximate numbers

NOUN 36
PHY 191 GENERAL PHYSICS PRACTICAL I

and expressing results using correct number of significant digits. We assumed

that the measuring instruments as well as the observers were perfect.
However, as you are aware, there can be defects in measuring instruments
and also humans are not perfect. If the environment is not perfectly controlled
its changes will affect the object to be measured thereby introducing errors in
measurements. In this unit we will familiarise ourselves with these and other
sources of errors. We will also learn how to estimate and possibly eliminate
or account for such errors. In most of the physics experiments our objective is
to determine relationship between physical quantities. Therefore, we will
estimate the errors in the measurement of various physical quantities and
make efforts to determine valid relationships as mentioned above. In the next
couple of experimental write-ups we will apply our knowledge of errors and
its propagation to actual measurements and deduce relationships. We will
first concentrate on the measurements of fundamental quantities such as
mass, length and time, and then do experiments involving two or more of
these quantities.

2.0 OBJECTIVES

After studying this unit you should be able to

• distinguish between random errors and systematic errors

• eliminate to some extent the systematic errors

• compute errors in the measurement of various physical quantities

• analyse data by calculation and by plotting graphs to determine

functional relationship

• interpret the slope of a graph and to determine the value of certain

physical quantities from the slope of a straight-line graph.

3.1 TYPES OF ERRORS

Every measuring instrument has a limitation in that it cannot measure

physical quantities smaller than a certain value known as the least count of
instrument. For
example, a meter scale can measure only up to 1 mm (smallest division of the
scale). A vernier calliper can generally measure up to 0.1 mm whereas a
spherometer and screw gauge can measure lengths up to 0.01 mm. Similarly
a thermometer usually has the least count of half a degree. In addition to
these limitations, which are inherent in a measuring device, there are other
sources of error. These arise due to changes in environment, faults in
observational techniques, malfunctioning of measuring devices etc. The

NOUN 37
PHY 191 GENERAL PHYSICS PRACTICAL I

errors in any measurement can be classified into two broad headings namely -
Systematic errors and Random errors.
Let us now study the causes of such errors, and see how they are eliminated
or minimised.

3.1.1 SYSTEMATIC ERRORS

The systematic errors, also called determinant errors, are due to causes which
can be identified. Therefore, these errors, in principle, can be eliminated.
Errors of this type result in measured values which are consistently too high
or consistently too low. Let us discuss these errors one by one.

(i) Zero Error

In the case of vernier callipers, for example, when the jaws are in
contact, the zero of the vernier may not coincide with the zero of the
main scale. The magnitude and sign of the `zero error' can be
determined for the scale readings. We can easily eliminate this error
from the measurement by subtracting or adding the zero error.

(ii) Back lash Error

While measuring a physical quantity there may be an error due to

wear and tear in the instruments like screw gauge or spherometer due
to defective fittings. Such an error is called back lash error and can be
minimised in a particular set of measurements by rotating the screw
head in only one direction.

(iii) End Correction

Sometimes the zero marking of the metre scale may be worn out.
Unless we are careful, this will lead to incorrect measurements. We
must therefore compensate for this by shifting our reference point.

(iv) Errors due to changes in the Instrument parameters

Usually, in experiments involving electrical quantities, the value of

the electrical quantities change during the course of the experiment
due to heating or other causes. For example, the value of the
resistance of a wire will increase because of current passing through
it. This will lead to errors, which are generally difficult to calculate
and compensate for. To some extent this can be avoided by not
allowing current to flow through the circuit while observations are not
being taken.

NOUN 38
PHY 191 GENERAL PHYSICS PRACTICAL I

(v) Defective Calibration

Occasionally instruments may not be properly calibrated leading to

errors in the results of measurement. This type of error is not easily
detected and compensated for. This is a manufacturer's defect and if
possible the instrument should be calibrated against a standard
equipment.

(vi) Faulty Observation

This could be due to causes like parallax in reading a metre scale. These
errors are eliminable by using proper techniques.

3.1.3 RANDOM ERRORS

You must have noticed that many times repeated measurements of the same
quantity do not yield the same value. The readings obtained show a scatter of
values. Some of those values are high while others are low. This function is
due to random errors whose possible sources are:

(i) Observational

These arise due to errors in judgment of an observer when reading a scale to

the smallest division.

(ii) Environmental

These arise due to causes like unpredictable fluctuations inline voltage,

variation in temperature etc. They could also be due to mechanical vibrations
and wear and tear of the systems. There could be a random spread of readings
due to friction say, wear and tear of mechanical parts of a system.

Self Assessment Question 1

Which of the figures 1(a) or (b) show random errors only?

. . . . .

True value

. . . . .

NOUN 39
PHY 191 GENERAL PHYSICS PRACTICAL I

Fig. 1 Set of measurements. Each point indicates the result of a measurement

SOLUTION
1(a)

Unlike systematic errors, random errors can be quantified by statistical

analysis. Let us now learn to determine the size of such error.

3.2 DETERMINING SIZE OF ERROR

When we measure a quantity it is important to take several readings. It may

be preferable that readings are taken by independent observer. This has the
advantage that bias of a single observer is eliminated. The value obtained will
indicate whether the data is scale limited or random. An error analysis can be
made to determine the size of error from these readings. A typical set of
values of a measurement is given below in table l. The quantity to be
measured as a `true' value is independent of our measuring process. But the
imperfection of our measuring process prevents us from obtaining that value
every time. Which on of the values listed in table I would be `true' value? It is
impossible to tell that from the measurements because of this spread. Under
the circumstances the average A value can be quoted. To get the average
value we simply add up all the measurements and divide the sum by the total
measurements. As you can see from the table l, the average is 3.68. Also
notice that most of the data in table I deviates
__

from the average d we first take the difference of each data from the average
to
__

get individual deviations d. These deviations are then added and their sum is
divided by the number of observations to obtain d. As you can see from table
1 the average deviation in this case is 0.009.

NOUN 40
PHY 191 GENERAL PHYSICS PRACTICAL I

Table 1

S/No Data Deviation (d)

1. 3.69 0.01
2. 3.67 0.01
3. 3.68 0.0
4. 3.69 0.01
5. 3.68 0.0
6. 3.69 0.01
7. 3.66 0.02
8. 3.67 0.01
_
A = 3.68 d = 0.009

As you are aware, repeated measurements of the same quantity yield results
with better precision. A measure of this precision index S whose definition
(without proof) is

_
S=d
√n
_
where d is the average derivation and n is the number of observations. The
precision index S is a measure of uncertainty of average. Using the data of
table l, the precision index is

S = d = 0.009 = 0.003
√n √8

Thus the final result can be expressed as A ± S. In this case the result of
random data analysis gives 3.68 ± 0.003. We can see that this error is much
less than the possible error, which is ± 0.005. Thus in such cases we will
consider the possible error only.

Self Assessment Question 2

The measurement of the length of a table yields the following data.

11=135.0cm,/2=136.5cm,13=134.0 cm, /4=134.5 cm Calculate (a) the
average value and (b) precision index. How does the precision index compare
with possible error? How will you express the final result?

NOUN 41
PHY 191 GENERAL PHYSICS PRACTICAL I

SOLUTION

(a) 135.0 cm
(b) 0.375 cm

3.3 PROPAGATION OF ERROR

We have so far learnt how to determine the error in the measurement of a

quantity, which can be measured directly. In actual practice, however, we
determine values of a quantity from the measurements of two or more
independent quantities. In such cases the error in the value of the quantity to
be determined will depend on the errors in other independent quantities. In
other words, the error will `propagate'. The actual analysis of propagation of
error is beyond the scope of this course. We shall therefore, quote some rules
which can be used in our laboratory.

