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Assessment 1

The document discusses the importance of replicate samples in scientific experiments, outlining their role in ensuring reliability and consistency. It also covers key considerations for selecting quantitative analysis methods, differences between mean and median, and concepts of accuracy versus precision. Additionally, it addresses systematic errors in experiments, potential sources of error in acid-base titrations, and random uncertainties during pipet calibration.

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9 views6 pages

Assessment 1

The document discusses the importance of replicate samples in scientific experiments, outlining their role in ensuring reliability and consistency. It also covers key considerations for selecting quantitative analysis methods, differences between mean and median, and concepts of accuracy versus precision. Additionally, it addresses systematic errors in experiments, potential sources of error in acid-base titrations, and random uncertainties during pipet calibration.

Uploaded by

lindanenkosi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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SURNAME NKOSI

NAME LINDANE
STUDENT NUMBER 50154133
MODULE CHE2614
ASSESSMENT 01
UNIQUE CODE 613248
DUE DATE 09/04/2024
Question 1
1.1 What are replicate samples and why are they important?

Replicate samples are multiple samples taken from the same source or
population to ensure reliable and consistent results in scientific experiments or
collection. They important because they help researchers assess the variability
and precision of their measurement, identify and control for sources of error or
bias and verify the reproducibility of their findings.

1.2 The first step in quantitative analysis is the selection of a method. Give
three essential things to consider when selecting a quantitative method of
analysis.

1.2.1 Research Question/Objective: The chosen method should align with


the research question or objective of the study. For example, if the
research aims to establish causality between variables, experimental
methods might be appropriate.
1.2.2 Data Availability and Type: Consider the type and availability of data
needed for the analysis. Some methods require specific types of data
(e.g., continuous, categorical) or have assumptions about the
distribution of data.
1.2.3 Statistical Assumptions and Constraints: Understand the underlying
assumptions and constraints of the chosen method. Every quantitative
method has its own set of assumptions that must be met for the results
to be valid.

Question 2
Students were instructed to accurately weigh 5.1065 g KHC8H4O4, Table 1, below
shows the data that students recorded.
Table 1: Masses of KHC8H4O4

1 5.1060
2 5.1064
3 5.1063
4 5.1069
5 5.1065
6 5.1062
7 5.1068
8 5.2065
2.1 (a) Explain the difference between the mean and the median
The mean is also known as the average. It is calculated by adding up all the values
in a data set and then dividing by the total number of values.
The median, on the other hand, is the middle value in a data set when it is organized
in ascending or descending order.
(b)Determine the mean and the median mass for the data
Mean
= (5.1060 + 5.1062 + 5.1063 + 5.1064 + 5.1065 + 5.1068 + 5.1069 + 5.2065)
8
= 5.1190
Median = (5.1064+5.1065)
2
= 5.1065
2.2 Explain the difference between accuracy and precision.
Accuracy refers to how close a measured value is to the true or accepted value and
Precision on the other hand, refers to the degree of consistency or reproducibility of
measurements.
2.3 Calculate the standard deviation, variance, coefficient of variation and the
spread of the data in Table 1.

Measurement Difference from


(g) Mean (g)

5.1060 -0.0137

5.1064 -0.0133

5.1063 -0.0134

5.1069 -0.0128

5.1065 -0.0132

5.1062 -0.0135

5.1068 -0.0129

5.2065 0.0868
Calculate the variance (S2)
(S2)= (-0.0137)2+ (-0.0133)2+ (-0.0134)2+ (-0.0128)2+ (-0.0132)2+ (-0.0135)2+ (-0.0129)2+ (0.0868)2

8–1
= 0.0013

2.4 (a) what is an outlier?


It’s a data set value that deviated significantly out of the population data

(b)Calculate the 95% confidence interval for the data given in Table 1.

(c)What does the confidence interval mean?


A probability that a parameter will fall between 2 values around a mean
2.5 The last value in Table 1 looks anomalous. Use the appropriate statistical
test to decide whether the value should be retained or rejected.
Question 3

3.1 (a) Briefly describe the three types of systematic errors.

Instrumental Errors are caused by nonideal instrument behaviour, by faulty


calibrations, or by use under inappropriate conditions and Pipets, burets, and
volumetric flasks may hold or deliver volumes slightly different from those indicated
by their graduations.

Method Errors The nonideal chemical or physical behaviour of the reagents and
reactions on which an analysis is based often introduce systematic method errors. 
Such sources of nonideality include the slowness of some reactions, the
incompleteness of others, the instability of some species, the lack of specificity of
most reagents, and the possible occurrence of side reactions that interfere with the
measurement process.

Personal Errors result from the carelessness, inattention, or personal limitations of


the experimenter. Many measurements require personal judgments. Examples
include estimating the position of a pointer between two scale divisions, the color of
a solution at the end point in a titration, or the level of a liquid with respect to a
graduation in a pipet or buret.

(b) Suggest three potential sources of systematic errors that might occur
during an acid-base titration experiment.

 Burette Calibration: The calibration of the burette used to deliver the titrant
solution may not be accurate. If the burette has not been properly calibrated
or if there are irregularities in its calibration, it can lead to systematic errors in
the volume measurements of the titrant added to the solution.

 Indicator Choice and Concentration: The choice and concentration of the


indicator used to determine the endpoint of the titration can introduce
systematic errors. Different indicators have different pH ranges at which they
change colour, and their concentrations can affect the sharpness of the colour
change. Using an indicator with an inappropriate pH range or concentration
for the specific titration can lead to inaccuracies in determining the endpoint.

 Incomplete Reaction: The reaction between the analyte and the titrant may
not proceed to completion due to various factors such as incomplete mixing,
side reactions, or the presence of impurities in the reagents. If the reaction is
not complete, it can result in systematic errors in the determination of the
equivalence point and the concentration of the analyte.
3.2 Give three sources of random uncertainties during the calibration of a
pipet.

 Failure of properly align the meniscus with the volume mark.

 Forcing the solution out of the pipet causes too much to be delivered

 Parallax error: Your eye must be level with the volume mark and the pipet
vertical. If you are looking up at the pipet, the meniscus will be too high when
it appears to align with the mark. It you are looking down at the pipet, the
meniscus will be too low when it appears to align with the mark.

REFERENCES

Crough. S.R, Holler. FJ, Skoog, D.A, and West. D.M, 2002, fundamentals of
analytical chemistry 10th ed,

https://www.researchgate.net/publication/1980683_Systematic_Errors_facts_
and_fictions

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