Data Processing and Analysis Guide For HSC Physics 0
Data Processing and Analysis Guide For HSC Physics 0
Data Processing and Analysis Guide For HSC Physics 0
This Data Sheet and Periodic Table of the Elements (page 28) from the HSC Examination for Physics © NSW Education Standards
Authority for and on behalf of the Crown in right of the State of New South Wales, 2019
1
Introduction
This guide is intended for teachers of the Stage 6 Physics course in New South Wales. It draws upon
resources published by the NSW Department of Education in their Working Scientifically support documents
as well as those from the School of Physics First Year Unit at the University of New South Wales, Sydney.
The definitions and procedures described in this guide take into consideration the differences between
what is done in tertiary studies and research in physics, and the skills and understanding of students
studying physics in high school.
It is intended to give teachers and their students a sense of good practice for processing and analysing
data. It is in no way designed to be prescriptive; teachers should consider the learning requirements and
outcomes for their students when using this guide.
2
Contents
1 – Recording data 4
1.1 Reporting data 4
1.1.1 Scientific notation and orders of magnitude 4
1.1.2 Significant figures 4
1.1.3 Units 5
1.2 Tabulating data 6
2 – Accuracy, errors and uncertainties 7
2.1 Error 7
2.1.1 Quantifying error 7
2.1.2 Using error to assess accuracy 7
2.1.3 Systematic and random errors 8
2.1.4 Improving accuracy – reducing errors 8
2.2 Uncertainty 9
2.2.1 Uncertainty versus error 9
2.2.2 Using uncertainty to assess accuracy 9
2.2.3 Reporting uncertainties 10
2.2.4 Uncertainty in values read directly from a measuring device 10
2.2.5 Uncertainties due to environmental or human factors 11
2.2.6 Uncertainty in the average from a series of repeated measurements 11
2.2.7 Uncertainty in the slope of a line of best fit 12
2.2.8 Reducing uncertainties 12
2.2.9 Combining uncertainties 13
3 – Reliability and validity 15
3.1 Reliability 15
3.1.1 Evaluating and assessing reliability 15
3.1.2 Addressing the causes of unreliability 15
3.2 Validity 16
3.2.1 Assessing validity 16
3.2.2 Examining data for the indicators of invalidity 16
4 – Analysing data 17
4.1 General principles 17
4.2 Linearized equations 18
4.3 Plotting graphs by hand 19
4.3.1 Drawing lines of best fit 19
5 – Using spreadsheets 21
5.1 Entering data 21
5.2 Performing calculations 21
5.3 Plotting a graph 23
5.4 Obtaining the uncertainty in the slope 25
5.5 Common spreadsheet symbols and functions 26
5.5.1 Calling on cells in functions 26
5.5.2 Order of operations 26
5.5.3 Entering data 26
5.5.4 Common functions 27
Exercises 28
Solutions to exercises 32
References 32
3
1 – Recording data
1.1 Reporting data
1.1.1 Scientific notation and orders of magnitude
A neat way of recording very large or very small numbers is by using scientific notation. This is where
numbers are written as a product of powers of ten, also called orders of magnitude. For example:–
Note that numbers like 8.4 × 106 m have an order of magnitude of 7 because it rounds up to 107.
Significant figures are important because they signal the accuracy or uncertainty in a value. The last
significant figure in a number suggests that it is accurate to ±½ of its place. For example, 5.3 km implies a
distance with uncertainty of 5.30 ± 0.05 km but 5.34 km implies 5.340 ± 0.005 km.
The result of a calculation is only as accurate as the least accurate value used to compute it. So, when
reporting the result of a calculation, the result must be rounded to the same as the smallest number of
significant figures of any value used in the calculation. For example,
Energy = 3.457 W × 5.60 s = 19.3292 J
the answer can only be reported as 19.3 J because the smallest number of significant figures in the
calculation was three.
4
Note: In calculations consisting of simple additions and subtractions only, answers should be given with
the same number of decimal places as the term with the least number of decimal places in the
calculation. For example:
ΔT = 137.45 °C – 37.8766 °C = 99.5734 °C
The accuracy implied by the additional decimal places in one of the numbers is meaningless if the other
number is more uncertain.
