Errors in Measurement

Introduction
The ability to carry out experimental investigation is a vital skill necessary for all physics students.
Students should be made aware of the possible errors that may arise in their experimental investigation
and be alert to carry out precautionary steps to minimize these errors. This skill is particularly useful
when students are attempting to answer Physics SPM Paper 3. The following paragraphs give a brief
summary of the types of errors that may arise.
In physics the term errors refer to inaccuracies which occur when a quantity is measured and when
calculations are made using measurements of limited accuracy, i.e. experimental errors. When a quantity
is measured there is always some uncertainty as to its value, depending upon the measuring instrument,
the method employed and the skill with which it is used. As such we should always record measurement
using an appropriate number of significant values. For example, a reading of length L = 2.35 cm would
mean that the reading is accurate to its third significant number, with error perhaps to the nearest 0.01 cm.
Do note that the word mistakes is used for slips such as we might make in calculation.
Errors and mistakes can both lead to wrong/inaccurate answers.
Systematic and Random Errors
Experimental errors may be categorized into systematic and random errors.
Systematic Errors
1) Systematic errors refer to errors arising which are constantly greater (being positive) or
constantly smaller (being negative) than they should be.
2) Repeating the measurements and averaging the answers does not remove the error.
3) To reduce the systematic errors a change in the measuring instrument or methods of measurement
may be required.
4) Sources of systematic errors include
a) measuring instrument
Zero Error
If, for example, when a micrometer screw gauge is closed, it reads 0.02 mm, than the
micrometer is said to have a zero error of +0.02 mm. If uncorrected, every reading taken
with this micrometer would each be bigger than the actual value by 0.02 mm.
Wrongly calibrated instrument or measuring instrument calibrated at a different condition
(say temperature) from the condition it is used.
b) the person making the measurement
Ex: Reaction time of the person making the measurement can be a source of systematic error.
c) environment
Ex: Wind condition when timing a 100 m dash.

d) Error arising from using the wrong values for some constants.
Ex: Taking the value of to be 3 would results in the area of a circle to be smaller than its
actual value.
Random errors
1) Random errors have equal probability of giving higher or lower answers. Repeated readings will
centre around the actual value.
2) Random errors may arise while reading the scale of the instrument; counting the number of
oscillations; parallax error; measuring the diameter of a wire. It arises because for any
measurement, it is impossible to have perfect precision.
3) Random errors can be reduced by good experimental techniques but never fully eliminated.
1 / Errors /bjc

4) Averaging a sufficient number of answers will make these errors negligible.

2 / Errors /bjc

Evaluation Question
1)
(a)Distinguish between a random error and a systematic error in the measurement of a physical
quantity.
(b) The spring constant k of s spring may be determined by
finding the extension of the spring and the load applied,
Fig 1
using the apparatus shown in Fig.1
i. Give one example of a systematic error and one
example of a random error which could occur in
the experiment.
meter
ii. Readings of the position of the lower end of the
rule
spring are made using the meter rule. Suggest a
method by which the error in these readings may
be kept to a minimum.
Load
[4]

[4]

3 / Errors /bjc