3.3.1 ERROR PROPAGATION IN ADDITION AND SUBTRACTION

What will be the error, in quantity E, defined by E = x + y + z ?

Let us take the differential of this quantity, we get δE = δx + δy + δz
if the error is small compared to the measurement we can replace the
differential by `delta' to get δE = δx + δy + δz
which is simply the sum of errors in x, y and z. It, therefore, is the maximum
error in E. Statical analysis shows that a better approximation is

δE = (δx)2 + (δy)2 + (δz )2

We only consider the magnitude of errors in the above calculation. Therefore,

the error in the quantity (x + y - z) will also be the same.

SOLVED EXAMPLE: Let the measured value of two lengths be

Ll + δLl = 1.746 ± 0.010 m
L2 + δL2 = 1.507 ± 0.010 m
The error in the quantity L = L1 + L2 will be

δL = (0.010 m)2 + (0.0l0 m )2 = 0.014 m

3.3.2 ERROR PROPAGATION IN MULTIPLICATION AND DIVISION

If a quantity E = A x B and the result of measurement of A & B is A ± δA

and B ± δB then what will be the error δE in E? Here if we take differentials
we get
dE = B dA + A dB
Dividing by E = AB and changing differentials by `deltas' we get

NOUN 42
PHY 191 GENERAL PHYSICS PRACTICAL I

δE = δA + δB
E A B
Self Assessment Question 3
Take logarithm of E = AB and then differentiate to show that δE = δA + δB
E A B
which is generally known as the logarithmic error.
SOLUTION
E = AB
Taking logarithm on both sides
log E = log A + log B

Differentiating partially

The statistical analysis, however, gives the following better result of the
fractional error in E.

δE =
2 2
E δA + δB
A B

RULE 1: When independent measurements are multiplied or divided the

fractional error in error in the result is the square root of the sum of squares
of fractional errors in individual quantities.

SOLVED EXAMPLE: In an experiment we calculate velocity from

measurement of distance and time. If the distance is S ± δS = 0.63 ± 0.02 m
δS = 0.03
S
and time is T ± δT = 1.71 ± 0.10
δT = 0.06
T
Then the velocity (V)
V = S = 0.368 MS-1
T
The fractional error in V is given by

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PHY 191 GENERAL PHYSICS PRACTICAL I

δV=
2 2
V δS + δT = 0.07
S T

δV = 0.368 ms-1 x 0.07 = 0.02 ms-1

Thus the final result becomes

V ± δV = 0.37 ± 0.02 ms-1

3.3.3 ERROR PROPAGATION IN OTHER MATHEMATICAL

OPERATIONS

Errors in exponential quantity: Let us first consider a special case where a

quantity
appears with an exponent. For example, S = A2 = A x A. Here the two
numbers multiplied together are identical and hence not independent. The
rule mentioned above does not apply. Detailed analysis shows that
logarithmic error gives a good estimate. Taking the logarithm of the above
equation we get,
log S = 2 log A
on differentiation and changing differentials to `deltas' we get
δS = 2 δA
S A
Therefore, the fractional error in A2 would be twice the error in A, the
fractional error in A3 will be 3 times the fractional error in A, and the
fractional error in √A will be 1/2 the fractional error in A.
RULE: The fractional error in the quantity An is given by n times the
fractional error in A.
EXAMPLE: Suppose two measurements of mass are M1 ± δMl = 0.743 ±
0.005 kg and M2 ± δM2 = 0.384 ± 0.005 kg.
Determine the value of M = 2Ml + 5M2 along with δM.
What will be the error in (Ml + M2)2 and (Ml - M2)-3.
HINT: The error in 2M1 is 2 δM1 and in 5M2 is 5 δM2 .

Thus error in 2M1 + 5M2 is δM = (2δM1)2 + (5δM2)2

Error in (M1 + M2)2 = 2 (δM1)2 + (δM2)2

Error in (M1 - M2)-3 = 3 (δM1)2 + (δM2)2

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PHY 191 GENERAL PHYSICS PRACTICAL I

Similarly in other mathematical operations and deducing results from graphs

(about this you will learn in the next subsection) the flowing rule is used.

RULE: The error in the result is found by determining how much change
occurs in the result when the maximum error occurs in the data.

EXAMPLE: Let us compute the error in the sine of 30° ± 0.5°. Using the
logarithmic tables we get,
sin 30° = 0.5, sin 30.5° = 0.508, sin 29.5° = 0.492
The difference between sin 30° and sin 30.5° is 0.008, and the difference
between sin 30° and sin 29.5° is also 0.008. Thus the error in sin 30° would
be ± 0.008.

Self Assessment Question 4

Determine the error of sine of 90°, when the error in the angle is 0.5°.
Compare your result with that of the example above.

SOLUTION

(i) sin 90° = 1.000, sin 90.5° = cos 0.5° = 1.000, sin 89.5° = 1.000

In this case error in sin 90° is zero.

3.3.4 ERROR PROPAGATION IN GRAPHING

Very often we can better visualise the functional relationship between two
physical quantities by plotting a graph between them. This is another useful
way of handling experimental data because the values of some quantities can
be obtained from the slope. While plotting a graph we will use the following
guidelines:

1. A brief title may be given at the top

2. Label the axes with the names of the physical quantities being
presented along with units. It is customary to plot the independent
variable (the quantity which is varied during the experiment at one's
will) on the x-axis and the dependent variable on the y-axis (the
dependent variable is the one that varies as a result of change in the
independent variable). We would write to the name of the variable
represented on each axis along with units in which they are measured.

3. We should choose the range of the scales on the axis so that the points
are suitably spread out on the graph paper and not cramped into one

NOUN 45
PHY 191 GENERAL PHYSICS PRACTICAL I

corner. Check for the minimum and maximum values of the data that
has to be plotted. We may then round off these two numbers to
slightly less than the minimum and slightly more than the maximum.
Their difference may be divided by the number of divisions on the
graph paper. For example, if we are to plot 5.2 and 17.7 it would be
convenient to allow the scale to run from 5 to 20 rather than from 0 to
18.

Each set of data points is indicated by a point within a circle on the graph
paper and the error is shown by using bars above and below this point as
shown in fig. 2. The graphed data show that velocity V is the linear function
of time T.

We recall that the general equation of a straight line is y = mx + c where m is

the slope of line and c the vertical intercept in the value of y when x = 0.
From the graph we can thus write V = aT + V0. By comparing the above
equation we can conclude that the slope of the graph gives the acceleration
and the intercept gives the velocity Vo at T =0. From the graph Vo = 0.32
ms-1. To determine the slope we consider two points on the straight line,
which are well separated.

Then,
a = Slope = V = 2.35 - 0.40 (ms-1) = 0.20 ms -2
T 10.0 - 0.5 (s)

In the above example, we have plotted the variable V, which is a linear

function of T in a linear graph paper. In some experiments we may get data
where the relationship between the measured variable is not linear. Suppose a
man gets a salary of N 20, 000.00 on the 1st of every month and he decides
that each day he will spend half the money he has with him on that day. Then
the amount of money, which the man will have over a period of first seven
days of any month, will be given as in table 2.