1.1.3 Units
Units add important information to measurements because a numerical value means nothing on its own.
A unit has to be an agreed quantity of a thing to be measured, because when we say or write down a
measurement, we are actually giving a number of multiples of that unit. For example, when you are told that
the length of something is 3 metres, you are being told that its length is 3 × 1 metre, and this will only be
accurate if everyone agrees about what a single metre is.
The agreed system of units used in science is the International System of units (SI units). The base units
are:
Some units are derived from the SI base units. Derived units can be determined from the equations used to
calculate its quantity—they follow the usual rules for multiplication and division. For example, the units of
speed are derived from the units for length and time (metres per second):
distance 1 m
speed = = = 1 m/s = 1 m ∙ s!"
time 1s
Some quantities are so special that their derived unit is given a name. For example, you might know the
named unit for force – the newton (N). The unit for force is actually derived from the SI base units. Since
force is determined by the equation
𝐹 = 𝑚𝑎
the unit for force derived from base units is
Derived unit
Quantity Named unit and symbol
in terms of base units
Energy kg ∙ m# ∙ s!# joule (J)
5
Prefixes are sometimes used to convert units into forms that are more conveniently written or spoken.
Some examples (and their multipliers, in scientific notation):–
Example:
Table: the variation in the period of a pendulum as its length increases
Ten Periods, 10T (s)
6
2 – Accuracy, errors and uncertainties
2.1 Error
2.1.1 Quantifying error
For example, the “true” value of gravitational field strength on Earth’s surface is 9.8 N kg–1. In an experiment
carried out by a student, the value observed was 8.5 N kg–1.
An alternative might be to set “error bands” for a graduated scale of accuracy. For example, 0-5% for high
accuracy, 5-15% error for modest accuracy, >15% for low accuracy.
7
2.1.3 Systematic and random errors
When you make multiple measurements and compute the errors, you might start to recognise patterns in
how and when they occur. Because of this, errors can be put into one of two categories depending on how
they behave:
• Systematic errors –When repeated, observed values are displaced in same direction from the true
value. That is, the observed values might read consistently higher or consistently lower than the
true value.
These types of errors are often caused by improperly calibrated measuring instruments, or “zero”
errors (such as when an electronic balance shows a non-zero reading when there is nothing on its
pan – every reading will be higher than it should be).
• Random errors – When repeated, observed values are scattered randomly above and below the true
value.
These types of errors are often caused by random fluctuations in the ambient conditions or
uncontrolled variables.
8
2.2 Uncertainty
2.2.1 Uncertainty versus error
While the concept of error compares measurements against values assumed to be “true”, there are many
more values (particularly direct measurements) that cannot be compared to known or accepted values.
Additionally, it is possible that a result close to an accepted value comes about purely by chance anyway.
Calculating the error in cases like this does not tell us about the confidence we should have in the
techniques used to make the measurement.
What we should also do is report our measurements with some indication of the certainty we have in it.
Remember, every measurement we make is, on some level, an approximation. To communicate how
precise we think our measurement is, we can cite the possible margin of error which we call uncertainty.
Approximate length, L
–ΔL +ΔL
Uncertainty
How do we know how big the uncertainty in our measurements are? In sections 2.2.3–2.2.7, we discuss
how to estimate uncertainties.
• 9.6 ± 0.3 m.s–2 agrees, because 9.8 m.s–2 lies inside the range of 9.3 and 9.9 m.s–2
• 9.2 ± 0.3 m.s–2 does not agree, because 9.8 m.s–2 lies outside the range of 8.9 and 9.5 m.s–2
agrees
9.6 ± 0.3
g
=
9.
9.2 ± 0.3 8
m
.s –
disagrees 2
The arrows point to values on the number line and the grey bars are the uncertainty
ranges. Only one of the measurements includes the accepted value.
Of course, you can make an accepted value can fall inside any uncertainty bounds if you make the
uncertainty large enough. So for the measurement to be precise, the uncertainties also have to be
reasonably small.
