TEACHER COPY – WITH SUGGESTED SOLUTIONS

Anglo−Chinese School (Independent)

Year 5 (2022) IBDP Chemistry HL

TOPIC 11 MEASUREMENT AND

DATA PROCESSING

(IBDP syllabus Topic 11)

11.1 Uncertainties and errors in measurement and results

(SL and HL)
- Essential Idea: all measurement has a limit of precision
and accuracy, and this must be taken into account when
evaluating experimental results

11.2 Graphical techniques

(SL and HL)
- Graphs are a visual representation of trends in data

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11.1 Uncertainties and Errors in Measurement and Results

 Nature of Science:
• Making quantitative measurements with replicates to ensure reliability – precision, accuracy,
systematic, and random errors must be interpreted through replication. (3.2, 3.4)

Understandings:
• Qualitative data includes all non-numerical information obtained from observations not from
measurement.
• Quantitative data are obtained from measurements, and are always associated with random
errors/uncertainties, determined by the apparatus, and by human limitations such as reaction
times.
• Propagation of random errors in data processing shows the impact of the uncertainties on the
final result.
• Experimental design and procedure usually lead to systematic errors in measurement, which
cause a deviation in a particular direction.
• Repeat trials and measurements will reduce random errors but not systematic errors.

Applications and skills:

• Distinction between random errors and systematic errors.
• Record uncertainties in all measurements as a range (+) to an appropriate precision.
• Discussion of ways to reduce uncertainties in an experiment.
• Propagation of uncertainties in processed data, including the use of percentage uncertainties.
• Discussion of systematic errors in all experimental work, their impact on the results and how
they can be reduced.
• Estimation of whether a particular source of error is likely to have a major or minor effect on
the final result.
• Calculation of percentage error when the experimental result can be compared with a
theoretical or accepted result.
• Distinction between accuracy and precision in evaluating results.

Guidance:
• The number of significant figures in a result is based on the figures given in the data. When
adding or subtracting, the final answer should be given to the least number of decimal places.
When multiplying or dividing the final answer is given to the least number of significant figures.
• Note that the data value must be recorded to the same precision as the random error.
• SI units should be used throughout the programme.

International–mindedness:
• As a result of collaboration between seven international organizations, including IUPAC, the
International Standards Organization (ISO) published the Guide to the Expression of
Uncertainty in Measurement in 1995. This has been widely adopted in most countries and
has been translated into several languages.

Theory of knowledge:
• Science has been described as a self–correcting and communal public endeavour. To what
extent do these characteristics also apply to the other areas of knowledge?

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Aims:
• Aim 6: The distinction and different roles of Class A and Class B glassware could be explored.
• Aim 8: Consider the moral obligations of scientists to communicate the full extent of their
data, including experimental uncertainties. The “cold fusion” case of Fleischmann and Pons
in the 1990s is an example of when this was not fulfilled.

11.2 Graphical Techniques

 Nature of Science:
• The idea of correlation – can be tested in experiments whose results can be displayed
graphically. (2.8)

Understandings:
• Graphical techniques are an effective means of communicating the effect of an independent
variable on a dependent variable, and can lead to determination of physical quantities.
• Sketched graphs have labelled but unscaled axes, and are used to show qualitative trends,
such as variables that are proportional or inversely proportional.
• Drawn graphs have labelled and scaled axes, and are used in quantitative measurements.

Applications and skills:

• Drawing graphs of experimental results including the correct choice of axes and scale.
• Interpretation of graphs in terms of the relationships of dependent and independent variables.
• Production and interpretation of best-fit lines or curves through data points, including an
assessment of when it can and cannot be considered as a linear function.
• Calculation of quantities from graphs by measuring slope (gradient) and intercept, including
appropriate units.

International–mindedness:
• Charts and graphs, which largely transcend language barriers, can facilitate communication
between scientists worldwide.

Aims:
• Aim 7: Graph-plotting software may be used, including the use of spreadsheets and the
derivation of best-fit lines and gradients.

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Quantitative Chemistry: Errors and uncertainties in chemistry

11.1.1 Why do we learn about Errors and Uncertainties in Chemistry?

The consideration and appreciation of the significance of the concepts of errors and uncertainties
helps to develop skills of inquiry and thinking that are not only relevant to the group 4 sciences.
The evaluation of the reliability of the data upon which conclusions can be drawn is at the
heart of a wider scientific method, which is explained in section 3 of the “Nature of science” part
of the subject guide.

The treatment of errors and uncertainties is also directly relevant to the internal assessment
criteria of:
• Exploration (“The methodology is highly appropriate to address the research question
because it takes into consideration all, or nearly all, of the significant factors that may influence
the relevance, reliability and sufficiency of the collected data.”)
• Analysis (“The report shows evidence of full and appropriate consideration of the impact of
measurement uncertainty on the analysis.”)
• Evaluation (“Strengths and weaknesses of the investigation, such as limitations of the data
and sources of error, are discussed and provide evidence of a clear understanding of the
methodological issues involved in establishing the conclusion.”)

Expectations (SL and HL):

Within practical work, students should be able to:
• design procedures that allow for relevant data to be collected, in which systematic errors
are minimized and random errors are reduced through the choice of appropriate techniques
and measuring instruments, and by incorporating sufficient repeated measurement where
appropriate
• make a quantitative record of uncertainty range
• state the results of calculations to the appropriate number of significant figures. The
number of significant figures in any answer should reflect the number of significant figures in
the given data
• propagate uncertainties through a calculation to determine the uncertainties in calculated
results and state them as absolute and/or percentage uncertainties. Only a simple treatment
is required. For functions such as addition and subtraction, absolute uncertainties can be
added; for multiplication, division and powers, percentage uncertainties can be added. If one
uncertainty is much larger than the others, the approximate uncertainty in the calculated result
can be taken as due to that quantity alone
• determine from graphs, physical quantities (with units) by measuring and interpreting a slope
(gradient) or intercept. When constructing graphs from experimental data, students should
make an appropriate choice of axes and scale, and the plotting of points should be clear and
accurate. (Millimetre-square graph paper or software is appropriate. Quantitative
measurements should not be made from sketch graphs.) The uncertainty requirement can be
satisfied by drawing best-fit curves or straight lines through data points on the graph.
(Note: Chemistry students are not expected to construct error bars on their graphs.)
• justify their conclusion by discussing whether systematic errors or further random errors
were encountered. The direction of any systematic errors should be appreciated. The
percentage error should be compared with the total estimated random error as derived from
the propagation of uncertainties
• comment on the precision and accuracy of measurements when evaluating their procedure
• suggest how the effects of random uncertainties may be reduced and systematic errors
eliminated. Students should be aware that random, but not systematic, errors are reduced by
taking repeated readings.

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11.1.2 Decimal Places, Significant Figures and Graph Shapes

(a) Determining the number of decimal places and rounding off

Decimal place refers to the position of a digit to the right of a decimal point. The number of
decimal places is determined based on the number of digits to the right of the decimal point.
E.g. 3.142 and 0.079 are numbers given to 3 decimal places.

How many decimal places are there for the following numbers?