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PHY 191 GENERAL PHYSICS PRACTICAL I

TABLE 2

Day of any month Money left with the man

(M)
N K x 102
1st 200.00
2nd 100.00
3rd 50.00
4th 25.00
5th 12.50
6th 6.25
7th 3.12
8th 1.56

Let us plot these data on a linear graph paper. The paper will be of the type
shown in fig. 3. Look at the graph carefully. You will find that seven of the
ten experimental points are clustered together near the bottom right-hand
corner of the graph. The shape of the curve we have drawn also involves a bit
of guesswork. Therefore, we have to find some method so that these data can
be plotted in a better way.

Fig. 3 Graphical representation of Table 2

Try to recollect what you used to do in school when you used to come across
data like this, which range over a few orders of magnitude or having big gaps
between the points. We will tell you, in such cases you used to take the
logarithm of the data and then plot those data in a linear graph paper. When
you did this, you must have found that the result was a straight line. So let us

NOUN 47
PHY 191 GENERAL PHYSICS PRACTICAL I

take the logarithm of the data of table 2 and tabulate them as shown in table
3.

Day of any month Money left in the man Log N

(m)
N K x 102
1st 200. 00 4.301ø
2nd 100. 00 4.000 ø
3rd 50. 00 3. 699 ø
4th 25. 00 3. 398
5th 12. 00 3.097
6th 6. 00 2.706
7th 3. 12 2.494
8th 1. 00 2.193

Day of any month Log M

1st 3.301
2nd 2.000
3rd 1.699
4th 1.397
5th 1.097
6th 0.796
7th 0.494
8th 0.193

Now plot log M against days as shown in fig. 4. You obtain a graph in which
points are more clearly spaced evenly and hence you can more easily draw a
straight line through the points.

Fig. 4 Graphical representation of Table 3

NOUN 48
PHY 191 GENERAL PHYSICS PRACTICAL I

You might have realised that working out the log values for each data is
tedious and it also introduces another step, which may introduce error
between the data and the graph. Therefore, to plot such a data we use a graph
paper called semi-logarithmic or log-linear graph paper where the lines on
one axis have been drawn in a logarithmic fashion. On a semi-log paper (see
the graph paper of fig. 5) the horizontal scale is an ordinary one, in which the
large division are divided into tenths and each division has the same size. The
vertical scale is a logarithmic scale (is automatically takes logarithms of data
plotted), in which each power of ten or decade (also called frequency)
corresponds to the same length of scale. In each decade, the divisions become
progressively compressed towards the upper end. Now to the semi-log graph
paper we plot the data of table 1. We obtain a straight line as shown in fig. 5.
If you compare fig. 4 & 5 you will see that the points plotted on semi-log
paper are distributed on a linear graph paper. A question may strike your
mind that how to calculate the slope of the straight line of fog. 5? Also what
is the equation of the straight line? Let log M be represented by y and by t
then we have a straight line graph of y against t. Let the question be
represented as

y = b + kt

Fig. 5 Representation of Table 3 graphically on semi-log paper

NOUN 49
PHY 191 GENERAL PHYSICS PRACTICAL I

Where b is the intercept of the line on the y-axis and k the slope of the line.
We can find the values of b and k from the graph as follows. When t = 0, M =
200 then log M
=log 200=2.30=y
2.30=b+0 or b=2.30
...y=2.30+kt
When t = 7th day, M = 1.56 and log M = log 1.56 = 0.193 = y

Putting these values in equation (1) we get

0.193=2.30+7k
.'. The slope k = - 2.1 = -0.3
7
and the equation of the straight line is

y = 2.3-0.3t (2)

From the graph of fig. 5 or in other words from equation (2) can you find the
equation of the curve plotted in fig. 3?
Let the value of M at t = 0 be denoted as Mo then equation (2) becomes

log M = log MO + kt

or log M - log Mo = kt

or Log M = kt
MO

or M = 10 kt
MO

or M = MO10kt
or M = 200 x 10-0.3t (3)

This is the equation of curve plotted in fig. 3. It tells us that the money is
decreasing logarithmically (also called exponentially) with each day.
In science, you will come across many logarithmic or exponential relations of
the form of equation (3). In such cases it would be convenient to plot the data
on semilogarithmic graph paper because the graph will be convenient to plot
the data on semilogarithmic graph because the graph will be a straight line if
the relationship is logarithmic. Also the slope of the line (which may give
you the value of any physical constant) can be read simply and directly from
the graph.

NOUN 50
PHY 191 GENERAL PHYSICS PRACTICAL I

Sometimes we find that we wish to plot a graph where both variables range
over several powers of ten. For example, you know that according to Keplar's
law, the semi-major axis of the orbit of a planet (R) is related to its period
(time for one revolution around the sun) T by the following power-law
relation:

R 3 = kT 2 (4)

Where k is another constant.

If you consider the experimental data that shows how the quantity T depends
on quantity R you will observe that R varies by two orders of magnitude and
T varies by three orders of magnitude. In other words the experiment data
follows equation (4). For a moment, suppose you do not know the exact
relationship between the variables T and R. The you can suppose that

R = kT n (5)

where n is another constant.

Using the conventional method to find the value of n, you will take logarithm
of equation (5) as follows:

log R = log k + n log T

Now you will plot log R vs. log T on a linear graph paper. The slope of
straight line obtained will give the value of exponent n. But again, as
mentioned above, taking logarithm of each experimental date is rather tedious
so it would be convenient to plot both the variables T and R on a logarithmic
scale where the lines on both axes are drawn in a logarithmic fashion. A log-
log graph is shown in fig. 6. The points lie upon a straight line. The slope of
the straight line will give the exponent (n) of the powerlaw relation and hence
the exact relationship between R and T will be found out.
To determine the error in the value of the slope of the straight line drawn in
any graph paper (linear or semi-log or log - log) we draw two dashed lines
representing the greatest and the least possible slopes which reasonably fit the
data as shown in fig. 2. Thus the error in the slope is defined as

Error in slope = maximum slope - minimum slope

2
Thus from the graph we get the error in the slope as

δa = 0.23 - 0.19 ms-2 = 0.02 ms-2

2
Thus the experimental value of acceleration from the graph is

NOUN 51
PHY 191 GENERAL PHYSICS PRACTICAL I

a ± δa=0.20 ± 0.02 ms-2.

Similarly the error in intercept = (intercept of minimum slope line - intercept

of maximum slope line)/2
-1
δVO = (0.45 - 0.17) ms = 0.14 ms-1
2

Fig 6

3.4 USES OF π

It appears that most of our students are under the impression that the value of
π is equal to
22
7
exactly. Unfortunately many books writers also have contributed to
perpetuate and establish this false idea by setting numerical problems with
data
22
cooked up that using π = 7, the factor always happily cancels out and the
simplification becomes very easy. However, in the real world the values of
actual physical quantities are not such as to facilitate cancellation with 7.
Also, we may as well acknowledge that the value of π cannot be expressed
exactly in terms of any whole number. The value of π =
22
7
is one of the many approximations that can be used. In fact, a better
approximation is 355 = 3.1415928. Compare this
113

NOUN 52
PHY 191 GENERAL PHYSICS PRACTICAL I

with the calculator value π = 3.141592654 and 22 = 3.14286. It may be noted

that the value of 22 deviates from the more accurate value from the calculator
7
in the third decimal place; if we round it off to 5-digit accuracy, π = 3.1415
(from calculator), whereas the approximations 355 = 3.1416 and 22 = 3.1429.
113 7
For practical purposes at undergraduate level, the most convenient and
comparatively more accurate thing to do will be to remember

π = 3.142; log π = 0.4972;

π2 = 9.870; log π2 = 0.9943
Wherever the value of 7r is to be used in our calculations, the above values
prove fruitful.