9
2.2.3 Reporting uncertainties
Any value that has been observed or estimated has an associated uncertainty. Values that have been
recorded should be quoted with an associated uncertainty.
Absolute uncertainty is expressed in the same dimensions as the value. For example, 5.4 ± 0.2 m could be a
length where the true value might lie 0.2 m above or below the estimation of 5.4 m.
Relative uncertainty is the size of the uncertainty as a fraction of the observed or estimated value and is
usually presented as a percentage.
Absolute uncertainty Δ𝑥
(has the same units as the measurement)
Relative uncertainty Δ𝑥
(also called percentage uncertainty when expressed as %) 𝑥
%.#
For example, for the estimation 5.4 ± 0.2 m, the relative uncertainty is = 4%
'.(
Uncertainty should be given to one significant figure*; the observed or estimated value should be rounded
to same number of decimal places as the uncertainty (any more decimal places than the uncertainty would
be meaningless).
For example, the height of a building might be 14.7 ± 0.5 m, not 14.691 ± 0.53 m.
* If the first significant figure of the uncertainty is a “1”, then a second significant figure is sometimes given. The
number of decimal places must still match. For example, 12.67 ± 0.12 m.
10
2.2.5 Uncertainties due to environmental or human factors
Some uncertainties may be due to the physical conditions or idiosyncrasies in the equipment you are using,
for example: parallax, unstable oscillations, or noise.
The following are some ways to estimate and quantify these uncertainties:
• Sometimes the smallest graduation on a scale is not necessarily readable. For example, you may be
using a metre rule marked in millimetres to measure the bounce height of a ball, but because the
ball moves so quickly, you may only be able to measure it to the nearest 5 centimetres. In this case,
your measurements would have an uncertainty of ±2.5 cm.
• In the case of an unstable, fluctuating reading from a device – make a measurement of the highest
value and the lowest value it fluctuates between. Determine the range between these values and
divide it by two.
• In the case of parallax – estimate the maximum probable observation you could make and the
minimum probable observation, find the range between them and divide by two.
For example, a light meter reading fluctuates between 979 lux and 1057 lux. The measurement would be
halfway between the two numbers (1020 lux) and the uncertainty would be
1057 − 979
∆𝐼 = ± = ±39 lux
2
It would be reported as 1020 ± 40 lux.
Uncertainty in average
±1 standard deviation
(when there are many trials)
11
2.2.7 Uncertainty in the slope of a line of best fit
There is uncertainty associated with the gradient of a line of best fit (LOBF).
To estimate its uncertainty, the data points should be plotted with their respective error bars (the length of
an error bar is the uncertainty in each data point).
Two lines of worst fit (LOWF) should then be drawn. One line of worst fit is the shallowest straight line that
can be drawn yet passing through the error bars of as many data points as possible. Similarly, the other line
of worst fit is the steepest straight line that can be drawn.
The uncertainty in the gradient of a line of best fit is then half of the difference between the gradients of the
maximum and minimum lines of worst fit.
For example, if we are to use the data from a pendulum’s T2 vs l graph to determine the acceleration due to
()!
gravity g, we can infer that 𝑔 = (see 4.2 Linearized equations). Note how we have conducted a
*+,- /0123456
division operation here.
Since 4 is an integer and π is a constant, they do not have uncertainties. Thus the relative uncertainty in g is
∆𝑔 ∆LOBF gradient
=
𝑔 LOBF gradient
If the other values in the term that we have equated with the gradient had uncertainties, then we would just
add their relative uncertainties, as in section 2.2.9.
2.2.8 Reducing uncertainties
Uncertainties can be reduced in the same ways that we have discussed when reducing errors (see 2.1.4
Improving accuracy – reducing errors).
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2.2.9 Combining uncertainties
When uncertain quantities are used in calculations, then the results are more uncertain.
—Uncertainties when values are added or subtracted
Consider the bars below. The black lines are the approximate sizes of the bars and the shaded areas are
the uncertainties.
