Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

GENERAL
PHYSICS 1
Errors in measurement

Quarter 1 Week 1 Module 3

Learning Competency: Differentiate random errors

from systematic errors. (STEM_GP12EU-Ia3)

1
HOW TO USE THIS MODULE
Before starting the module, I want you to set aside other tasks that will disturb you
while enjoying the lessons. Read the simple instructions below to successfully enjoy
the objectives of this kit. Have fun!

1. Follow carefully all the contents and instructions indicated in every page of
this module.
2. Write on your notebook the concepts about the lessons. Writing enhances
learning, that is important to develop and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers using the answer key
card.
5. Analyze conceptually the posttest and apply what you have learned.
6. Enjoy studying!

PARTS OF THE MODULE

• Expectations - These are what you will be able to know after completing the
lessons in the module.
• Pre-test - This will measure your prior knowledge and the concepts to be
mastered throughout the lesson.
• Looking Back to your Lesson - This section will measure what learnings and
skills did you understand from the previous lesson.
• Brief Introduction - This section will give you an overview of the lesson.
• Activities - This is a set of activities you will perform with a partner.
• Remember - This section summarizes the concepts and applications of the
lessons.
• Check your Understanding - It will verify how you learned from the lesson.
• Post-test - This will measure how much you have learned from the entire
module.

Lesson

1 Random and Systematic Errors

EXPECTATIONS
You will have to differentiate random from systematic errors.

1
 Specifically, this module will help you to:
• Determine the causes of random and systematic errors
• Compute percentage of error and percentage of difference

Let us start your journey in discovering more about errors in measurement. I am sure
you are ready and excited to answer the Pretest. Smile and cheer up!

PRETEST
Directions: Choose the letter of the correct answer.

______ 1. Systematic error occurred due to poor calibration of instrument that can
be corrected by
A. taking several reading C. replacing instruments
B. taking mean of values D. taking median of values
______ 2. Error due to manually stopping a stopwatch is an example of
A. Random error C. Systematic error B.
Human error D. Climatic error
_______ 3. The following causes random error except
A. Electronic noise from an electrical device B.
Not properly calibrated spring balance
C. Variation in temperature when the volume of a gas is being measured
D. Uncontrollable presence of wind when determining the period of the
simple pendulum
_______ 4. When there is expected standard value of a quantity, we will calculate
A. percent error C. percent difference
B. percent measurement D. percent of usefulness
_______ 5. You make two measurements in an experiment of 20mL and 22mL. What
is the percent difference?
A. 2% B. 9.52% C. 21% D. 50%

Great! You finished answering the questions. You may request your facilitator to
check your work. Congratulations and keep on learning!

LOOKING BACK TO YOUR LESSON

There are several instruments we used in laboratories. Are you still familiar with
them? Identify the equipment given below, choices are in the box.

2
 2. 3.
1.

4. 5. 6.

spring balance triple beam balance voltmeter vernier

caliper force table micrometer caliper

BRIEF INTRODUCTION
“From error to error, one discovers the entire truth.” – Sigmund Freud

Experimental work can be never free of error, but it is important to minimize error
in order to obtain accurate results. Human error can occur, for example, if a mistake
is made in reading an instrument or recording the results. One way to avoid human
error is to take repeated measurements to be certain they are consistent.

There are two types of errors in measurement: random and systematic errors.
Random errors usually result from the experimenter's inability to take the same
measurement in exactly the same way to get exact the same number. The main
reasons for random error are limitations of instruments, environmental factors, and
slight variations in procedure. For example:

• When weighing yourself on a scale, you position yourself slightly differently

each time.
• When taking a volume reading in a flask, you may read the value from a
different angle each time.
• Measuring the mass of a sample on an analytical balance may produce
different values as air currents affect the balance or as water enters and leaves
the specimen.
• Measuring your height is affected by minor posture changes.
• Measuring wind velocity depends on the height and time at which a
measurement is taken. Multiple readings must be taken and averaged because
gusts and changes in direction affect the value.

3
 • Readings must be estimated when they fall between marks on a scale or when
the thickness of a measurement marking is taken

Systematic errors, by contrast, are reproducible inaccuracies that are

consistently in the same direction. Typical causes of systematic error include
observational error, imperfect instrument calibration, and environmental
interference. For example:

• Forgetting to tare or zero a balance produces mass measurements that are

always "off" by the same amount. An error caused by not setting an instrument
to zero prior to its use is called an offset error.
• Not reading the meniscus at eye level for a volume measurement will always
result in an inaccurate reading. The value will be consistently low or high,
depending on whether the reading is taken from above or below the mark.
• Measuring length with a metal ruler will give a different result at a cold
temperature than at a hot temperature, due to thermal expansion of the
material.
• An improperly calibrated thermometer may give accurate readings within a
certain temperature range, but become inaccurate at higher or lower
temperatures.

Moreover, random and systematic errors are associated with percent error and
percent difference. Percent error is applied when comparing an experimental
quantity, E, with a theoretical quantity, T, which is considered the “correct” value.
The percent error is the absolute value of the difference divided by the “correct”
value times 100.

% error = /T-E/ x 100

T

Percent difference however is applied when comparing two experimental

quantities, E1 and E2, neither which can be considered the “correct” value. The
percent difference between the two measurements is defined as

Note: You can perform the following activities through collaborating with a partner. You can
first answer the activities individually then just communicate your results after.