4.0 CONCLUSION

In this unit you have been able to distinguish between random errors and
systematic errors when measuring physical quantities and know Systematic
errors to some extent, can be eliminated. Errors in the measurement of
various physical quantities can also be computed. When graphs are used to
show relationship between certain physical quantities, they can also be used
to determine the errors in the calculation of slopes.

5.0 SUMMARY

In this unit you have learnt the following:

• the difference between random errors and systematic errors,

• systematic errors, to some extent can be eliminated;

• errors in the measurement of various physical quantities can be
computed;

• data collected can be used to show relationship between two physical

quantities through graphs;

• from the graphs plotted, the errors in the determination of the slopes
of such graphs may also be calculated;

• the use of π in calculations .

6.0 REFERENCES AND OTHER RESOURCES

NOUN 53
PHY 191 GENERAL PHYSICS PRACTICAL I

Awe, O. and Okunola, 0.0. (1986), Comprehensive Certificate Physics,

University Press, Ibadan.

Ference, M. (Jnr.), Lemon, H.B. and Stephenson, R.J. (1970), Analytical

Experimental Physics, The University of Chicago Press, Chicago and
London

Feyman, R.P., Leighton, R.B. and Sands, M. (1971), The Feyman Lectures
on Physics, Addison-Wesley Publishing Company, California.

Flowers, B.H. and Mendoza, E (1970), Properties of Matter, John Wiley and
Sons Limited, London.

Noaks, M.A. (1963), New Intermediate Physics, Macmillan and company

limited, Canada.

Soars, F.W., Zemansky, M.W. and Young, H.D. (1980), College Physics.
Addison-Wesley Publishing Company, London.

Tyler, F. (1966), Heat and Thermodynamics. Edward Arnold Publisher

Limited, London.

Wilkinson, J. (1983): Essentials of Physics, Macmillan Education Australia

9.Zemansky, M. W. (1968): Heat and Thermodynamics, McGraw-
Hill Book Company, New York.

EXPERIMENT 1

Determination of acceleration due to gravity by means of the Simple

Pendulum.

AIM: To determine the value of acceleration due to gravity by using the

Simple Pendulum.

APPARATUS

• Small pendulum bob made up of lead or brass

• Cotton thread
• Split cork
• Meter rule
• Stop watch
• Retort stand and clamp

NOUN 54
PHY 191 GENERAL PHYSICS PRACTICAL I

THEORETICAL BACKGROUND

The motion of a simple pendulum is described as being a simple harmonic

motion. A simple harmonic motion (SHM) is defined thus:
When an object moves to and fro in such a way that its acceleration is
directly proportional to its displacement and is always directed to its
equilibrium position, then, that object is said to perform a simple harmonic
motion.
The simple pendulum has its equilibrium position at point B. If the mass of
the pendulum bob is m and length ℓ.

If it is displaced to point A such that the angle of displacement Ө is small and

released, the bob will oscillate i.e. move to and fro.
The restoring force F = mg sin Ө
Where, m = mass of bob and g = acceleration due to gravity.
From the second law of motion,
F = ma –mg sin Ө
.'. a = -g sin Ө
where, a = acceleration
The negative sign indicates that the acceleration does not increase
perpetually, it increases and decreases as it moves to and fro.

From a = -g sin Ө
When Ө is very small then sin Ө = Ө rad

NOUN 55
PHY 191 GENERAL PHYSICS PRACTICAL I

.'. a = -g Ө

Using the sector PAB,

.'. Ө = x
2π 2π
.'. Ө = x
ℓ
.'. a = - g x
ℓ
.'. a = - g x x
ℓ
where, g and P are constants.
.'. a ∝ x
where, x is the displacement.

Hence, the acceleration a is proportional to the displacement x. Consequently,

the motion is simple harmonic.

Compare a = -ω2 x
Where, ω2 = angular velocity

.'. ω2 x = g x
ℓ

∴ω = g
ℓ

The period T = 2π
ω

∴T=2π ℓ
g

By squaring both sides of the equation,

NOUN 56
PHY 191 GENERAL PHYSICS PRACTICAL I

by plotting the graph of T2 versus P , we shall then obtain the slope m = 4π2
g
where g can then be determined from g =4π2
m
To obtain T, we shall then find the time for 20 oscillations. Thus T = t s.
20
PROCEDURE

(1) Set the simple pendulum as shown in the diagram above.

(2) Hang the pendulum bob on one end of the cotton thread and clamp the
other end firmly between the two split corks
(3) Allow the pendulum to dangle freely on the working bench
(4) Use the metre rule to measure 95 cm length of the thread
(5) Displace the pendulum through a small displacement, release and
allow to swing
(6) Time 20 complete swings (A --> B -> C --> B --> A) is a complete
swing or 1 oscillation as t1
(7) Repeat for another 20 swings for the same length a time t2
(8) Find the mean time for tl and t2
(9) Repeat the above procedure of timing for other values of ℓ such that ℓ
= 85 cm, 75 cm, 65 cm, 55 cm 45 cm.
(10) Tabulate your observations as shown below and complete the table
for the period T and T2.

TABLE OF OBSERVATIONS

Time for 20 oscillations Period

T2/s2
ℓ/cm T/s= ( t )
t1/s t2/s Mean t/s 20

95
85
75
65
45

NOUN 57
PHY 191 GENERAL PHYSICS PRACTICAL I

GRAPH

Plot the graph of T2 on the vertical axis and P on the horizontal axis.
Determine t he slope m of the graph as

T2/S2

T22 A

∆T2

B ∆ℓ
T21 C

O L1 L2 L/cm

Slope or gradient m = AC
BC

= ∆T2
∆ℓ

= T22 – T21
ℓ2 - ℓ1
From ∆ T2 = 4π2 ∆ℓ
g

∴∆ T2 = 4π2 ∆ℓ
∆ℓ g

∴g = 4π2 = 4π2 x ∆ℓ
m ∆T2

Estimate the error in g.

NOUN 58
PHY 191 GENERAL PHYSICS PRACTICAL I

CONCLUSION
m
Acceleration due to gravity = ...................... S 2

EXPERIMENT 2

Acceleration due to gravity by means of the simple pendulum from

inaccessible
height.

AIM:

(i) To determine the value of acceleration due to gravity by using a

simple pendulum hanging from an inaccessible height
(ii) To determine the height of the room experimentally

APPARATUS

• Small pendulum bob made up of lead or brass

• Cotton thread of about 3 m long

• A hook on the ceiling of the room or laboratory

• Meter rule

• Stop watch

• A pair of scissors or blade

NOUN 59
PHY 191 GENERAL PHYSICS PRACTICAL I

DIAGRAM

H H-h

h.

THEORETICAL BACKGROUND

We know that the period of oscillation (T) of a simple pendulum of length (ℓ)
is expressed as

If we therefore have a simple pendulum hanging from a ceiling, the only

measurement available to us is the height of the pendulum bob from the floor
of the room or the laboratory.

If the height of the room or laboratory is H and the height of the bob above
the floor is h, therefore the length of the simple pendulum (ℓ) measured from
the ceiling H is

ℓ=H – h

We can now write the period of oscillation T as

T = 2π H - h

NOUN 60
PHY 191 GENERAL PHYSICS PRACTICAL I

Squaring both sides of the equation will produce

T2 = 4π2 (H – h)
g

∴T2 = 4π2 = H - 4π 2 h
g g

If we therefore plot the values of T2 against h we will obtain a graph similar

to a linear graph represented by the equation
y = c - mx
where, c = the intercept when x = 0
-m = slope of the graph

Similarly from

T2 = 4π2 = H - 4π 2 h
g g

the slope of the graph m = - 4π2

g

The intercept of the graph on the x-axis i.e. when T2 = 0 gives us the height H
of the room.