6.0 ± 0.5 cm
4.0 ± 0.5 cm
Lapprox = 10.0 cm
Lmin = 9.0 cm
Lmax = 11.0 cm
Further example:
• If a can of Milo initially has a mass of 151 ± 2 g and a week later has a mass of 98 ± 2 g, then the
mass difference is
13
—Uncertainties when values are multiplied or divided
Consider the rectangle below. The black line is the approximate size of the rectangle and the shaded area
is the uncertainty.
L = 6.0 ± 0.5 cm
W = 4.0 ± 0.5 cm
Let’s try this for the uncertainty for our rectangle example.
∆𝐴 ∆𝐿 ∆𝑊 ∆𝐿 ∆𝑊 0.5 0.5
= + → ∆𝐴 = 𝐴 g + h = 24 cm# g + h = 5 cm#
𝐴 𝐿 𝑊 𝐿 𝑊 6.0 4.0
which is what we found geometrically.
∆𝑇 # ∆𝑇 ∆𝑇 ∆𝑇 ∆𝑇 0.03 0.03
#
= + → ∆𝑇 # = 𝑇 # g + h = 5.52 s# g + h = 0.14 s#
𝑇 𝑇 𝑇 𝑇 𝑇 2.35 2.35
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3 – Reliability and validity
3.1 Reliability
Reliability refers to the consistency in results – repetition returns results that lie within a small margin of
error. There are two ways of looking at reliability:
• Internal reliability is when repeated trials within an experiment are consistent. This is sometimes
also called precision.
• External reliability is when the results from one experiment are consistent with those from other
experiments that are conducted the same way.
When assessing reliability, sometimes it is enough to make broad subjective judgements (for example,
“overall, the results appear to be roughly consistent”) but it is preferable to fall back on some kind of
quantitative basis.
Data from reliable trials are clustered Data from unreliable trials are much
closely. more spread out.
We could judge a set of trials to be reliable if the relative uncertainty of the trials is less than some arbitrary
limit, say, less than 5%.
For example, the following measurements of the same resistor were collected. The average is shown and
the uncertainty was calculated (cf. §2.2.6 – Uncertainty in the average from a series of repeated
measurements):
?@
The relative uncertainty of this data set is "%% @ or 6%. According to our arbitrary criteria, these trials are not
reliable. Perhaps it might be better to say that they have low reliability.
3.1.2 Addressing the causes of unreliability
The opposite of reliability can be said to be variability. Recall that random errors cause repeated
observations to vary randomly, so reducing the effects of random errors are a way to improve reliability.
Note that simply repeating trials or experiments on their own does not improve reliability. Repetition can
help to assess reliability, but unless the underlying causes are addressed, then repetition may only continue
displaying variability.
15
3.2 Validity
A valid experiment is one that examines what is intended – the relationship between an independent
variable and a dependent variable. There must be minimal interference in this relationship by other factors
– these other factors might be the variables that we should control (hold constant), or the level of care with
which we conduct the experiment and make measurements.
If we only vary the independent variable and keep all the other variables the same, then we can be confident
that the effects that we observe are due only to the changes that we have made. We can say that the
experiment is valid.
However, if we do not keep the other variables the same, then we cannot be certain that our observations
are only due to the independent variable. This would mean that the experiment would be invalid.
If we are careless when we conduct experiments, make inaccurate measurements, or use inappropriate
equipment, then his also invalidates the experiment.
Then you have to ask: have all the other variables been held constant?
• If yes, then you can be confident that the experiment and its results are valid.
• If no, then there are doubts about the validity of the experiment and its results.
Unreliability in data
Uncontrolled variables can cause variability in repeated measurements.
Unreliable results → invalid experiment
Inaccurate data
Random errors are indicated by variability in results, often caused by uncontrolled variables.
Inaccurate results → invalid experiment
Note that an inaccurate and unreliable experiment is necessarily invalid, so efforts to improve accuracy and
reliability will also improve validity.
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4 – Analysing data
4.1 General principles
Data is often analysed by means of linear regression, i.e. finding the gradient of a straight-line graph.
Straight lines are used because proportional relationships between variables are easy to identify.
