In simple terms
A friendly intro before the formal notes — no formulas yet.
Errors and Uncertainties in Paper 5
Master errors and uncertainties for Cambridge A-Level Physics Paper 5. Learn to distinguish systematic and random errors, calculate uncertainties in derived quantities, and apply these skills to graphical analysis and experimental planning. Syllabus coverage: understand and explain the effects of systematic errors (including zero errors) and random errors in measurements understand the distinction between precision and accuracy assess the uncertainty in a derived quantity by simple addition of absolute or percentage uncertainties
- 1
Distinguish between systematic and random errors and their effects on experimental data.
- 2
Explain the difference between accuracy and precision.
- 3
Calculate absolute and percentage uncertainties in derived quantities.
- 4
Determine the uncertainty in the gradient and y-intercept of a line of best fit.
What this topic covers
The official Cambridge syllabus points this lesson works through.
- 1.3.1
Understand and explain the effects of systematic errors (including zero errors) and random errors in measurements
- 1.3.2
Understand the distinction between precision and accuracy
- 1.3.3
Assess the uncertainty in a derived quantity by simple addition of absolute or percentage uncertainties
Explore the concept
Use the live diagram and synced steps — play it or tap a step card to walk through.
Full topic notes
Formal explanation with the rigour you need for the exam.
Understanding Experimental Errors
Every measurement you take is subject to errors. These are not 'mistakes' but inherent variations in the measurement process. They are broadly classified into two types: systematic errors and random errors.
Systematic Errors: These are consistent, repeatable errors that cause your measurements to be consistently off from the true value in the same direction. For example, a voltmeter that has not been zeroed correctly (a zero error) will give every reading as slightly too high or too low. Systematic errors affect the accuracy of your results. They cannot be reduced by repeating measurements and averaging.
Random Errors: These are unpredictable variations in measurements. They can be caused by factors like fluctuations in environmental conditions, misreading a scale, or variations in reaction time. Random errors cause a scatter of readings around a mean value. They affect the precision of your results. The effect of random errors can be reduced by taking multiple readings and calculating an average.
Accuracy vs. Precision
These two terms are often used interchangeably in everyday language, but in physics, they have distinct meanings.
- Accuracy is how close a measured value is to the true or accepted value.
- Precision is how close repeated measurements are to each other.
Imagine an archer shooting at a target:
- Accurate and Precise: All arrows are in the bullseye.
- Precise but not Accurate: All arrows are clustered together, but far from the bullseye. This suggests a systematic error (e.g., the bow's sight is misaligned).
- Accurate but not Precise: The arrows are scattered all over the target, but their average position is the bullseye. This suggests significant random errors.
- Neither Accurate nor Precise: The arrows are scattered all over the target, and their average is not in the bullseye.
In Paper 5 Question 1 (Planning), when asked to evaluate or suggest improvements to an experiment, consider sources of systematic and random errors. For example, suggesting the use of a more precise instrument (e.g., a micrometer instead of a ruler) addresses random error, while suggesting a method to check for a zero error addresses a systematic error.
Calculating and Propagating Uncertainties
When you use measured quantities to calculate a new quantity, the uncertainties in your measurements 'propagate' to the final result. You need to know the rules for combining them.
In Paper 5, you'll often need to calculate uncertainties for values in a table, especially for quantities that are reciprocals or logarithms of your measurements.
For a reciprocal, : The fractional uncertainty rule gives . Rearranging for the absolute uncertainty gives .
For a logarithm, : The simplest method is to find the range: . Alternatively, you can use . Both are acceptable.
Uncertainties in Graphical Analysis
A core task in Paper 5 is to determine the gradient and y-intercept of a graph and find the uncertainties in these values. This is done by drawing a line of best fit (LOBF) and a worst acceptable line (WAL).
- Plot error bars: For each point, draw a vertical bar representing its absolute uncertainty.
- Draw the LOBF: Draw a single straight line that passes as close as possible to all data points, with a balance of points above and below the line.
- Draw the WAL: This is the line with the steepest or shallowest gradient that still passes through all the error bars. You only need to draw one WAL (either steepest or shallowest). To draw the steepest WAL, pivot the line around the lowest error bar until it touches the highest error bar. For the shallowest, pivot around the highest error bar until it touches the lowest.
Systematic errors affect accuracy; random errors affect precision.
Always add absolute uncertainties for addition/subtraction.
Always add percentage/fractional uncertainties for multiplication/division/powers.
Uncertainty in a gradient or intercept is found by taking the difference between the best fit and worst acceptable values.
A worst acceptable line is the steepest or shallowest line that passes through all error bars.
Always use a 'large triangle' when calculating a gradient from a graph. This means the points you choose on the line should be separated by at least half the length of the drawn line. This minimises the uncertainty in your calculation.
Worked examples
See the formulas applied — reveal one step at a time, like the exam.