• 6.63 = 2 dp

• 138.0 = 1 dp

• 524 = 0 dp

Rounding off:
When rounding off a number to a certain number of decimal places, leave the decimal point where
it is but look at the number after the one which you want to stop at and round off according to the
following rule:

If the number is 5 or above, round the number up.

If the number is 4 or below, the number stays the same.

E.g. Rounding off 8.314 to 2 decimal places will leave us with 8.31 and rounding off 3.14159 to
4 decimal places will leave us with a value of 3.1416.

Round off the following numbers to the specified number of decimal places:

• 1.05 = 1.1 (to 1 dp)

• 1.125 = 1 (to whole number)

• 235.010 = 235.01 (to 2 dp)

(b) Determining the number of significant figures & rounding off

In order to determine the number of significant figures in a measurement the following rules
should be applied:
• All non–zero digits are significant.
For example, 549 g has three significant figures and 1.892 g has four significant figures.
• Zeros to the left of the first non-zero digit are not significant.
For example, 0.000034 g has only two significant figures. The value 0.001111 g has four
significant figures.
• Zeros between non–zero digits are significant.
For example, 4023 g has four significant figures and 50014 g has five significant figures.
• Zeros to the right of the decimal point are significant.
For example, 2.50 g has three significant figures and 5.500 g has four significant figures.
• If a number ends in zeros that are not to the right of a decimal point, the zeros may or may
not be significant.
For example, 1500 g may have two, three or four significant figures.
Numbers like this with trailing zeros are best written in scientific notation, where the number
is written in the standard exponential form as N × 10n, where N represents a number with a
single non–zero digit to the left of the decimal point and n represents some integer.

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 The mass above can be expressed in scientific notation in the following forms depending
upon the number of significant figures:
1.5 × 103 g (2 significant figures)
1.50 × 103 g (3 significant figures)
1.500 × 103 g (4 significant figures)
In these expressions, all the zeros to the right of the decimal point are significant.

Rounding off:
When rounding off a number to a certain number of significant figures, follow the same rules as
when rounding off a number to the nearest decimal place.

If the number is 5 or above, round the number up.

If the number is 4 or below, the number stays the same.

E.g. Rounding off 1.125 to 3 significant figures will result in a value of 1.13 and rounding off
0.0054 to 1 significant figure will result in a value of 0.005 or 5 x 10–3.
Round off the following numbers to the specified number of significant figures:

• 0.039 = 4 x 10–2 (to 1 sf)

• 1.145 = 1.15 (to 3 sf)

• 2001 = 2000 or 2.0 x 103 (to 2 sf)

(c) Conversion between fractions, relative numbers and percentages

The relative comparison of two numbers (e.g. 5 and 10) can be done in the form of a:
1. Fraction:
5 1
e.g. =
10 2
2. Relative number:
5
e.g. = 0.5
10
3. Percentage:
5
e.g. × 100% = 50%
10
(d) SI units, Conversion of units and Dimension analysis

SI stands for the International System of Units. The SI base units relevant to the majority of IB
chemical measurements and calculations are shown in the following table.

Measurement Unit Symbol

Length metre m
Mass kilogram kg
Time second S
Amount mole mol
Temperature Kelvin K
Electric current ampere A

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A number of important SI derived units used in IB chemistry are shown in the following table.

Measurement Unit Symbol

Frequency hertz (reciprocal of seconds) Hz (s–1)
pascal (newton per square Pa (N m–2)
Pressure
metre)
Density kilogram per cubic metre kg m–3
Heat capacity joule per kelvin J K–1
Specific heat capacity joule per kilogram per kelvin J kg–1 K–1
Heat capacity joule per kelvin J K–1
Entropy joule per kelvin J K–1
Enthalpy change/ gibbs free energy J mol–1
joule per mole
change
Electrical charge coulomb C
Potential difference volt V

The sizes of the units are not always the most suitable for certain measurements and decimal
multiples are often used. The following table shows the prefixes for common multiples of units.

Multiple Prefix
10–12 pico (p)
10–9 nano (n)
10–6 micro (μ)
10–3 milli (m)
10–1 deci (d)
103 kilo (k)
106 mega (M)

Conversion of units
The conversion of units is very important in Chemistry calculations. Often, you are required to do
conversions to convert measurements to their SI units or to ensure units being used in your
calculations are consistent.
e.g. 1 m = 100 cm, 1 m3 = 1 x 106 cm3 or 1 x 103 dm3

Dimension analysis
The following rules apply when the equation is homogeneous / dimensionally consistent:

1. Units on both sides of the equation must be consistent: units on LHS = units on RHS
e.g. n = c x V, with n being the amount of substance, c being the concentration and V being the
volume.
Units of n = units of c x units of V
if the units of n and V are mol and dm3 respectively, units of c = mol / dm3 = mol dm–3

2. The exponent of a term is dimensionless (no units):

e.g. e─ Ea/RT is dimensionless, units of Ea must be equal to units of R x units of T.
If R, the molar gas constant has the units of J mol–1 K–1 while T is the absolute temperature in
Kelvin, the units of Ea, the activation energy of a reaction must be equals to that of R x T
= J mol–1 K–1 x K = J mol–1.

Given that k = A e─ Ea/RT where k is the rate constant and A is the Arrhenius constant, and that
the units of k = s–1, what are the units of A?

Units of LHS = units of RHS, since e─ Ea/RT is dimensionless, units of k = units of A = s–1
__________________________________________________________________________

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(e) Types of graphs and manipulation of equations to linearize equations

Common types of mathematical relationships used in sketches and plots:

(i) ( ii ) ( iii )

y y y
k y = mx y=k
y=
x

0 0 0
x x x
Linearising of equations:
In the sketching/ plotting of graphs, you are often required to manipulate equations to obtain a
linear sketch or plot.
e.g. To sketch / plot a linear graph of p against T,
1. Start off from ideal gas equation pV = nRT
2. Manipulate ideal gas equation such that only the y-axis variable is on left–hand side of
nR
equation: p = T
V
3. Identify the type of relationship and sketch / plot the graph

If p was sketched / plotted against T, a linear graph would be obtained.

p

0 T

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11.1.3 Accuracy, Precision and Types of Errors

(a) Accuracy and precision

Accuracy refers to how close a measured value is to the correct value,

whereas precision indicates the closeness of agreement between independent test results
obtained under stipulated conditions.

Scan me to
High accuracy, Low accuracy, Low accuracy, High accuracy view a video
high precision low precision high precision (only if averaged), on accuracy
vs precision
low precision

Note: Arithmetic precision (also commonly known as precision) indicates the number of
significant figures/ decimal places a measurement is rounded off to.
For example, a mercury thermometer could measure the normal boiling temperature of water as
(100.0 ± 0.5) °C, whereas a data probe may record it as (100.00 ± 0.05) °C. In this case, the data
probe is more precise.

(b) Types of errors

Systematic errors arise from a problem in the experimental set–up that results in the
measured values always deviating from the “true” value consistently in the same direction.