Recall that the equation for a straight line can be given as
𝑌 = 𝐴𝑋 + 𝐵
Taking a simple example, say, Newton’s second law 𝐹 = 𝑚𝑎, when the acceleration of an object was
plotted against the force that was applied to it, a straight line would be obtained.
rise
rise
gradient =
run run
𝑌 = 𝐴𝑋 + 𝐵
where by correspondence, acceleration 𝑎 is the 𝑦-variable and force 𝐹 is the 𝑥-variable; the gradient is equal
" "
to < or A1BB
"
The mass of the object could then be calculated by mass = /0123456
Using a line of best fit to determine a relationship is preferable to simply substituting data pairs and finding
unknowns algebraically because:
• measuring the gradient examines the relative changes in the variables, not the absolute values—this
reduces systematic uncertainties.
• a gradient of a line of best fit is essentially an average of the ratio between the independent and
dependent variables, reducing random uncertainties.
17
4.2 Linearized equations
Linear relationships are not always written in the form of the general straight line equation, and many other
relationships in physics are not even linear. However, by careful manipulation of variables, many equations
can be “made” to be linear. The table below shows some examples of how equations can be graphed to
give a straight line.
The values for the y-variables and x-variables may need to be computed before being plotted on a graph.
Values of interest can be computed by equating the gradient of the line with the terms in the “gradient”
column.
Linear form
Case Equation y-variable x-variable Gradient
Y = AX + B
The velocity of an
object undergoing
uniform
acceleration is
𝑣 = 𝑢 + 𝑎𝑡 𝑣 = 𝑎𝑡 + 𝑢 Final velocity 𝑣 Time 𝑡 Acceleration 𝑎
measured over
time.
The period of a
pendulum is 𝑙 4𝜋 ! Period squared 4𝜋 !
𝑇 = 2𝜋- 𝑇! = 𝑙 Length 𝑙
measured when its 𝑔 𝑔 𝑇! 𝑔
length is varied
The vertical
displacement of Change in
an object 1 1 vertical Time-squared 1
undergoing ∆𝑠 = − 𝑔𝑡 ! ∆𝑠 = 4− 𝑔5 𝑡 ! displacement 𝑡! − 𝑔
2 2 2
acceleration due ∆𝑠
to gravity
18
4.3 Plotting graphs by hand
Good practice when hand drawing graphs in Stage 6 Physics includes graphs that:
y y
x x
These two methods are fairly rough and ready. More accurate lines of best fit can be drawn using a
spreadsheet (see the next section).
It is important to note that the line of best fit does not need to pass through any particular data points nor
must it be forced to pass through the origin.
19
An example of a hand drawn graph.
4.0
3.0
Period-squared T2 (s2)
Rise = 2.85 s2
2.0
Run = 0.60 m
1.0
0.0
0.0 0.2 0.4 0.6 0.8 1.0
20
5 – Using spreadsheets
Spreadsheets are a powerful tool to process and analyse large amounts of data. You can try the following
example, which uses Google Sheets (Microsoft Excel does the same thing in very similar ways).
At the top of a new column, put a heading (in this example, “Average”). In the same row as the first set of
trials, type
=AVERAGE(B3,C3,D3)
The equals sign (“=”) at the start of a formula tells the spreadsheet that the cell contains a calculation, and
in this example, B3, C3 and D3 are the cells that we want to average. Hitting Enter after you type a formula
in a cell commands the spreadsheet to execute your calculation.
21
Equivalently, we could have typed
=AVERAGE(B3:D3)
Using a colon as in “B3:D3” indicates a contiguous range of cells – could be useful if the number of cells
you are calling on is large.
We do not want to keep typing a formula into the spreadsheet over and over again if we do not have to.
Instead, we can just fill down a column with copies of the formula for its respective row.
Notice that there is a small square in the bottom right corner of a selected cell. When you hover your mouse
pointer over this square, it turns into a crosshair. Click and drag this crosshair down to cover the rest of the
empty cells in the Average column. When you release the mouse button, the formula fills into each cell and
the averages for each row should automatically be computed.