ACTIVITIES

Activity 1.1: Spotting errors

4
 Imagine you are in a laboratory and to perform a science experiments, what
are the possible random and systematic errors may occur?
Experiment to perform Possible random error Possible systematic error

Finding density of an
irregularly shaped object

Calculating acceleration
due to gravity using a
simple pendulum

Using ball in a table to

compare free fall and
projectile motion

Activity 1.2: Think and Analyze!

Solve the problems below on percent of error and percent difference.

1. Two trials were performed 2. Optical fibers are generally

in an experiment to composed of silica, with an
determine the latent heat index of refraction around
of vaporization, Lv of water 1.44. In an experiment
at 100°C. The values of Lv conducted using three
of water obtained were trials, the average index of
500cal/g and 504cal/g. refraction obtained was
Find the percent difference 1.31. What is the percent
between the two values. of error obtained in this
experiment?
3. If you are comparing your 4. In performing an
measured value of 10.2 experiment on volume, two
m/s2 with the accepted data were obtained: 58mL
value of 9.8 m/s2 for the and 62mL. What is the
acceleration due to gravity percent difference between
g, the percent error would the measured data?
be_____.

REMEMBER
• The two main types of measurement error are random error and systematic
error.
• Random error causes one measurement to differ slightly from the next. It
comes from unpredictable changes during an experiment.
• Systematic error always affects measurements the same amount or by the
same proportion, provided that a reading is taken the same way each time. It
is predictable.

5
 • Random errors cannot be eliminated from an experiment, but most systematic
errors may be reduced.
• To calculate the percent error in measurement, we can use

% error = /T-E/ x 100

T

• To calculate for percent difference, the equation below can be use

CHECKING YOUR UNDERSTANDING

Answer the questions below

What are the How does

two random error
classification of differ from
errors in systematic
measurement? error?

When do we
How can we
calculate
lessen errors in
percent error?
performing
percent
experiment?
difference?

POSTTEST
Directions: Choose the letter of the correct answer.

6
For nos 1-3, The following are possible errors in measurement, determine whether
the given error is random or systematic
_______ 1. Not calibrated instrument
_______ 2. Physical variation
_______ 3. Zero offset
_______ 4. Two measurements were obtained from an experiment: 500g and 505g.
What is the percent difference obtained?
A. 1% B. 2.5% C. 5% D. 10%
_______ 5. The speed of light in vacuum is 3x108m/s. In an experiment, a student
measured 2.5x108m/s. What is the percent of error obtained?
A. 1% B. 5% C. 17% D. 50%

REFLECTIVE LEARNING SHEET

Name: ____________________________________________ Grade & Section: ____________

Errors in Measurement
REFLECTIVE LEARNING SHEET No. 3

Directions: Fill in the diagram below to reflect on what have you learned from this
module. Have fun and enjoy!

7
REFERENCES
https://manoa.hawaii.edu/exploringourfluidearth/physical/world-ocean/map-
distortion/practicesscience-precision-vs-
accuracy#:~:text=Accuracy%20refers%20to%20how%20close,item%20are%20to%20each%2
0other.

Langabee, Joanne. 2005. Physics in Context. Cord Communications. Waco, Texas.

Development Team of the Module

Writers: Cielito D. Tabigue, MT II

Editors: Rebecca M. Roxas-EPS
Reviewers: Ferdinand C. Bautista, MT II
Management Team: Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS in Charge of LRMS and
Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools Division
Superintendent-Manila
Aida H. Rondilla, CID Chief
Lucky S. Carpio, Division EPS in Charge of LRMS and
Division ADM Coordinator

8
 ANSWER SHEET in General Physics 1 Module
Quarter 1 - Week 1 - Module 3 : Errors in Measurement

Name: ______________________________ Grade/ Sec. ____________________ Score: ___

Teacher: ____________________________ School: _________________________ Date: ____

General Directions: Write your answers here from Pre-Test to Post-Test including
the answers in the activities. Detach and submit this part to your teacher upon
his/her direction which usually given after you have completed this module.

PRE-TEST
1) 2) 3) 4) 5)

LOOKING BACK TO YOUR LESSON

1) _____________________ 2) ___________________ 3) ____________________
4) _____________________ 5) ___________________ 6) ____________________

ACTIVITIES Activity 1.1: Spotting Errors

Experiment to perform Possible random error Possible systematic error
Finding density of an
irregularly shaped object
Calculating acceleration
due to gravity using a
simple pendulum
Using ball in a table to
compare free fall and
projectile motion

Activity 1.2: Think and Analyze!

9
 5. Two trials were performed 6. Optical fibers are generally
in an experiment to composed of silica, with an
determine the latent heat index of refraction around
of vaporization, Lv of water 1.44. In an experiment
at 100°C. The values of Lv conducted using three
of water obtained were trials, the average index of
500cal/g and 504cal/g. refraction obtained was
Find the percent difference 1.31. What is the percent
between the two values. of error obtained in this
experiment?

7. If you are comparing your 8. In performing an

measured value of 10.2 experiment on volume, two
m/s2 with the accepted data were obtained: 58mL
value of 9.8 m/s2 for the and 62mL. What is the
acceleration due to gravity percent difference between
g, the percent error would the measured data?
be_____.

CHECKING YOUR UNDERSTANDING

10
 What are the How does
two random error
classification of differ from
errors in systematic
measurement? error?

When do we
How can we
calculate
lessen errors in
percent error?
performing
percent
experiment?
difference?

POSTTEST
1) 2) 3) 4) 5)

11