Physical Science (PHSC 100) Virtual Lab Expt.

# 1 on Measurement

Name: ________________________ Section: _______ Date: ______

Note on this virtual Lab Experiment

Read the Introduction, Materials and Experimental Procedures outlined below, and
understand as to how this virtual experiment would be conducted under real lab condition
to generate the theoretical data supplied in the Tables below. After clearly understanding
the procedure and the formula for the calculations, complete the empty columns with
calculated data and write brief discussions on the results as per the guideline outlined,
and Submit it back in the Drop Box.

Experiment #1 Procedure: On Physical Measurement

Introduction
Scientific measurement has gradually progressed to a high state of sensitivity; however, it
is still difficult to make exact measurements because of the variability and uncertainty of
manual and mechanical measuring devices. For example, a metric ruler calibrated in 1-
cm divisions has an uncertainty of (±) 0.5-cm; whereas a metric ruler calibrated in 0.1-cm
subdivision has an uncertainty of (±) 0.05-cm. The one with more subdivision has greater
accuracy.

The volume of a liquid can be measured with a graduated cylinder. A100 ml graduate
cylinder marked in 10-ml interval has ten subdivisions, where each subdivision equals
one milliliter. If one of the divisions is estimated, the volume has an uncertainty of (±)
0.5-ml. When reading a graduated cylinder read the bottom of the meniscus. Also observe
the meniscus at eye level to avoid a reading error. The meniscus is the lens-shaped
surface.

There are two major measurement systems of standard units in use today. These are the
Metric and the English systems. The metric system is used throughout the world,
except in the United States, where both systems are used.

The objectives of this experiment are (1) to obtain measurements of mass, volume and
length using the Metric System (SI Units) and the English Customary System (ECS); (2)
to compare ratios of measurements obtained using both systems with standard values
(3) to obtain proficiency in using an analytical balances, metric rulers and graduated
cylinders.

MATERIALS AND METHODS

Equipment (the following equipment are used for conducting this experiment)
a) Analytical balance b) Graduated cylinders
c) Calibrated measuring plastic cups (8 fl. oz) d) Rulers (inches and centimeters)
e) Wood blocks f) metal rounds
g) small white plastic cups

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Procedure (instruction): The following procedures were used in the volume, mass,
and length measurements to generate the theoretical data shown in the Tables below.

1. Volume Measurements (procedure)

The small white plastic cup is filled to the lid with water. The volume of water in
the cup is poured into a 100-mL graduated cylinder and the volume is measured
by observing the bottom of the meniscus to half a subdivision (0.5ml). The
volume in milliliters (ml) is recorded on the Data Table 1, first row, second
column. Then the volume of water from the graduated cylinder is quantitative
poured into a calibrated plastic measuring cup with care and volume is recorded
in fluid ounces (fl.oz.) in column three, first row on the Data Table 1. Replicate
this volume measurement 3 times, for the second and third row. Determine the

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volume ratio (last column) by dividing the volume in milliliters (column two) by
the volume in fluid ounces (third column). Determine the mean of the 3 ratios
(sum of the ratios, last column, divided by three), which should be near the
standard value, which is 29.6 ml/fl.oz. Calculate the percent error of your
measurements using the following formula.

% Error = */Standard value – observed mean/ x 100

Standard value

*absolute difference (no negative sign)

2. Mass Measurements (procedure)

The mass of three metal rounds, is measured one at a time in grams and oz on
analytical balance, one at a time, and data entered in the appropriate column in
Table 2. First, one of the metal rounds is placed on analytical balance set on gram
unit and data recorded to the nearest hundredths of a gram on the Data Table 2,
first row, second column. Then, the unit on the balance is switched to ounce (oz)
scale and the mass of the same metal round is measured in oz and the data is
entered first row, third column. The same procedure of measuring the mass in
gram and oz continues for the second and third metal rounds, and data entered in
their respective second and third columns and rows.

Assignment

From the theoretical mass in gram and oz measurement data in the second and
third columns, calculate the ratio of mass in the units of the two measurement
systems, by dividing the mass gram to the mass in ounce, in each row and enter
the value in the last column (ratio g/oz). The mean of the ratios (observed mean),
which should be near the standard value (28.35 g/oz) is calculated by adding the
ratios in the three replications and dividing it by three. The percent error of your
measurements is calculated using the following formula.

% Error = */Standard value – observed mean/ x 100

Standard value

*absolute difference (no negative sign)

3. Length Measurements

The lengths of three woodblocks is measured one at a time, in centimeters and

inches, and measurement values are recorded in the respective row and column in
the Data Table 3. Then the ratios of the lengths in centimeters to inches is
calculated by dividing cm values in the second column to the inch values in the
third column, and values entered in the last ratio (cm/in) column. The mean of
the three ratios, which should be near the standard (2.54 cm/inch), is

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determined. Finally, the percent error of the measurements is calculated using
the formulae given below.

% Error = */Standard value – observed mean/ x 100

Standard value

*absolute difference (no negative sign)

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 Relationship between height and shoe length

To determine this relationship, the height (in meter to two decimal places) and
shoe length in millimeter (mm) of six individuals in a group is measured and data
entered in Table 4 below. From the data given in the Table, draw a bar graph on
Excel, the height in meters on the x- axis and the shoe length in millimeters in
the y- axis, showing the relationship between height and shoe length. Looking
at the trend on the graph, discuss whether there is a direct relationship between
height and shoe length in this experiment. Copy the graph on the Excel and paste
it on this file.

Table 1. Volume Measurements

Replicate Volume (ml) Volume (fl. oz.) Ratio (ml/ fl. oz)
#1 92 3.0
#2 88 2.9
#3 89 3.0
Mean
% Error

Table 2. Mass Measurements

Replicate Mass (g) Mass (oz.) Ratio (g/ oz)
#1 50 1.46
#2 80 2.74
#3 100 3.11
Mean
% Error

Table 3. Length Measurements

Blocks Length (cm) Length (in) Ratio (cm/in)

#1 7.6 3.0
#2 12.5 5.0
#3 19.0 7.3
Mean
% Error

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Table 4. Height and shoe length measurement data

Height Shoe Length

Person (meter) (meter)
1 1.56 0.252
2 1.77 0.300
3 1.79 0.290
4 1.85 0.305
5 1.58 0.256
6 1.71 0.285

Discussion

In the space provided below, briefly discuss the results of each of your experiments by
indicating the mean and percent error values. Also indicate the level of precision
(closeness of data among the replicated values), as well as the level of accuracy of the
experiment (comparison of the experimental means with their respective standard
values (% error). Try to give explanation for the level of error obtained by indicating
possible sources of error, if high % error (>10%) is observed. For the height and shoe-
length experiment, discuss on the space provided, whether there is a direct relationship
between height and shoe length among the members in the group or not.

1. Volume Measurement
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2. Mass Measurement
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 3. Length Measurement
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4. Height and shoe-length relationship

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