Fig. 1.1 shows a thin cylindrical metal rod of length .
[Figure: Fig. 1.1 shows a thin cylindrical metal rod of length L.]
One end of the rod is hit with a hammer. A stationary sound wave is set up within the rod. The rod vibrates at its resonant frequency .
A microphone placed at the other end of the rod detects the sound wave emitted from the rod. The frequency of the detected sound is also .
A number of rods of different length are available.
It is suggested that is related to by the relationship where is the density of the metal, and and are constants.
Plan a laboratory experiment to test the relationship between and .
Draw a diagram showing the arrangement of your equipment.
Explain how the results could be used to determine values for and .
In your plan you should include:
- the procedure to be followed
- the measurements to be taken
- the control of variables
- the analysis of the data
- any safety precautions to be taken.
- 1
is the independent variable and is the dependent variable, or vary and measure .
Values of and are given in Table 2.1.
| 1.25 | ||
| --- | --- | |
| 2.55 | ||
| 3.90 | ||
| 5.25 | ||
| 6.55 | ||
| 7.80 |
Calculate and record values of in Table 2.1.
Include the absolute uncertainties in .
| 1.25 | ||
| --- | --- | |
| 2.55 | ||
| 3.90 | ||
| 5.25 | ||
| 6.55 | ||
| 7.80 |
- 1
Correctly calculated values for in the table.
Values of and are given in Table 2.1.
Table 2.1
| 54 | |||
| --- | --- | ||
| 70 | |||
| 86 | |||
| 108 | |||
| 140 | |||
| 167 |
Calculate and record values of and in Table 2.1. Include the absolute uncertainties in .
| 54 | |||
| --- | --- | ||
| 70 | |||
| 86 | |||
| 108 | |||
| 140 | |||
| 167 |
- 1
Values of lg ( / cm) and lg ( s) correct as shown above.
How it all connects
The big idea sits in the middle — tap a linked idea to explore the link.
Tap a linked idea to see how it connects back to the main topic — that connection is what examiners reward.
Glossary
Try to recall each definition before you reveal it.
Quick check
Answer in your head first — then tap to check. No pressure.
Revision flashcards
Flip the card. Test yourself before the exam.
Systematic error?
Consistent, repeatable error in the same direction — affects accuracy, not fixed by averaging.
Key takeaways
Review these before you close the topic — retrieval beats re-reading.
- ✓
Systematic Errors: These are consistent, repeatable errors that cause your measurements to be consistently off from the true value in the same direction. For example, a voltmeter that has not been zeroed correctly (a zero error) will give every reading as slightly too high or too low. Systematic errors affect the accuracy of your results. They cannot be reduced by repeating measurements and averaging.
- ✓
Random Errors: These are unpredictable variations in measurements. They can be caused by factors like fluctuations in environmental conditions, misreading a scale, or variations in reaction time. Random errors cause a scatter of readings around a mean value. They affect the precision of your results. The effect of random errors can be reduced by taking multiple readings and calculating an average.
Practice — then mark it
The whole point: a real Cambridge question, marked mark-by-mark.
52 · February/March 2024 · Q1
Fig. 1.1 shows a thin cylindrical metal rod of length . [Figure: Fig. 1.1 shows a thin cylindrical metal rod of length L.] One end of the rod is hit with a hammer. A stationary sound wave is set up within the rod. The rod vibrates at its resonant frequency . …
52 · May/June 2024 · Q2(b)
Values of and are given in Table 2.1. Table 2.1 | | | | | …
52 · February/March 2023 · Q1
An electric pump is placed in a container of liquid. A model wind turbine is connected to the pump by a cable, as shown in Fig. 1.1. [Figure: Fig. 1.1 shows a model wind turbine with blades connected by a cable to a pump submerged in a container of liquid. The pump pushes liquid up a vertical pipe to a height h. Moving air causes the turbine to rotate.] The turbine is placed in moving air. As the turbine blades turn, electricity is generated and the pump pushes liquid through a vertical pipe. …
52 · February/March 2024 · Q2(b)
Values of and are given in Table 2.1.
| … |
52 · February/March 2024 · Q2(c)(i)
Plot a graph of against . Include error bars for .
52 · February/March 2024 · Q2(c)(ii)
Draw the straight line of best fit and a worst acceptable straight line on your graph. Label both lines.
52 · February/March 2024 · Q2(c)(iii)
Determine the gradient of the line of best fit. Include the absolute uncertainty in your answer.
52 · February/March 2024 · Q2(c)(iv)
Determine the y-intercept of the line of best fit. Include the absolute uncertainty in your answer.
Checkpoint
One marked question is worth ten re-reads — close the loop before you move on.
Reading it isn’t knowing it — prove it.
Before you move on: do 52 · February/March 2024 · Q1 on paper, snap a photo, and get examiner-style feedback on exactly where you win and lose marks.