Examples of sources of systematic errors are miscalibration of a measuring device or poor

insulation in calorimetry experiments.
(i) Systematic errors can be minimised or eliminated if the source is known and removed
via modifications to the procedures.
(ii) Systematic errors cannot be minimised or eliminated by repeating the experiment and
taking the average of the readings.
(iii) If an experiment has less systematic errors, it is said to have higher accuracy.

Scan me to Scan me to Scan me to

view a video view a video view a video
on how on systematic on random
experimental error error
errors are
related to
accuracy and
precision

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 Random errors arise from the imprecision of measurements and can lead to readings being
above or below the “true” value.

Examples of random errors include fluctuations in temperature or pressure of the environment

while the experiment was being carried out.
(i) Random errors cannot be eliminated even if the source is known.
(ii) Random errors can be reduced with the use of more precise measuring equipment or
their effect can be minimized through repeating measurements and taking the average
of the results.
(iii) If an experiment has less random errors, it is said to have higher precision.

Note: In IB, you are often required to evaluate the types of errors which could have affected the
experimental results. Errors or mistakes that occur due to the carelessness or incompetency of
the operator should be avoided in your discussion!
Examples of operator errors include parallax errors, forgetting to rinse the apparatus and
misreading of scales.

(c) Uncertainties in raw data

When collecting numerical data, values cannot be determined exactly, regardless of the nature
of the scale or the instrument. This is due to two limitations in accuracy of measurement:
(i) how accurately the instrument is calibrated or the tolerance of the glass apparatus
(refer to note on tolerance below), and
(ii) the skill of the person operating the instrument and/or making the measurement.

APPARATUS / INSTRUMENT RESEARCHER’S

TOLERANCE ESTIMATION

UNCERTAINTY

Note: In certain textbooks, the terms tolerance and uncertainty are used interchangeably as the
researcher’s uncertainty in his/her estimation is often assumed to be negligible in chemistry except in
certain cases such as human reaction time in the usage of stopwatches.

The uncertainty of a measurement is a range of values which the actual reading lies within.

E.g. If the mass of an object is determined with a digital balance reading to 0.1 g, the actual value
lies within a range above and below 0.1g. In other words, if the mass measurement shows on the
digital display is 1.0 g, the mass can be anywhere between 0.9 g to 1.1 g and the measurement
is recorded as (1.0 ± 0.1) g.

If the same object is measured on a balance which can read up to 0.001 g, the uncertainty is
reduced, but it can never be completely eliminated. In this case, the displayed value on the
balance is 1.000 g and the actual mass can lie anywhere from 0.999 g to 1.001 g, and the
measurement is recorded as (1.000 ± 0.001) g.

In general, the absolute uncertainty of a reading A is represented by the symbols ΔA

(pronounced as “delta A”).

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There are different conventions for recording uncertainties in raw data. As a guide, the
Chemistry Department adopts the following conventions.

• The simplest is the least count, which simply reflects the smallest division of the scale, for
example ± 0.001 g on our electronic balance.
• The instrument limit of error, this is usually no greater than the least count and is often a
fraction of the least–count value.
E.g. A 50.00 cm3 burette has least count divisions of 0.10 cm3 but is often read to half of the
least-count division (± 0.05 cm3).
If the meniscus is at the reading of 23.40 cm3, the burette reading becomes 23.40 cm3 (±
0.05) cm3, following the decimal placing of the uncertainty as it determines the “arithmetic
precision” of the reading (context here is about how many decimal places).

In summary, the estimated uncertainty takes into account the concepts of least count or
instrument limit of error, as inferred from the tolerance of the instruments, or qualitative
considerations related to the estimator’s uncertainty / skills such as parallax problems in reading
a burette scale or determining the colour change of an indicator or at completion of a reaction,
reaction time in starting or stopping a stopwatch, and random fluctuation in a voltmeter or pH
probe.

Refer to the list of tolerance / uncertainty values for the common apparatus available in
our school laboratories in Section 11.1.7.

Note: The tolerance (uncertainty values of apparatus) are determined by the manufacturers.
Apparatus are classified according to Class A or Class B. Class A apparatus have very low
tolerances compared to Class B apparatus. Class A apparatus has glass that is a lot thinner to
allow for quick expansion or contraction when temperature changes and are costlier.
As a guide, the tolerances of Class B apparatus are usually twice that of their equivalent Class A
apparatus, and they are all temperature specific (must be used at the temperature marked on the
apparatus because volume changes with temperature).

The experimental reading A together with its absolute uncertainty is expressed in the form of
(A ± ΔA). For example, the mass of an object is (0.500 ± 0.001) g.

In general, express
• the absolute uncertainty of (ΔA) to one significant figure for measurements
• the measured value (A) to the same decimal place as the uncertainty
• for propagated absolute uncertainties both with the same units
e.g. (34.10 ± 0.05) cm3

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11.1.4 Fractional and Percentage Uncertainties

Uncertainties can also be represented in the form of:

ΔA
• Fractional uncertainty =
A
ΔA
• Percentage uncertainty = Fractional uncertainty x 100 % = x 100 %
A
The fractional / percentage uncertainty gives an indication of the significance of the error and the
suitability of the instrument used in the measurement.

Note: A small reading (A) can give rise to a large fractional / percentage uncertainty.
Note: The usage of absolute and
Conversions between absolute and percentage uncertainties
percentage uncertainties are more
common in chemistry literature.
Example 1.
The concentration of a solution is determined to be 0.0050 mol dm-3 (± 2%).
Absolute uncertainty = ±(2% x 0.0050) = ± 0.0001 mol dm-3.
So the concentration can be expressed as (0.0050 ± 0.0001) mol dm-3.

Example 2.
The density of a gas is determined to be 0.0050 g cm–3 (± 1.5%)
Absolute uncertainty = 1.5% x 0.0050 = 0.000075 g cm–3.
So the concentration can be expressed as (0.0050 ± 0.0001) g cm–3.

Note:
It is incorrect to express it as (0.0050 ± 0.000075) g cm–3 due to the inconsistency in the number
of decimal places between the calculated concentration (4 dp) and its absolute uncertainty (6 dp).
As the decimal place of the concentration cannot increase beyond 4 (or significant places
increase beyond 1), it is preferred to increase the magnitude of the uncertainty to 0.0001 g cm–3
to so that true value still falls within the new range from 0.0049 g cm–3 to 0.0051 g cm–3.

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11.1.5 Propagating Errors

In the processing of data, the random error in the final calculated result can be propagated based
on the random errors (uncertainties) in the raw data.

There is a range of protocols for propagating errors:

(i) When adding or subtracting quantities, the absolute uncertainties of the

quantities are added.

E.g. If the initial and final burette readings in a titration each have an uncertainty of
± 0.05 cm3 then the propagated absolute uncertainty for the total volume is:
(± 0.05 cm3) + (± 0.05 cm3) = (± 0.10 cm3).

