LAB 1.0/2.

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BASIC MEASUREMENTS

GOALS
1. Student be able to do correct measurements.
2. Student be able to calculate and determine significant figures.

DIRECTION
If there’s one thing all scientists do a lot of, it’s measure. Science is a
quantification process, and from this quantification comes insight into the nature of
the universe. Every week you will be measuring in lab, and you will draw from these
measurements a conclusion. But in order to measure you must first be proficient with
the tools of the trade: the Vernier caliper, the meterstick, and other tools.

ERROR:
Error can be classified as either random or systematic. Random error:
(sometimes erroneously called human error) comes from the perspective of individual
measurements. For instance, suppose one partner measures something, and then the
other partner measures the same thing. The judgment on where the needle points, or
where the rounding occurs, causes small variations in the readings. (In some sense, the
amount of random error in an experiment indicates the confidence level of your lab
technique.) Importantly, these errors add to the true value as often as they detract.
Therefore, averaging the data usually eliminates these errors. The more measurements
that are made, the more averaging smoothes out these blips in the data set. Systematic
error: is the fault of the equipment.
Suppose you use a steel measuring tape on a hot day. The steel expands when
heated; consequently each mark is separated more than its stated value. Anything you
measure with the tape in this condition will read shorter than it actually is, because the
tape itself is longer than it should be. Systematic errors tend to give consistently higher

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or lower results which are not corrected by averaging. Elimination of these errors can
only be accomplished by examining your equipment. One kind of systematic error
which can be easily eliminated is zero error (not ‘‘no error’’!). When a caliper,
micrometer, or other such device is closed, it should read ‘‘0’’, yet often the instrument
doesn't close properly (usually because some student misadjusted it) and each reading
will be too high or too low. Fixing this problem is merely a matter of noting the reading
when the device is closed, and adding (if the instrument reads low) or subtracting (reads
high) that value from each measurement.

MEASURING DEVICES:

Vernier caliper
The meter stick and the triple beam balance are both self-explanatory; however,
the Vernier caliper may be new to you, so some discussion is justified. The Vernier
Caliper: This device can measure both inside and outside dimensions down to 0.01cm
(don’t use the top scale which measures in inches). Close the caliper gently on some
test object to get an outer dimension reading, or expand the horns of the caliper into
some cavity for an interior reading. See picture next:

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Figure 1. Vernier caliper

The centimeter reading is taken by finding the first whole digit (as on a meter
stick) on the fixed scale to the left of the zero mark on the sliding scale, 3 in the figure.
The next number, the first decimal place, also comes from the fixed scale: it is the last
small ‘‘hash’’ mark to the left of the zero, 0.2 in our case. It is the last number, the
second decimal place, that is most difficult to establish. Find where a hash mark on the
sliding scale makes a straight line with a similar mark on the fixed scale, 0.08 in the
figure on the sliding scale. (This is the vernier quality of the caliper, and you will see
other vernier style measuring devices in later labs.) Now add 3cm+ 0.2cm + 0.08cm
for your reading. What is the uncertainty here?

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The Micrometer:
This instrument measures outer dimensions down to 0.01mm, a factor of ten more
precise than the caliper. Do not adjust the small knob at the end of the handle in any
way! This is the calibration knob, and is pre-set by the lab technician. Close the
micrometer gently around some test object. See picture below:

Figure 2. Micrometer

Each turn of the thimble opens the instrument 0.5mm; therefore two turns gives
1mm, four turns means 2mm, etc. These millimeter readings are notated by the hash
marks which originate from the horizontal line on the barrel. The other marks which
don’t touch that line indicate 0.5 mm increments. In the figure the thimble has been
turned eleven times, revealing the 5 mm mark and the 0.5 mm mark beyond it. The last
number comes from the number on the thimble which lines up with the horizontal line
on the barrel, in our case 0.26 mm. This 0.26 mm is added to 0.5mm so that the decimal
side of the reading is 0.76 mm. Add this to the 5 mm above for the result. Of course, if
the 0.5 mark had not been revealed, indicating only ten turns, then the reading would
have been 5.26 mm. Always use the most precise measuring instrument available. Each
time you use these instruments, check the zero reading, and note the uncertainty!

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TASK:
1. To become familiar with several of the mechanical measuring devices used in
physics
2. To determine the density of one cylinder and one block.

EQUIPMENT:
1. Meter stick
2. Metric Ruler
3. Vernier caliper
4. Micrometer
5. Coins
6. Wooden Block/Rubber eraser

PROCEDURE
1. Note on your table the zero readings for the Vernier caliper and the micrometer
2. Every report must include the measurements of all the members from the group.
3. Measure the appropriate dimensions of the coin and the eraser. Each person
must take 2 measurements of each dimension for a total of 4 values per
dimension (if you are in a group of three people your total number of
measurements will be six). For instance measure the diameter at 4 (6) different
places. This will give you 4 (6) values for your average.
4. Be sure to include the units!
5. Use the Vernier caliper to measure the height of the cylinder.
6. Use the micrometer to measure the diameter of the cylinder.
7. Mass the coin only once.
8. Use the average of the height and diameter values to calculate the volume of
the coin.
9. Calculate the density of the coin in grams/cm3 .
10. Compare your calculated density to one of the theoretical values in the density
table provided in your lab website by calculating the percent error.

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11. Express all your answers with the correct number of significant figures in your
results section.
12. Use the ruler to measure the height, width and depth of the eraser. (Measure
each dimension twice per group member, just as before)
13. Mass the eraser only once. Record the block number.
14. Calculate the density of the eraser in grams/cm3 .
15. Compare your eraser 's experimental density value with the density values given
in your lab website by calculating the percent difference.
16. Express all your answers with the correct number of significant figures in you
results section.

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