T2/s2

∆T2

∆h

O. H h/cm

Consequently two values of g and H can be determined experimentally.

NOUN 61
PHY 191 GENERAL PHYSICS PRACTICAL I

PROCEDURE

(1) Hang the simple pendulum from the ceiling using the hook such that
the bob is about 30 cm from the floor.

(2) Measure accurately and record the height h from the floor of the room
to the pendulum bob

(3) Displace the pendulum bob through a small angle Ө and allow it to
oscillate freely.

(4) Determine the time t for 20 oscillations and record as tl

(5) Repeat steps (2) - (4) to determine time t2 for 20 oscillations for the
same height h above the ground

(6) Determine the mean time t

(7) Cut off 5 cm of the thread, retie the bob as closely as possible to the
end of the thread to obtain a new height h above the ground and
obtain the time tl and t2 for the new height

(8) Determine the new mean time t for the 20 oscillations

(9) Repeat steps (7) and (8) three times to obtain three new heights h and
t1, t2 and t

(10) Tabulate your observations as shown below

TABLE OF OBSERVATIONS
t =T
Time for 20 Meant t 20 T2/s2
oscillations T/s

t1 T2

NOUN 62
PHY 191 GENERAL PHYSICS PRACTICAL I

GRAPH

Plot the graph of T2 on the vertical axis and h on the horizontal axis. You
should obtain a graph similar to the one shown below,

T2/s2

∆T2

∆ℓ.

O L/am.

(i) Determine the lope m of the graph as

m = ∆T2
∆h
Calculate the value of g from m = - 4π2
g

(ii) Determine the intercept of the graph on the x-axis when T2 = 0

Estimate the error in (i) g
(ii) H

CONCLUSION

1. Acceleration due to gravity

2. Height of the room

Now with the assistance of your friend, determine the height H of the room
by using a tape.
Compare your answers.

NOUN 63
PHY 191 GENERAL PHYSICS PRACTICAL I

EXPERIMENT 3

The determination of the force constant of a spiral spring.

AIM: (1) To verify Hooke's law

(ii) To determine the force constant of a spiral spring

APPARATUS
• Spiral spring
• Slotted weights
• Retort stand and clamp
• Metre rule
• A pointer

DIAGRAM

Spiral Spring

Pointer
Weight

Metre Rule

THEORETICAL BACKGROUND

The spiral spring will behave as an elastic material if subjected to a force.

Provided its elastic limit is not exceeded you will expect that Hooke's law
will be obeyed.

You will recall that Hooke's law states that, the force on an elastic material is
directly proportional to the extension produced by the force provided the
elastic limit is not exceeded.
i.e. F = - ke

NOUN 64
PHY 191 GENERAL PHYSICS PRACTICAL I

where k is the force constant of the spiral spring.

The negative sign shows that the original shape of the spring can be restored.
If the graph of the force F is plotted against the extension (e) we shall obtain
a linear graph like this

F/N.

∆F

∆e.

e/cm.
O.

Where the slope m = ∆F = k the force constant provided the elastic limit is
∆e
not exceeded.
A linear graph shows that Hooke's law is obeyed while the slope obtained
gives the force constant (k)

PROCEDURE

(1) Suspend the spiral spring vertically on the retort stand firmly

(2) Attach to the lower end the first of the slotted weights

(3) Clamp the metre rule vertically along the side of the spiral spring so
that a small pointer (a pin) attached to the bottom of the weights
moves along lightly against the metre rule

(4) Record the reading of the pointer as e, and the weight wl attached to
the spiral spring

(5) Increase the force by successive increments of 10 or 20 g and record

the pointer reading each time

NOUN 65
PHY 191 GENERAL PHYSICS PRACTICAL I

(6) When you have taken about five of such readings start unloading the
weights and again record the pointer readings

(7) Tabulate your readings as in the section for observations

TABLE OF OBSERVATIONS

Pointer Reading
Mass Weight /N Mean Pointer
Weight Weight Reading
Increasing Unloading
W1 e1 e1 e1

W2 e2 e2 e2

W3 e3 e3 e3

: : : :

Additional Pointer position (cm) Extension Extension

Load/g Loading Unloading Mean (cm) for
10 a
20 b b-a
30 c c–a
40 d d–a
50 e e–a
60 f f–a
70 g g–a
80 h h-a

NOUN 66
PHY 191 GENERAL PHYSICS PRACTICAL I

GRAPH
Plot the graph of weight in newtons on the y-axis against the extension on the x-axis.

W/N

∆W

∆e.

O e/cm

A straight-line graph shows a linear relationship between the force and the
extension.
This shows that W ∝ e.
That is Hooke's law is obeyed.
W = ke
The slope m = ∆W = k the force constant
∆e

CONCLUSION

(I) F∝e

(II) k = ∆W = …………….
∆e

EXPERIMENT 4

Determination of effective mass of a spiral spring and the spring constant

AIM: To determine the effective mass of a spiral spring by oscillation

method

APPARATUS
• A spiral spring
• A set of slotted weights
• A stop watch
• Retort stand and clamp

NOUN 67
PHY 191 GENERAL PHYSICS PRACTICAL I

• Split cork

DIAGRAM
Split Cork

Spiral Spring

Retort B
Stand
Weight O
x
mg
B1

THEORETICAL BACKGROUND
Let M be the mass of the slotted weight. The weight on the spiral spring is
then Mg. According to Hooke's law, this force produces an extension e.
.'.Mg=ke
where k = spring constant
∴F=Mg = ke
If the mass is pushed down through a displacement x due to a small increased
force Fδ.
∴F + δF = k (e + x)
with F = ke
∴F + δF - F= k (e +x) - ke .
∴δF = ke + kx - ke
∴δδF = kx = Ma
where, a = acceleration imparted to mass M
∴Ma = kx
.'. a = - k x
M

NOUN 68
PHY 191 GENERAL PHYSICS PRACTICAL I

i.e. a ∝ x

Therefore the motion is a simple harmonic motion because the acceleration is

proportional to the displacement x and always directed to the equilibrium
point.

Compare a = - k x with a = -ω2 x

M
∴ω2 x = k x
M

The period of oscillation T = 2π

ω

.'. T = 2π M
k

This equation does not include the effective mass of the spiral spring in. So
we add m to M.

.'. T = 2π M + m
k
Squaring both sides of the equation.

.'. T2 =4π 2(M + m)

K

.'. T2 = 4π 2 M + 4π2 m
k k

If we plot the values of T2 against the corresponding values of M, a graph

shown below is obtained.

NOUN 69
PHY 191 GENERAL PHYSICS PRACTICAL I

T2/s2

∆T2

∆M

M/kg

The slope ∆T2 = 4π2 = m

∆M k

∴ The value of k can be obtained

The intercept on the x-axis gives us the value of m when T2 = 0.

∴0 = 4π2 M + 4π2 m
k k

∴M = - m

Hence the effective mass of the spiral spring is the intercept of the graph on
the xaxis.

PROCEDURE

(1) Set the spiral spring on the retort stand rigidly by using the split cork.