(ii) When multiplying or dividing quantities, the percentage uncertainties /

fractional uncertainties of the quantities are added.
E.g.
Concentration of NaOH (aq) Percentage uncertainty of conc of NaOH
= (1.00 ± 0.05) mol dm-3 0.05
=[ ] × 100 % = 5 %
1.00
volume of NaOH (aq) Percentage uncertainty of vol of NaOH
= (10.0 ± 0.1) cm3 0.1
=[ ] × 100 % = 1 %
10.0

Therefore, calculated no. of moles of NaOH in solution Note:

10.00 3 sf for final answer
= 1.00 × [ ] = 0.0100 moles (± 6%) or (0.0100 ± 0.0006) mol. (lowest no. of sf)
1000
Note that it is one sf for the both the percentage and absolute uncertainties but zero and four
decimal places for them respectively.

(iii) When multiplying or dividing by a constant, k, the absolute uncertainty changes

by a factor of k and the percentage uncertainties of the quantities remain
constant.

E.g. (20.10 ± 0.10) cm3 x 3 = (60.30 ± 0.30) cm3 while percentage uncertainty remains
constant at 0.50 % after the multiplication.

A common protocol is that the final total percentage uncertainty should be cited to:
• no more than one significant figure if it is greater than or equal to 2%
• no more than two significant figures if it is less than 2%.

A common protocol is that the final total absolute uncertainty should be cited to:
• no more than one significant figure.

How many decimal places / significant figures should the final answer have?
• When adding or subtracting quantities, final answer follows the lowest number of
decimal places of the raw data used in its computation.
• When multiplying or dividing quantities, final answer follows the lowest significant
figure of the raw data used in its computation.
• Ultimately, final answer should have the same number of decimal places as absolute
uncertainty.

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 How many decimal places/ significant figures should the intermmediate answer have?
• Intermmediate answer follows the lowest number of significant figures or decimal
places according to rules stated above for the final answer, with reference to the
raw data used in its computation, to ensure accuracy when it is used in subsequent
calculations.

Example 1
(20.00 ± 0.05) g of sugar is dissolved in (50.00 ± 0.10) cm3 of distilled water. Find its concentration
in g cm–3.

Absolute value calculation Percentage uncertainty determination

Mass of sugar = (20.00 ± 0.05) g Percentage uncertainty in mass reading
[2 dp and 4 sf] 0.05
= × 100 % = 0.3 %
20.00
(1 sf, lowest sf, rounded up)

Volume of solution = (50.00 ± 0.10) cm3 Percentage uncertainty in volume reading

[2 dp and 4 sf] 0.10
= × 100 % = 0.20 %
50.00
(2 sf, lowest sf, rounded up)

Concentration of sugar solution Percentage uncertainty of concentration

20.00 = 0.3 % + 0.20 %
=
50.00
= 0.5 %
= 0.4000 g cm–3 (1 dp, lowest dp, rounded up)
(4 sf, lowest sf)

Absolute uncertainty of concentration = 0.4000 x 0.5 % Note:

1 sf for calculated
= 0.002 g cm–3 absolute uncertainty

So, concentration of sugar = (0.400 ± 0.002) g cm–3

(3 dp for both final answer and absolute uncertainty)

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Example 2a
(2.355 ± 0.002) g of a weak organic monoprotic acid was dissolved in (250.00 ± 0.30) cm3 distilled
water using a volumetric flask. (20.00 ± 0.06) cm3 of the acid solution was then titrated with
(0.100 ± 0.005) mol dm-3 sodium hydroxide standard solution and the results are given in the
following table. Determine the molar mass of the organic monoprotic acid.

Titration number 1 2 3
Final volume of aqueous NaOH / cm3 (± 0.05) 25.70 25.40 25.45
Initial volume of aqueous NaOH / cm3 (± 0.05) 0.00 0.00 0.00
Volume of aqueous NaOH required / cm3 (± 0.10) 25.70 25.40 25.45
Titration used  

Note: precise readings (consistent readings within the difference of ± 0.10 cm3) are used to
calculate the mean instead of using all readings.

Absolute value calculation Percentage uncertainty determination

Mass of weak organic acid % uncertainty of mass of weak organic acid
= (2.355 ± 0.002) g 0.002
= × 100 %
2.355

= 0.09 %
(1 sf, lowest sf, rounded up)

Concentration of NaOH % uncertainty of concentration of NaOH

= (0.100 ± 0.005) mol dm–3 0.005
= × 100 %
0.100

=5%
(1 sf, lowest sf, rounded up)

Average volume of NaOH used % uncertainty for volume of aqueous NaOH

25.40 + 25.45 0.10
= = × 100 %
2 25.43

= (25.43 ± 0.10) cm3 = 0.40 %

(2 sf, lowest sf, rounded up)

Volume of organic acid used (via pipette) % uncertainty for volume of organic monoprotic
= (20.00 ± 0.06) cm3 acid in pipette
0.06
= × 100 %
20.00

= 0.3 %
(1 sf, lowest sf, rounded up)

Concentration of acid solution % uncertainty of concentration of acid

25.43 = % uncertainty of concentration of NaOH
= × 0.100 + % uncertainty of volume of NaOH
20.00
+ % uncertainty of of volume of acid
= 0.127 mol dm–3 = 5 % + 0.40 % + 0.3 %
(3 sf, lowest sf, rounded off) =6%
(0 dp, lowest dp, rounded up)

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 Absolute value calculation Percentage uncertainty determination
Volume of acid solution prepared using % uncertainty of volume of acid solution
250 cm3 volumetric flask 0.30
= × 100 %
= (250.00 ± 0.30) cm 3
250.00

= 0.12 %
(2 sf, lowest sf, rounded up)

No. of moles of acid used in preparing % uncertainty of no. of moles of acid in 250 cm3
250 cm3 stock solution stock solution
250.00 = 0.12 % + 6 %
= 0.127 × = 6.12 %
1000.00
=7%
= 0.0318 mol (0 dp, lowest dp, rounded up)
(3 sf, lowest sf, rounded off)

Mass of 0.0318 mol of acid = 2.355 g

Therefore molar mass of acid % uncertainty of molar mass

2.355 = 0.09 % + 7 %
= = 7.09 %
0.0318
=8%
= 74.1 g mol–1 (0 dp, lowest dp, rounded up)
(3 sf, lowest sf, rounded off)
Absolute uncertainty of molar mass
= 74.1 x 8 %
= 5.928
= 6 g mol–1
(1 sf for absolute uncertainty, rounded up)

So, molar mass of acid = (74 ± 6) g mol–1

(0 dp for both final answer and absolute uncertainty)

Note:
• The lowest number of significant figures comes from the concentration of NaOH, which is
3. Hence, the final answer, molar mass = 74.1 g mol–1, will contain no more or less than
3 significant figures.
• The final answer should have the same number of decimal places as absolute
uncertainty. In this case, as the absolute uncertainty has 0 decimal places, the final answer
should also have 0 decimal places.

IBDP Chemistry HL/Measurement and Data Processing Page 16

Example 2b
(2.355 ± 0.002) g of a weak organic monoprotic acid was dissolved in (250.00 ± 0.30) cm3 distilled
water in a volumetric flask. (20.0 ± 0.5) cm3 of the acid solution was then titrated with
(0.100 ± 0.005) mol dm–3 sodium hydroxide standard solution. The results obtained are given in
the following table. Determine the molar mass of the organic monoprotic acid.