• We want to compute a value for one period in cell F3. Since cell E3 contains the time for ten periods
we will divide this by 10. Type into cell F3:
=E3/10
• We want to compute a value for period-squared in cell G3. Since cell F3 now contains the time for
one period, type into cell G3:
=F3^2
Remember to fill the formulae down the columns as before. If there are too many decimal places, use
the button again while the appropriate cells are selected.
22
The completed table should look like the one below.
With the cells selected, click on the button in the toolbar, or alternatively, select Insert > Chart from the
menu. A graph should pop up on the screen and a Chart editor pane will open on the right.
23
By default, Google Sheets will usually generate a column graph. To change this to a scatter graph, use the
Chart type dropdown menu under the Setup tab in the Chart Editor and select Scatter.
If your dependent variable is in the left column of the table and the independent variable is in the right
column, then the dependent and independent variables should be positioned and labelled on the
appropriate axes.
To add a line of best fit, expand Series under the Customize tab in the Chart
Editor pane (see right). Tick the Trendline box. We also want the equation of
the line – from the Label dropdown menu, select Use Equation.
Your graph should now look like the one below.
Notice that the equation of the line is now shown above the graph area; the gradient is 4.62 and the y-
intercept is –0.117.
24
5.4 Obtaining the uncertainty in the slope
Remember that in section 2.2.4 Uncertainty in the slope of a line of best fit, we saw that there is inherent
uncertainty in the calculated gradient of a line of best fit.
There is a function in Google Sheets (“=LINEST(Y_VALUES, X_VALUES, TRUE, TRUE)”) that easily allows you
to compute the uncertainty in the line (the function is the same in Microsoft Excel, but it’s a bit trickier to get
Excel to display the result). It should be noted that this method does not take the uncertainty in each data
point into consideration – it is looking at the spread of datapoints from the trend line.
Using our example, choose a cell below or to the right of your data (make sure this cell is clear for 5 rows
down and another column right – it will fill these cells with data). Into this cell, type:
When you press Enter, the function will output this array of data:
Gradient y-intercept
The ones we are interested in are the gradient, y-intercept, and uncertainty in the slope. The gradient can be
quoted as 4.6 ± 0.2.
Notice that the gradient and y-intercept here are given to far more significant figures than that labelled on
the graph.
25
5.5 Common spreadsheet symbols and functions
5.5.1 Calling on cells in functions
Data in a cell can be called upon in a formula by their grid coordinate, for example, A1, B4, H27, and so on.
If a contiguous range of adjacent cells in a row, column, or block is being called upon, then a colon “:” can
be used. For example:
• B4:B9 would call upon six cells in column B of the spreadsheet.
• G2:K2 would call upon five cells in row 2.
• B2:D5 would call on twelve cells in a rectangle between columns B to D and rows 2 to 5.
This is particularly useful when computing the average of a large number of cells, for example,
=AVERAGE(D2:D99).
26
5.5.4 Common functions
Below is a table of some commonly used spreadsheet functions, where A, B et cetera might be numbers or
a cell references. This is by no means an exhaustive list of spreadsheet functions.
Some functions use an argument placed inside brackets, such as for square root, SQRT(A). The argument
can be a number, a reference to a cell containing a number, or it can even be another function. For example,
√5𝑥 can be entered as SQRT(5*A1).
Remember to begin any calculation with an equal sign “=”.
𝑥
Division =A/B
4
Indices 𝑥$ =A^B
=SIN(A)
Sine* sin 𝑥
=SIN(RADIANS(A))
=ASIN(A)
Arcsine* sin&# 𝑥
=DEGREES(ASIN(A))
𝑥
Degrees to radians ×𝜋 =RADIANS(A)
180
𝑥
Radians to degrees × 180° =DEGREES(A)
𝜋
∑'# 𝑥 =AVERAGE(A, B, C, D)
Average
𝑛 =AVERAGE(A:D)
*Spreadsheets input and output angles in radians.
27
Exercises 1
Recording data
1. Write the following numbers in scientific notation.
4860 J 0.00761 m 84 kg
8. Write the results of these calculations with the correct units and significant figures.
28
Exercises 2
Uncertainties
1. The accepted value for the specific heat capacity of water is accepted to be 4186 J kg–1 K–1. In an investigation
to measure it experimentally, a student produces a value of 4390 J kg–1 K–1.