(2) Mark the equilibrium position of the slotted weight and use it as a
reference point

(3) Give the hanger and weight a small displacement downwards to set
the spiral spring oscillating

(4) Determine the time t for 20 complete oscillations using 10 g mass of

the slotted weight

(5) Repeat this timing

(6) Increase the load by another 10 g weight and again take the time for
20 complete oscillations twice

NOUN 70
PHY 191 GENERAL PHYSICS PRACTICAL I

(7) Continue to increase the load on the hanger for another three sets of
weights and then determine the corresponding time for 20 complete
oscillations.

(8) Tabulate your readings under the observations below

TABLE OF OBSERVATIONS

Time for oscillations Mean time Period

Mass M t T=t /s T2/s2
20
Loading Unloading

GRAPH

Plot the graph of T2 on the y-axis against the corresponding values of M on

the x-axis. A straight line graph shows the linear relationship between T 2 and
M as shown below:

Calculate the value of k from slope = 4π2

k
Find the intercept of the graph on the x-axis.
What is the effective mass of the spiral spring?

Estimate your error in (1) the value of k

(ii) the value of m

CONCLUSION

NOUN 71
PHY 191 GENERAL PHYSICS PRACTICAL I

The spring constant k = ..............................

The effective mass of the spiral spring = ..............................

EXPERIMENT 5

Determination of surface tension of water by rise in a capillary tube

AIM: To determine the surface tension of water by the rise of water in a

capillary tube

APPARATUS
• A set of glass capillary tubes
• Travelling microscope
• A beaker
• Distilled water
• Retort stand with clamp
• Clearing fluids such as nitric acid and caustic soda solution

DIAGRAM

THEORETICAL BACKGROUND

The weight of the water column of height h supported in the capillary tube
due to surface tension y is
π2 h pg
where, r = radius of the capillary tube
h = height of the water column in the capillary tube
p = the density of water
g = acceleration due to gravity

NOUN 72
PHY 191 GENERAL PHYSICS PRACTICAL I

This weight is being supported by the upward surface tension acting around
the circumference of the meniscus of the water in the tube is given as 2πry.
∴2πry = π2hpg

∴y = π2hpg
2πr

= rhpg N
m
2

With very fine capillary tubes the meniscus surface may be considered to be
hemispherical and the weight of the liquid above the lowest point of the
meniscus is given as

πr3 - 2 πr3 pg = 1 πr3 pg

3 3

This weight has to be added to the main weight of the water column.

:. 2πry = 1π2hpg + 1 πr3 pg

3
1
∴y = π2 hpg + 3 π 3 pg
2πr

r
2
= π pg h + 3
2πr

∴y = 1 rpg h + r
2 3

We can then determine various values of r and their corresponding values of

h to obtain 7 at the room temperature.

PROCEDURE

(1) Obtain about five different capillary tubes of different radii

(2) Clean them thoroughly by first washing with caustic soda solution
and nitric acid and then rinse them with pure water
(3) Fill the beaker with water to the brim
(4) Insert the capillary tube in the water contained in the beaker
(5) Observe the capillary tube in the water contained in the beaker

NOUN 73
PHY 191 GENERAL PHYSICS PRACTICAL I

(6) Observe the capillary rise of water in the tube

(7) Use the travelling microscope to determine the height (h) of the
capillary rise of water in the tube by recording X and Y positions of
the travelling microscope. Thus h =- Y-X
(8) Remove the tube from the water and clamp it horizontally to show the
circular section of the tube

d.
P Q

(9) Measure the diameter PQ of the tube to determine the average radius
of the tube
(10) Repeat the above procedure with other given capillary tubes
(11) Tabulate your readings as shown under observations
(12) Measure and record the temperature of the room

TABLE OF OBSERVATIONS

r
Tube Point Point h P Q d d y
X Y (Y-X) (Q-P) ( -)
2
1

CALCULATIONS

For each tube calculate the value of y and find the average. What would you
consider as your sources of error?

EXPERIMENT 6

NOUN 74
PHY 191 GENERAL PHYSICS PRACTICAL I

Determination of Specific Latent Heat of Fusion of ice

AIM: To determine the specific Latent Heat of fusion of ice

APPARATUS

• Lagged calorimeter
• Thermometer (0 - 50 °C in tenths)
• Pieces of ice block
• Water
• Beaker
• Beam balance
• Blotting paper

DIAGRAM

THEORETICAL BACKGROUND

When ice block melts, it changes its state from solid to liquid at its melting
point which is 0 °C. The amount of heat in joules required to change 1 kg
mass of ice (solid) to liquid at its melting point defines the specific latent heat
of fusion of ice (Lf).
Thus if we have m kg mass of ice the total amount of heat Q1 absorbed by the
ice is mLf joules.

NOUN 75
PHY 191 GENERAL PHYSICS PRACTICAL I

If the temperature of this liquid water at 0 °C now changes to 0 °C then the

amount of heat in joules required to change its temperature from 0 °C to Ө °C
is given by Q2, where Q2 = mC∆Ө.

Where, m = mass of ice converted to liquid

C = specific heat capacity of water = 4200 J
kg OC
AӨ = change in temperature = (0 - 0) °C = Ө °C
∴ Q2 = MCӨ

The question is "Where does the heat absorbed by the ice come from?"
The heat comes from the water in the calorimeter in which it melts. Let m l be
the mass of the water in the calorimeter, then the heat lost by this water Q3 =
m1C∆Ө1.

Where, ml = mass of water in the calorimeter

C = specific heat capacity of water
∆Ө1 = change in temperature of the water from Ө1 - 0
where, 01 = original temperature of water in the calorimeter
0 = final temperature of the mixture
∴Q3 = m1C(Ө1 - Ө)

But calorimeter and stirrer also lost some heat to the ice. Thus the quantity of
heat lost by the calorimeter and stirrer is Q4 where.

Q4 = M2C2∆Ө2
But ∆Ө2 = ∆Ө1
.'. Q4 = m2C2∆Ө1

Where, m2 = mass of calorimeter and stirrer

C2 = specific heat capacity of calorimeter and stirrer which can be
made of copper or aluminium
∆Ө1= (Ө1- Ө)
∴ Q4 = m2C2(Ө1 - Ө)
We then apply the principle of conservation of heat energy,
Heat gained by ice = heat lost by water.
Provided no heat goes out or enters the system.

Consequently, Q1 + Q2 = Q3 + Q4
i.e. mLf + mC∆Ө = m1C∆Ө1 + m2C∆Ө1
∴mLf + MCӨ = m1C(Ө1 - Ө) + m2C2(Ө1 - Ө)

NOUN 76
PHY 191 GENERAL PHYSICS PRACTICAL I

:. mLf = m1C(Ө1 - Ө) + m2C2 (Ө1 - Ө) - mCӨ

m
Hence, Lf can be determined.
PROCEDURE
(1) Weigh the calorimeter and stirrer empty and dry = ml
(2) Use the thermometer to measure the room temperature =Ө1
(3) Warm some water say to 3 5 °C
(4) Fill the calorimeter halfway with the warm water and weigh it
containing the warm water and stirrer
(5) When the temperature is about 10 °C above the room temperature Ө1.
Record the temperature at tl °C
(6) Dry a few small pieces of ice between the sheets of blotting paper and
quickly add them to the water in the calorimeter
(7) Stir the content until all the ice has melted
(8) Continue to add the dry ice until the temperature of the calorimeter
and contents is about as far below room temperature as it was
originally above
(9) Record the new temperature as t2 °C
(10) Weigh the calorimeter + water + the melt ice (m3)