Titration number 1 2 3
Final volume of aqueous NaOH / cm3 (± 0.05) 25.70 25.40 25.45
Initial volume of aqueous NaOH / cm3 (± 0.05) 0.00 0.00 0.00
Volume of aqueous NaOH required / cm3 (± 0.10) 25.70 25.40 25.45
Titration used  

Note: precise readings (consistent readings within the difference of ± 0.10 cm3) are used to
calculate the mean instead of using all readings.

Absolute value calculation Percentage uncertainty determination

Mass of weak organic acid % uncertainty of mass of weak organic acid
= (2.355 ± 0.002) g 0.002
= × 100 %
2.355

= 0.09 %
(1 sf, lowest sf, rounded up)

Concentration of NaOH % uncertainty of concentration of NaOH

= (0.100 ± 0.005) mol dm–3 0.005
= × 100 %
0.100

=5%
(1 sf, lowest sf, rounded up)

Average volume of NaOH used % uncertainty for volume of aqueous NaOH

25.40 + 25.45 0.10
= = × 100 %
2 25.43

= (25.43 ± 0.10) cm3 = 0.40 %

(2 sf, lowest sf, rounded up)

Volume of organic acid used % uncertainty for volume of organic monoprotic

(via measuring cylinder) acid in measuring cylinder
= (20.0 ± 0.5) cm3 0.5
= × 100 %
20.0

=3%
(1 sf, lowest sf, rounded up)

Concentration of acid solution % uncertainty of concentration of acid

25.43 = % uncertainty of concentration of NaOH
= × 0.100
20.0 + % uncertainty of volume of NaOH
+ % uncertainty of volume of acid
= 0.127 mol dm–3 = 5 % + 0.40 % + 3 %
(3 sf, lowest sf, rounded off) = 8.40 %
=9%
(0 dp, lowest dp, rounded up)

IBDP Chemistry HL/Measurement and Data Processing Page 17

 Absolute value calculation Percentage uncertainty determination
Volume of acid solution prepared using % uncertainty of volume of acid solution
250 cm3 volumetric flask 0.30
= × 100 %
= (250.00 ±0.30) cm 3
250.00

= 0.12 %
(2 sf, lowest sf, rounded up)

No. of moles of acid used in preparing 250 % uncertainty of no. of moles of acid in 250 cm3
cm3 stock solution stock solution
250.00 = 0.12 % + 9 %
= 0.127 × = 9.12 %
1000.00
= 10 %
= 0.0318 mol (0 dp, lowest dp, rounded up)
(3 sf, lowest sf, rounded off)

Mass of 0.0318 mol of acid= 2.355 g

Therefore molar mass of acid % uncertainty of molar mass

2.355 = 0.09 % + 10 %
= = 10.09 %
0.0318
= 11 %
= 74.1 g mol–1 (0 dp, lowest dp, rounded up)
(3 sf, lowest sf, rounded off)
Absolute uncertainty of molar mass
= 74.1 × 11 %
= 8.151 g mol–1
= 9 g mol–1
(1 sf for absolute uncertainty, rounded up)

So, molar mass of acid = (74 ± 9) g mol–1

(0 dp for both final answer and absolute uncertainty)

Note:
• The usage of different apparatus resulted in different degree of random errors in examples
2a and 2b. The usage of a less precise instrument (measuring cylinder) in example 2b led to
significantly higher uncertainty in the final calculated molar mass of acid. In research, it is
important to take the uncertainties of the apparatus into consideration.

IBDP Chemistry HL/Measurement and Data Processing Page 18

11.1.6 Repeated Measurements

Repeated measurements can be averaged to represent a quantity. In research, it is important

to replicate the procedures till precise data is obtained. In averaging, only the precise values
are considered and outliers are omitted and in the process, random uncertainties (errors) are
reduced.

The final answer may be given using the propagated error of the component values that make up
the average. If the rule of adding up the absolute uncertainty applies, then the overall uncertainty
will swell in accordance to the number of measurements used which does not make any sense
and contradicts to the concept that it improves the measurement by reducing the random
uncertainty. The two examples below illustrate this further.

Example 1
In a volumetric analysis, the following volumes are obtained for the titre (in cm3):
Titration number 1 2 3 4 5
Final volume of aqueous NaOH 21.05 21.10 21.00 20.95 21.35
/ cm3 (± 0.05)
Initial volume of aqueous NaOH 0.00 0.00 0.00 0.00 0.00
3
/ cm (± 0.05)
Volume of aqueous NaOH required 21.05 21.10 21.00 20.95 21.35
/ cm3 (± 0.10)
Titration used   

Considering only the precise values, only 21.05, 21.00 and 20.95 will be used for averaging the
calculated average is 21.00.
The uncertainty of the titre used is 0.05 + 0.05 = ± 0.10 cm3, considering that the final reading
and initial reading each has an uncertainty of ± 0.05 cm3.

Absolute value calculation Percentage uncertainty determination

Average titre volume Absolute uncertainty of mass of weak organic acid
21.05 + 21.00 + 20.95 0.10 + 0.10 + 0.10
= =
3 3
= 0.10 cm3
= 21.00 cm3 (summation of absolute uncertainties in an addition, followed by
(2 dp, lowest dp) division of 3)

The average volume of titre used is 21.00 cm3 and the absolute uncertainty remains constant at
± 0.10 cm3.

IBDP Chemistry HL/Measurement and Data Processing Page 19

Example 2
In another volumetric analysis, a student decided to perform 30 sets of procedures and obtained
the following data:

Volume of
20.85 20.90 20.95 21.00 21.05 21.10 21.15 21.20
titre (cm3)
Frequency 2 2 8 7 7 2 1 1

The student decides to average using all the values and calculated it to be 21.00 cm3.
He then erroneously added all the uncertainties which works out to be ± 3.00 cm3 and reported
his calculated volume as (21.00 ± 3.00) cm3, and that raised his uncertainty to almost 15%. So if
the student decides to collect 300 sets of data, his percentage uncertainty will swell to 150%,
more than the average volume of titre itself.

Note:
A more rigorous method for treating repeated measurements is to calculate standard deviations
and standard errors (the standard deviation divided by the square root of the number of trials).
These statistical techniques are more appropriate to large-scale studies with many calculated
results to average. This is not common in IB chemistry and is therefore not a requirement in
chemistry internal assessment.

IBDP Chemistry HL/Measurement and Data Processing Page 20

11.1.7 Making Sense of Error Data in IA

What you can infer if your experimental data differs greatly from the literature data
Investigations requiring you to determine an already known and accepted value of a physical
quantity such as the standard enthalpy of neutralisation, the melting point of a substance or the
value of the ideal gas constant is common. In such investigations, it is mandatory for the random
error / propagated uncertainty and the experimental error / percentage difference to be
calculated.

Experimental value − Literature value

Experimental error / percentage difference = � � × 100 %
Literature value

Quite often, your experimentally measured quantity differs greatly from the literature value and
thus, your experimental error (percentage difference) is high, and there are two possible
explanations to the discrepancy between your experimental value and the literature value.