What is:
(a) The absolute error?
(b) The relative error (as a percentage)?
(c) The accuracy?
3. Look at the following measuring devices. What uncertainty can be expected from observations using each?
29
5. Consider the following graph of the magnitude of the restoring force of a spring 𝐹 versus the extension of a
spring, 𝑥. It is known that 𝐹 and 𝑥 are related by Hooke’s law, 𝐹 = 𝑘𝑥, where 𝑘 is a spring constant.
x
The gradients of each line were computed:
• Line of best fit: 4.7 N m–1
• Line of worst fit (max): 4.9 N m–1
• Line of worst fit (min): 4.4 N m–1
Calculate the value for the spring constant 𝑘 and its uncertainty.
42.0 ± 0.2 g + 27.2 ± 0.2 g 6.3 ± 0.1 m – 4.9 ± 0.1 m 2 × 78.2 ± 0.5 g
23.1 ± 0.5 W × 11.2 ± 0.1 s 2.45 ± 0.05 N ÷ 0.250 ± 0.010 kg (7.5 ± 0.3 m s–1)2
30
Exercises 3
Analysing data
1. Rewrite the following equations into the linear form 𝑌 = 𝐴𝑋 + 𝐵 given the dependent and independent
variables, and the identify the terms of the gradient.
2. Use the data in this table to draw a graph of 𝑇 ! versus 𝑙. Determine its gradient and hence 𝑔.
0.30 1.34
0.40 1.75
0.50 2.07
0.60 2.61
0.70 3.00
0.80 3.77
0.90 4.19
1.00 4.49
1.10 4.75
1.20 5.53
31
Solutions to Exercises
Recording data
1. 4.86 × 103 J, 7.61 × 10–3 m, 8.4 × 101 kg
2. 5390 A, 0.00000722 W, 9.3 Pa
3. 7, –4 (because 6.54 × 10–5 rounds up to 1 × 10–4), 3
4. Three significant figures, four significant figures, six significant figures
5. 256 000 W, 4.39 L, 16.3 Ω
6. 3.78 × 10–6 m, 3.91 × 104 J, 6 710 000 V
7. 6.428 MV, 8.8 μW, 1018 hPa (meteorologists often quote atmospheric pressures in hectopascals! Otherwise 101.8 kPa is acceptable.)
8. 161 Ns, 280 Nm–1, 1.2 (no units!)
Uncertainties
1. (a) 204 J kg–1 K–1 (b) 4.9% (c) 95.1%
2. 0.5%, 12%, 0.8%
3. Ruler ±0.05 cm, stopwatch ±0.005 s, protractor ±0.5°, balance ±0.05 g, digital multimeter in 10ADC mode ±0.005 A
4. 19.5 ± 0.3 °C
5. 4.7 ± 0.3 N m–1
6. 69.2 ± 0.4 g, 1.4 ± 0.2 m, 156.4 ± 1.0 g, 259 ± 8 Ws, 9.8 ± 0.6 N kg–1, 56 ± 5 m2s–2
Analysing data
1. (a) Q = cΔT·m, gradient = cΔT (b) F = mv2·1/r, gradient = mv2 (F would be graphed against 1/r)
2. See example on page 15.
References
NSW Department of Education 2017, Guidelines for some working scientifically skills, accessed 3 February
2020, <https://schoolsequella.det.nsw.edu.au/file/bde20be7-b530-44ee-b8da-ba794fa4fca6/1/working-
scientifically-skills-guidelines.docx>
NSW Educational Standards Authority 2017, Physics stage 6 syllabus, NSW Education Standards Authority,
Sydney.
NSW Educational Standards Authority 2019, Physics Data Sheet, Formulae Sheet and Periodic Table for HSC
exams from 2019, accessed 3 February 2020,
<https://syllabus.nesa.nsw.edu.au/assets/global/files/physics-formulae-sheet-data-sheet-periodic-table-
hsc-exams-2019.pdf>
First Year Physics Unit 2020, First year laboratory manual, Physics 1A, School of Physics, UNSW Sydney.
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