TABLE OF OBSERVATIONS
Mass of calorimeter empty = ml = ............ kg
Mass of calorimeter + warm water = m2 = .................. kg
Temperature of calorimeter + warm water = t1…………. 0C
Temperature of calorimeter + water + melted ice = m3 = ..... . ..... kg

CALCULATIONS
Mass of melted ice = (m3 - m2)
Mass of warm water = (M2 – M1)
Heat gained by ice to melt it = Ql = (m3 - m2) Lf
Heat gained by melted ice to change its temperature to t2 °C
= Q2 = (m3 - m2) C (t2 - 0) oC
= (m3 - m2) Ct2
Heat lost by warm water = Q3 = (m2 – m1) C (tl - t2)
∴Q3=(m2-ml)C(tl-t2)
Heat lost by calorimeter and stirrer = Q4 = m1 C1 (t1 – t2)
where, C1 = specific heat capacity of calorimeter and stirrer
Using the conservation of heat energy

NOUN 77
PHY 191 GENERAL PHYSICS PRACTICAL I

Heat lost = Heat gained

. : Q1 + Q2 = Q3 - Q4
∴(m3 - m2)Lf + (m3 -m2)Ct2 - (m2 - mI)C(t1 + t2) + m 1C1(t1- t2)
. : (m3 - m2)Lf - (m2 - ml)C(tl - t1) + m1C1(t1 -t2(m3 – m2)Ct2
.'. Lf = (m2 - m1)C(t1 - t2) + m1Cl(t1 - t2) - (m3 - m2)Ct2
(m3 - m2)
CONCLUSION
The specific latent heat of fusion of ice = ........................... J
kg
PRECAUTIONS

Mention two precautions taken in performing this experiment.

EXPERIMENT 7
Determination of the coefficient of limiting static friction between two
surfaces.
AIM: To determine the coefficient of limiting static friction between two
surfaces.
APPARATUS
• A long smooth piece of wood P
• A block of wood Q having one smooth surface
• A single pulley A
• Two sets of known weights • Light cord
• Spring balance
• Pieces of chalk

DIAGRAM R.
R.

NOUN 78
PHY 191 GENERAL PHYSICS PRACTICAL I

Fr. T. A.

Fr.
T

WB. T.

(Ww + W)

W.

THEORETICAL BACKGROUND

Fr. Q. T
S.

. W
When an object Q is on a surface S, the vertical forces acting on it are the
weight W and the normal reaction R acting in opposite directions to each
other. The resultant of these two forces is zero because there is no relative
motion downwards or upwards from the surface S.

However if a horizontal force T is brought to play on Q, there is a limiting

value of T that will make the body Q to move. This limiting value is equal to
the frictional force Fr that will oppose the motion.
The coefficient of friction p is an associated property of the two surfaces in
contact and it is defined as

µ= Frictional Force (Fr)

Normal Reaction (R)

NOUN 79
PHY 191 GENERAL PHYSICS PRACTICAL I

But the normal reaction R is equal to the weight of the object (W), which is
equal to (mg) i.e. the product of the mass of Q and the acceleration due to
gravity (g)

∴µ = Fr = Fr
W mg
.'. Fr = µWB where, WB = weight of wood
Fr = µm B g where, mB = mass of the wood

But the frictional force (Fr) is equal to the limiting value of the tension in the
string (T) that is equal to W.
.'. T = µWB
By adding more weights on top of the wood Q, we can vary the normal
reaction of the wood on the horizontal surface.
By plotting the values of T against the corresponding values of WB, the
coefficient of static friction may be determined.

T/N

∆T.

∆WB

O WB

The slope or gradient of the graph gives the coefficient of static friction
between
∆T
the two given surfaces. µ = ∆WB

PROCEDURE

(1) Set the apparatus as shown in the diagram

NOUN 80
PHY 191 GENERAL PHYSICS PRACTICAL I

(2) Ensure the long board is horizontal by using the spirit-level

(3) Rub the surfaces of P and Q with the chalk to ensure smooth surfaces
of the wood

(4) Determine the weight of Q by using the spring balance

(5) Record this weight as WB

(6) Add the load W to the string until Q just begins to move

(7) Record the weight W that is used to make the wood Q move

(8) Place a known weight w on top of Q in order to increase the normal

reaction

(9) Record the new normal reaction as WB + w

(10) Determine the new load W that will make the wood move again

(11) Record the new load W

(12) Repeat this procedure three more times by increasing w and recording
the corresponding values of W that will make the wood just move

TABLE OF OBSERVATIONS

WB = ……………………N

Normal Reaction (R) W = Fr Fr = µ

R
1 WB W1 + Fr1
2 WB + W1 W2 + Fr2
3 WB + W2 W3 + Fr3
4 WB + W3 W4 + Fr4
5 WB + W4 W5 + Fr5

GRAPH

Plot the graph of W on the vertical axis against the values of the normal
reaction R on the horizontal axis.

NOUN 81
PHY 191 GENERAL PHYSICS PRACTICAL I

W.

∆W

∆R.

R.

Determine the slope as m = ∆W = µ

∆R
Complete the table of observations by calculating the ratios of Fr = µ
R
Compare your answers with that obtained from the graph.

CONCLUSION
The coefficient of limiting friction, between the two surfaces = ................

EXPERIMENT 8
Determination of the coefficient of static friction on two surfaces using an
inclined plane.

AIM: To determine the coefficient of static friction between two surfaces by

using the inclined plane.

APPARATUS

• An inclined wooden plane

• A wooden block
• A set of weights
• A protractor

DIAGRAM
Fr.
R = W Cos Ө.

NOUN 82
PHY 191 GENERAL PHYSICS PRACTICAL I

h.
W Sin Ө

THEORETICAL BACKGROUND

Another way to determine the coefficient of static friction is the use of an

inclined plane.
The inclined plane is made up of two wooden boards hinged at one end.
On top of the upper board is placed a wooden block. By gradually raising the
upper board an angle Ө is made between the upper and lower boards.
The wooden board is then made just to glide down the upper board through
the resolved weight (WSinӨ) of the wooden block. The angle Ө, which
enables the wooden block just to glide, is then noted.
The limiting frictional force (Fr) is equal to WSinӨ. The normal reaction R
on the inclined plane is WCosӨ. Hence, the coefficient of friction p, is
defined as
µ = WSin Ө
WCos Ө
∴µ = Sin Ө
Cos Ө
Sin Ө = µCos Ө

∴µ = Tan Ө

Attaching different weights on the wooden block can vary the normal
reaction of the wooden block. Corresponding angles of inclination Ө, just to
make the wooden block move can then be determined.
Thus by plotting the graph of SinӨ on vertical axis against CosӨ on the
horizontal axis, we can then determine the slope m, which is equal to the
coefficient of static friction.

m = ∆Sin Ө = Tan Ө = µ

NOUN 83
PHY 191 GENERAL PHYSICS PRACTICAL I

∆Cos Ө

PROCEDURE

(1) Weigh the wooden block Q and record its weight as WB.

(2) Place the wooden block Q on the upper wooden board of the inclined
plane

(3) Raise the upper board gradually to determine the angle Ө when the
wooden block just starts to move.

(4) Record the angle 8 by using the protractor. Note that in the absence of
a protractor, you can use the height h and distance x to determine
angle 8.