1. The presence of systematic errors

When the experimental error (percentage difference) is more than the calculated error
(propagated percentage uncertainty), systematic error is definitely present.
For example, a student measured the value of the ideal gas constant, R, to be
8.11 kPa dm3 mol–1 K–1 with an uncertainty of 2%, and the accepted value is
8.314 kPa dm3 mol–1 K–1.
8.11 – 8.314
Percentage difference = � � × 100 % = 2.45 % (3 sf, lowest sf)
8.314
The error (a measure of accuracy, not precision) is 2.45% of the accepted value. Random
errors alone cannot explain the difference (because the difference is more than the
calculated uncertainty) and some systematic error(s) is definitely present.

2. There are uncertainties that are not considered

The difference can also be caused by an uncertainty that is underestimated and there
must be more uncertainty and / or errors than have been acknowledged. Also, there is a
likelihood that the uncertainty reported could be lower than what it should be.
In addition, students may also comment on errors in the assumptions of the theory being
tested, and errors in the method and equipment being used. Two typical examples of
student work are given in Figures 1 and 2.

IBDP Chemistry HL/Measurement and Data Processing Page 21

 Figure 1 (Negative example)

Intermolecular bonds are being broken and formed, which will affect the energy change. There
is a definite correlation between the melting point and the freezing point of a substance. If good
data is collected, the melting point should be the same as the freezing point. A substance
should melt, go from solid to liquid, at the same temperature that it freezes, goes from liquid to
solid. Our experiment proved this is true because, while freezing, the freezing point was found
to be 55°C, and when melting, the melting point was also found to be 55°C (see graph).

Note: The student above states a conclusion that has some validity. However, no comparison is
made with the literature value and there is no evaluation of the procedure and results.
For IA, this would contribute to low marks in the analysis and evaluation criteria.

IBDP Chemistry HL/Measurement and Data Processing Page 22

 Figure 2 (Positive example)

Melting point = freezing point = 55.0 ± 0.5°C

0.5
Percentage uncertainty = × 100 = 0.9 % (1 sf, lowest sf)
55.0
Literature value of melting point of para–dichlorobenzene = 53.1°C
(Handbook of Chemistry and Physics, Haynes, W.M. (2012) CRC press).
55.0 – 53.1
Percentage difference = � � x 100 % = 3.58 % (3 sf, lowest sf)
53.1
The fact that % difference > % uncertainty means random errors alone cannot explain the
difference and some systematic error(s) must be present.
Melting point (or freezing point) is the temperature at which the solid and the liquid are in
equilibrium with each other: (s) ⇌ (l). This is the temperature at which there is no change in kinetic
energy (no change in temperature), but a change in potential energy. The value suggests a small
degree of systematic error in comparison with the literature value as random errors alone are
unable to explain the percentage difference.

Evaluation of procedure and modifications:

• Duplicate readings were not taken. Other groups of students had
% uncertainty > % difference, that is, in their case random errors could explain the
% difference, so repeating the investigation is important.
• The thermometer should have been calibrated. In order to eliminate any systematic errors
due to the use of a particular thermometer, calibration against the boiling point of water (at 1
atmosphere) or better still against a solid of known melting point (close to the melting point of
the sample) should be done.
• The sample in the test tube was not as large as in other groups. Thus the temperature
rises/falls were much faster than for other groups. A greater quantity of solid, plus use of a
more accurate thermometer (not 0.5°C divisions, but the longer one used by some groups)
would have provided more accurate results.
• For IA, this could contribute to the attainment of the highest levels in the analysis and
evaluation criteria.

IBDP Chemistry HL/Measurement and Data Processing Page 23

Additional notes:

(a) Computation with special functions and uncertainties

In some topics, special functions such as log, ln, log–1, ln–1, etc. are used in chemistry calculations.
You will encounter some of them in Kinetics this year and Ionic Equilibria next year. In determining
the total uncertainty of a calculation that involves special function like the log function (which will
be used to illustrate here), one has to determine the upper and lower limit of the reading and the
log function of these limits. Then average both logged limits to determine the logged reading, and
determine the uncertainty range by finding the difference between the upper and lower limits of
the logged readings and halving it.

Example
The concentration of hydrochloric acid is (1.50 ± 0.05) mol dm–3. Assuming complete dissociation
of the HCl molecules into ions in water, find the pH of the acid.

Since hydrochloric acid is monoprotic and completely dissociates in water,

[HCl] = [H+] (or [H3O+]) = (1.50 ± 0.05) mol dm–3

Lower limit:
[H+] = 1.45 mol dm–3
pH = –lg [H+] = –lg (1.45) = –0.161

Upper limit:
[H+] = 1.55 mol dm–3
pH = –lg [H+] = –lg (1.55) = –0.190

pH = –lg [H+] = –lg (1.50) = –0.176

Uncertainty between upper limit and pH = –0.161 – (–0.176) = 0.015

Uncertainty between lower limit and pH = –0.176 – (–0.190) = 0.014

So, 0.015 is the larger uncertainty.

Therefore, pH of hydrochloric acid = –0.176 ± 0.015

IBDP Chemistry HL/Measurement and Data Processing Page 24

(b) Uncertainties of common apparatus in IB Chemistry Laboratories

(Class of apparatus, if any, is denoted in parenthesis)

Volumetric Graduated
Capacity Measuring Burette* Bulb pipette /
3 3 flask pipette
/ cm cylinder / cm / cm3 cm3
/ cm3 / cm3
1 ±0.01 (B)
2 ±0.02 (B)
5 ±0.05 (B)
10 ±1.0 ±0.02 (A) ±0.04 (A) ±0.02 (A)
±0.05 (B) ±0.1 (B)
20 ±0.06 (B) ±0.03 (A)
±0.06 (B)
25 ±0.08 (B)
50 ±0.5 ±0.12 (B) ±0.05* (B) ±0.10 (A)
100 ±0.8 ±0.08 (A) ±0.15 (A)
±0.20 (B)
250 ±0.12 (A)
±0.3 (B)
500 ±0.25 (A)
±0.5 (B)
1000 ±0.8 (B)
* Need to multiply by 2 for initial and final readings.

Measurement uncertainty of instruments in IB Chemistry Laboratories

Instrument Brand Uncertainty Operating Website for reference
/Model (if Temperature
any)
Electronic balance* Precisa ±0.001 g* 5 to 40 OC http://www.precisa.com
XT 220A /download/en_320XT_
Handbook.pdf
Thermometers
• 0.2 OC division - ±0.2 OC 0 to 100 OC
• 0.5 C division
O - O
±0.5 C
Stopwatch Sport Timer/ ±0.5 s Room
TM-104 temperature
Data Logger Vernier pH probe:
• pH probe • PH-BTA ±0.02 pH 5 to 80 OC http://www.vernier.com
• temperature probe • WRT-BTA ±0.2 O
C -40 to <40 O
C /files/manuals/ph-
bta.pdf

Temperature probe:
http://www.vernier.com
/products/sensors/temp
erature-sensors/tpl-
bta.pdf
UV-Vis Spectrometer Genesys ±0.005 A Room http://www.thermo.com
(190 to 1100 nm) 10S (<1 A) temperature /eThermo/CMA/PDFs/
Product/productPDF_5
±0.5% of 3056.pdf
reading
(1-2 A)

IBDP Chemistry HL/Measurement and Data Processing Page 25

 Shimadzu ±0.004 A
UV1800 (<1 A)

±0.006
(1-2 A)

* Need to multiply by 2 for initial and final readings.