Where, TanӨ h
x
.'. Ө = Tan -1 h
x

(5) Attach a known weight w on the wooden block Q and place it again
on the inclined plane

(6) Raise the board of the inclined plane to determine the new angle A
just to make the wooden block slide on the plane

(7) Record the new angle Ө

(8) Repeat this procedure three times by adding more known weights on
the wooden block Q and then determe the corresponding angle Ө to
make it just slide.
(9) Tabulate your observations

TABLE OF OBSERVATIONS

Load Angle of inclination Sin Ө Cos Ө Sin Ө = µ

Cos Ө
WB Ө1

NOUN 84
PHY 191 GENERAL PHYSICS PRACTICAL I

WB + W1 Ө2
WB + W2 Ө3
WB + W3 Ө4
WB + W4 Ө5

Complete the table of observations by using the four-figure table to determine

SinӨ and Cos Ө.

GRAPH
Plot the graph of Sin Ө on the y-axis against Cos Ө on the x-axis. Determine
the slope/gradient of the graph.

Sin Ө.

∆ Sin Ө
∆ Cos Ө

Cos Ө

CALCULATIONS
Calculate also the ratio of Sin Ө for each set of reading
Cos Ө
Compare your results with that obtained from the graph.

CONCLUSION
The coefficient of limiting friction, p, between the two surfaces = ...........

EXPERIMENT 9
Determination of relative density of kerosene using the specific gravity
bottle.

NOUN 85
PHY 191 GENERAL PHYSICS PRACTICAL I

AIM: To determine the relative density of kerosene or any other liquid by

using the specific gravity bottle.

APPARATUS
• The specific gravity bottle
• Kerosene
• Methylated spirit
• Balance and weights
• Beaker of water

DIAGRAM

THEORETICAL BACKGROUND
The relative density of a liquid is defined as
Relative Densty = Density of the liquid
Density of water
mass of the liquid
= volume of the liquid
mass of water
volume of water
= m1 ÷ m2
V1 V2
= m1 х m2
V1 V2
= m1 x V2
m2 V
Where, ml = mass of liquid
m2 = mass of water
Vl = volume of liquid
V2 = volume of water

NOUN 86
PHY 191 GENERAL PHYSICS PRACTICAL I

If V1=V2
∴Relative Density = m1
m2

That is the relative density of the liquid is defined as the ratio of the mass of
the liquid over the mass of an equal volume of water.
The volumes of the liquid and the water are made to be equal by using the
specificgravity bottle, which has a constant volume V. The special stopper
made for the bottle helps to achieve this. The stopper has a narrow opening to
ensure that the volume of the liquid contained in the bottle is constant.
If the mass of the bottle when empty = ml
And the mass of bottle + kerosene = m2
And the mass of bottle + water = m3
:.mass of kerosene = (m2 - ml)
and mass of equal volume of water = (km3 - ml)
. . Relative density of kerosene = m2 - ml
m3 – m1

PROCEDURE
(1) Clean the bottle and stopper with Methylated spirit and dry it by using
a hot air drier
(2) Weigh the bottle and stopper empty by using the balance and record
this mass as m1.
(3) Fill the bottle with kerosene whose relative density is to be
determined
(4) Weigh the bottle, stopper and the kerosene using the balance
(5) Record this as mass m2
(6) Pour out the kerosene and clean it again with the Methylated spirit
and dry
(7) Fill the bottle with water and use the blotting paper to wipe the excess
water on the bottle
(8) Then reweigh the bottle, stopper and water
(9) Record the mass of bottle, stopper and water as m3

NOTE

• In this experiment always weigh the bottle with the stopper

• Observe that no air bubbles are left in the liquid near the base of the
stopper. If there is any, remove the stopper add more liquid and then
reinsert the stopper carefully

NOUN 87
PHY 191 GENERAL PHYSICS PRACTICAL I

• Be careful not to warm the bottle by the heat of the hand. This may
make the liquid expand and that will not provide the desired constant
volume. Handle the bottle with care.

CALCULATIONS

If the mass of empty bottle and stopper = m1

The mass of bottle + kerosene = m2
And the mass of bottle + water = m3
.'. mass of kerosene = m2 – m1,
and the mass of equal volume of water = m3 - ml

:.Relative density of kerosene = m2 – m1

m3 – m1
If p = Density of kerosene
pw= Density of water
pr = Relative density of kerosene

By definition Pr = P
Pw

-'- P = Pr Pw
∴P = m2 –m1 Pw
m3 – m1

kg g
Where, Pw, = 1000 3 or 1cm3
Therefore, the density of kerosene can be determined.

CONCLUSION
The relative density of kerosene = ………………………
The density of kerosene = ……………………..

EXPERIMENT 10
Determination of the relative density of a granular substance not soluble in
water using the specific gravity bottle.

AIM: To determine the relative density of granular sand using the specific
gravity bottle.

APPARATUS

• Specific gravity bottle

NOUN 88
PHY 191 GENERAL PHYSICS PRACTICAL I

• Granulated sand
• Water
• Balance
• Set of weights

DIAGRAM

THEORETICAL BACKGROUND

The relative density (R.D.) of a substance is defined as

R.D. = Density of the substance

Density of water
Mass of substance
Volume of substance
= Mass of water
Volume of water

Let pr represent the relative density of the substance

Ps = density of the substance
Pw = density of water
ms = mass of substance
VS = volume of substance
VW = volume of water

.'. By definition

Pr = PS
PW

∴Ps = Pr Pw

Thus if pr and pw are known ps can be determined. But what is pr?

NOUN 89
PHY 191 GENERAL PHYSICS PRACTICAL I

If

Pr = Ps
Pw
ms
Vs
∴Pr= mw
Vw

= ms ÷ mw
Vs Vw

= ms x V w
V s mw

= ms x Vw
Mm Vs

If V, ie if the volume of water is equal to the volume of the substance.

∴Pr = ms
mw

= mass of the substance

mass of an equal volume of water to that of the substance

How do we make Vw= VS?

We do so by using the specific gravity bottle.

For the granular sand we determine the following:
1. Mass of the empty bottle = m1
2. Mass of the bottle + some sand = m2
.-.Mass of sand = m2 - ml
3. Mass of bottle + sand + water = m3
4. Mass of bottle + water only = m4
.-.Mass of equal volume of water = (m4 - ml) - (m3 - m2)
.'. pr of sand = m

∴ Pr of sand = m2 - m1
(m4 - m1) - (m3 - m2)

PROCEDURE

(1) The specific gravity bottle is cleaned and dried

(2) It is then weighed empty as (ml)

NOUN 90
PHY 191 GENERAL PHYSICS PRACTICAL I

(3) The specific gravity bottle is now filled with one-third full of sand
(4) The bottle with sand is then weighed as (m2)
(5) Fill the bottle containing the sand with water and shake very well to
ensure that it does not harbour any air bubbles
(6) Weigh the bottle containing the sand and water as (m3)
(7) Remove the content of the bottle, clean it and now fill it with only
water
(8) Weigh the bottle with water only as m4

CALCULATIONS

The mass of the sand = m2-m1

Mass of the water that fills the bottle alone = m4 – m1
Mass of water that fills the bottle with sand = m3 - m2
:.Mass of equal volume of water to that of the sand = (m4 - ml) - (m3 -
m2) Hence,
m2 – m1
Relative density of the granular sand = (m4 – m1) - (m3 – m2)
m 2 - MI
∴Pr = (m4 - mI) - (m3 -m2)

∴Ps = m2 – mI x Pw
(m4 - mI) - (m3 - M2)

CONCLUSION

Relative density of sand = .............................

kg
Density of sand = ....................... m 3

NOUN 91