Theory of knowledge
“Science has been described as self-correcting and communal public endeavor. To what extent
do these characteristics also apply to the other areas of knowledge?”

Note: The five areas of knowledge in TOK are natural sciences, human sciences, ethics, the arts
and mathematics.

Question for consideration:

Why has the value of Avogadro’s constant changed over time?

International–mindedness
“As a result of collaboration between seven international organizations, including IUPAC, the
International Standards Organization (ISO) published the Guide to the Expression of Uncertainty
in Measurement in 1995. This has been widely adopted in most countries and has been translated
into several languages.”

Question for consideration:

Consider the pros and cons of adopting an international standard. Explain whether it will be
advantageous for Singapore to adopt an international standard.

IBDP Chemistry HL/Measurement and Data Processing Page 26

11.2 Graphical Techniques

One simple approach is to determine if there is any correlation between different sets of data,
and if one exists, to determine if there is any cause and effect relationship. Such findings assist
to simplify the scientific world into simple models and these have boundless applications in
making predictions and solving problems. Hence, the idea of correlation will always be the first
analytical approach that comes to the minds of researchers and can be tested in experiments
whose results can be displayed graphically through either manual plotting on a graph paper or
through the use of many different graph plotting software.

11.2.1 Sketch Graphs to Represent Dependences and Interpret Graph Behaviour

Graph plotting is an integral part of both data presentation and analysis in most scientific research.
It allows the researcher to see the type of relationship between two variables, or that there is any
relationship between them. Figures A to E show some of the possible relationships that you may
encounter in your IBDP Chemistry course.
Y Y

0 X 0 X
Figure A Figure B

Significant positive correlation between Significant negative correlation

X and Y. Y = mX, where m is refers to between X and Y. Y = mX, where m is
the gradient which is positive. refers to the gradient which is negative.

Y Y

0 X 0 X
Figure C Figure D
Significant positive correlation between Xn and
Insignificant correlation between X and Y. Y. Equation of the line can be generalized as
There is no relationship between X and Y. Y = mXn, where m is refers to the gradient which
is positive, and n any real number. In such
cases,
Y ln Y = n ln X + ln m will be a straight line.

Figure E

X is dependent on Y. However, it is not easy

to find an equation for such a line.

0 X

IBDP Chemistry HL/Measurement and Data Processing Page 27

11.2.2 Construct Graphs from Experimental Data

Graph construction procedure

1. Select a full piece of graph paper of at least A4 size. Plan to use the entire graph paper for
each plot.
2. Draw the axes and use suitable scales such as multiples of 1, 2, 5, 10, etc. such that the
graph can encompass the point with the largest and smallest co-ordinates. Never use scales
that are difficult to read, such as multiples of 3, 4, 6, 7, etc. If the numbers are too big or too
small, convert them into the standard form as shown in Figure 3 below.
3. Plot the points carefully on the graph paper using crosses (or any suitable symbols) that are
large enough to be seen clearly.
4. Label the axes and include the units.
5. Label the graph and refer to the graph when you write your report.

Figure on use of standard form in horizontal axis in graph plotting, extracted from
2011 May HL Chemistry Paper 2 TZ1

IBDP Chemistry HL/Measurement and Data Processing Page 28

11.2.3 Error Bars

In some instances, such as in writing Extended Essays, you may wish to show the error bars for all
the points in your graph. This is not a requirement in IBDP Chemistry and is entirely up to you. If
error bars are used, it should encompass both the horizontal and vertical uncertainties. An example
of a graph with error bar is shown below in Example 1 where the rise in temperature is extrapolated.
One common misconception is that the line must pass through all the error bars. In any experiment,
anomalous results may occur and such points should still be omitted. The line should only pass
through the error bars if you are considering those points as “accurate points”.

Example 1
(Plotted using Graph ver 4.3)

Scan me to
view a video
ΔT on how
systematic
and random
errors can be
interpreted
from a graph

11.2.4 Draw Best–Fit Lines through Data Points on a Graph

The best–fit–line can easily be determined using any graph plotting software. In statistics, “linear
regression” is used to analyse the relationship between two variables, X and Y. In some situations,
the line must pass through the origin as that is a theoretical point. In other cases, the vertical axis
intercept yields a significant piece of information.

If you are manually plotting the graph on your own, you may estimate the best–fit–line by adjusting
the ruler to a position where all the points are very close to the line. You may also encounter
anomalous points and must know how to deal with them. This anomalous point should either be
ignored in drawing the best–fit–line, or the experiment can be repeated to obtain a new set of data.

IBDP Chemistry HL/Measurement and Data Processing Page 29

11.2.5 Determine the Values of Physical Quantities from Graphs

From a graph plot, a researcher not only can see the relationship, but also derive some of the
physical quantities. The most common quantities are derived from reading the co–ordinates of a
point on the line, the gradient of the straight line or the intercept. The following are some examples.

Example 1

Source: Hutchinson, J. S. The Ideal Gas Law. Silverman, J. Ed., 16 Jan

2005; Connexions. http://cnx.org/content/m12598/latest (accessed Jan 25,
At constant pressure, the gradient of the above line in Example 1 yields nR, where n is the number
of moles of the gas and R is the ideal gas constant.

IBDP Chemistry HL/Measurement and Data Processing Page 30

Example 2

1.00

Absorbance 0.80

0.60

0.40

0.20

0.00
1.0 2.0 3.0 3.5 4.0 5.0
Concentration of Cu2+ / 10-3 mol dm-3

From the Beer–Lambert plot, one can determine the concentration of copper(II) ions by measuring
its absorbance using UV–Visible Spectrometry. From the graph, the absorbance of 0.65 of a solution
of copper(II) ions corresponds to a concentration of 0.0035 mol dm–3. If we consider the uncertainty
of the absorbance as ± 0.05 and extrapolate the upper and lower limits to the line, we should be able
to obtain the uncertainty of the concentration, which is ± 0.0003 mol dm–3.

Note: Each of our UV–Visible Spectrometers has an absorbance tolerance of ± 0.005 and not
± 0.05 as in the above example.

Example 3
pH

12
11
10
B 9
8
7
6
C
5
4
3
2
A
1

10.00 20.00 30.00 40.00 50.00

Volume of NH3(aq) used / cm3
In the pH plot above that involves a titration between a strong acid and a weak base, three valuable
pieces of information that can be obtained from the pH axis; the pH of the acid before titration (point
A), the pH of the base (point B) (which allows you to derive its concentration if you know its pKb value)
and the pH at equivalence point (point C).

IBDP Chemistry HL/Measurement and Data Processing Page 31

11.2.6 Software for Graph Plotting

There are many software available for graph plotting with error bars and best–fit–line:

1. Microsoft Excel – available as a bundle with Word and PowerPoint. You may use the software in
the Shaw Library’s computers.

2. SPSS PASW Statistics Student Version 18 – rather expensive and license lasts 13 months.

3. Graph ver 4.3 developed by Ivan Johansen in 2009 – this is a freeware and can be downloaded
from http://www.padowan.dk/graph/

Theory of knowledge
“Graphs are a visual representation of data, and so use sense perception as a way of knowing.
To what extent does their interpretation also rely on the other ways of knowing, such as language
and reason?”

International–Mindedness
”Charts and graphs, which largely transcend language barriers, can facilitate communication
between scientists worldwide.”

Question for consideration:

We see charts and graphs so commonly used in the mass media. How effective are such visual
tools in communicating the same ideas and transcending across different nationalities with vastly
different languages, cultures, traditions, values and beliefs?

Clue: Consider the minimal language or words used such as labeling of axes, title of graphs or
charts, versus one where annotation is pictorial.

Common Misconceptions:
1. Precision and accuracy are always misconceived as the tolerance of an apparatus and
instrument. Many lay people always say that a burette is more precise than a measuring
cylinder because it can measure more accurately. A science student, however, should say
that a burette has a lower tolerance than a measuring cylinder.

2. Many students and teachers thought that beakers and conical flasks can be used to measure
volumes. In reality, they are designed to hold liquids and the graduation scale at the side gives
a very rough estimate of the volume of liquid that each of the flask holds. If a particular volume
of a liquid, say, 100 ml, is to be measured, a measuring cylinder should be used.

3. Some students attached a percentage value, usually 5 %, to the criteria for accuracy. In
reality, there is no such criterion. If the true value is 5.0 and the experimental value is 4.5 ±
0.5, then the percentage error is 10 %, but it is still accurate as 4.5 ± 0.5 encompasses the
true value of 5.0. In Aspect 2 “evaluating procedure(s)” of “Conclusion and Evaluation” of
Internal Assessment, students are asked to comment on the precision and accuracy of the
measurements made. In this aspect, students will have to comment on the consistency of
the measurements (precision) and whether the literature value is within the experimental
value (accuracy). Students are also encouraged to determine the percentage error.

On a separate note, in the testing of drugs, researchers and statisticians use hypothesis
testing and they allow only a 1% probability that the drug will not work or has side-effects. In
the study of behaviours in human and animals, that interval is increased to 5 %. Both figures
apply to “two-tailed” tests. If it is a “one-tailed” test, the probability is halved. This has nothing
to do with error determination. Students who are interested may read any statistics textbooks
on t-testing, ANOVA and Χ2-testing.

IBDP Chemistry HL/Measurement and Data Processing Page 32

Exercise 1

[Specimen HL Chemistry Paper (for first examinations in 2009)]

1. The following diagram shows a set of experimental data points, X, determined when one
experimental measurement was repeated three times. The centre of the diagram
represents the ideal value calculated from theory. What statement is correct about these
measurements?
XXX

A. The measurements involve low accuracy and low precision.

B. The measurements involve low accuracy and high precision.
C. The measurements involve high accuracy and low precision.
D. The measurements involve high accuracy and high precision.

Answer: B

Accuracy refers to how close a measured value is to the correct value. The readings obtained,
represented by ‘X’ are not in the centre of the diagram, indicating a deviation from the correct
value. Therefore, the accuracy is low.

Precision indicates the closeness of agreement between independent test results obtained under
stipulated conditions. The readings obtained are in close agreement of each other as they are
clustered together in the same region. Therefore, precision is high.

IBDP Chemistry HL/Measurement and Data Processing Page 33

2. The data below is from an experiment used to measure the enthalpy change for the
combustion of 1 mole of sucrose (common table sugar), C12H22O11(s). The
time–temperature data was taken from a data-logging software programme.

Mass of sample of sucrose, m = 0.4385 g

Heat capacity of the system, Csystem = 10.114 kJ K−1

(a) Calculate ΔT, for the water, surrounding the chamber in the calorimeter.

ΔT = 23.7 – 23.03 = 0.67 ≈ 0.7 oC (1 dp)

(b) Determine the amount, in moles, of sucrose.

0.4385
Amount of sucrose = = 1.282 x 10–3 mol (4 sf)
(12.01 × 12) + (22 × 1.01) + (11 × 16.00)

(c) (i) Using the following formula provided, calculate the enthalpy change for the
combustion of 1 mole of sucrose.
Q
Q = CsystemΔT , ΔH = −
n

Q = CsystemΔT = (10.114) (0.7) = 7.0798 ≈ 7 kJ (1 sf)

Q 7
ΔH = −
n = − 1.282 × 1.282−3 = –5460 kJ mol ≈ –5 x 10 kJ mol (1 sf)
–1 3 –1

IBDP Chemistry HL/Measurement and Data Processing Page 34

 (ii) Using the Data Booklet, calculate the percentage experimental error based on the
data used in this experiment.
Experimental error
Experimental value − Literature value
=� � × 100 %
Literature value
(−5000) − (−5640)
=� � × 100 %
(−5640)
= 11.3 % (3 sf)

[Specimen HL Chemistry Paper (for first examinations in 2016)]

3. Which combination in the table correctly states the value and units of the gradient?

Value Units

A.
3.0 × 10−3 − 0.6 × 10−3 s–1
0.050 − 0.010

B.
3.0 × 10−3 − 0.6 × 10−3 s
0.050 − 0.010

0.050 − 0.010
C. −3 −3
s–1
3.0 × 10 − 0.6 × 10

0.050 − 0.010
D. s
3.0 × 10−3 − 0.6 × 10−3

Answer: A
y2 − y1 3.0 × 10−3 − 0.6 × 10−3
Gradient = =
x2 − x1 0.050 − 0.010

mol dm−3 s−1

Units of gradient = −3 = s–1
mol dm

IBDP Chemistry HL/Measurement and Data Processing Page 35

Further reading:
1. Talbot, C.; Harwood, R.; Coates, C. Measurement and data processing. Chemistry for IB
Diploma. Hodder Education: London, 2010; pp 303–325.
2. Bylikin, S.; Horner, G.; Murphy, B.; Tarcy, D. Measurement and data processing. 2014
Edition Chemistry Course Companion. Oxford University Press: Oxford, 2014; pp.261-276.
3. Analytical Methods Committee (September, 2003). Terminology - the key to understanding
analytical science. Part 1: Accuracy, precision and uncertainty. AMC Technical Brief. RSC,
Cambridge

References:
1. Jackson, H. Decimals Places & Significant figures
https://www.brad.ac.uk/wimba-files/msu-
course/media/DP%20and%20SF%20teaching.pdf (accessed Dec 25, 2017)
2. Bylikin, S.; Horner, G.; Murphy, B.; Tarcy, D. Measurement and data processing. 2014
Edition Chemistry Course Companion. Oxford University Press: Oxford, 2014; pp.261-276.
3. Analytical Methods Committee (September, 2003). Terminology - the key to understanding
analytical science. Part 1: Accuracy, precision and uncertainty. AMC Technical Brief. RSC,
Cambridge
http://www.rsc.org/images/terminology-part-1-technical-brief-13_tcm18-214863.pdf

IBDP Chemistry HL/Measurement and Data Processing Page 36