TAKING ACCURATE MEASUREMENTS

A significant portion of nursing revolves around taking measurements such as blood pressure,
weight, height, body temperature, blood sugar, or oxygen levels. Since these measurements are
important when evaluating the overall health of an individual it is important to be as accurate as
possible. Similar measurements can be made with a variety of instruments, however not all
instruments provide the same level of detail and accuracy.
To illustrate this idea, think about the level of detail for a thermometer that measures from 0-200
°C. Although it may be very helpful for cooking, it would not be very beneficial for recording an
individual’s body temperature. Likewise, using a coffee cup to measure a cup of sugar is not as
accurate as measuring with a calibrated measuring cup. As you can tell, different instruments of
measurement are made for different purposes, and may not be useful in circumstances outside of
what they were designed for. When evaluating the efficiency of an instrument it is helpful to
consider percent error, or the amount of experimental deviation from the expected value. Percent
error is defined by Equation 1, where experimental value is the value obtained during your
experiment and expected value is the true or expected value. It is generally accepted that the lower
the percent error the better the instrument for the measurement.
|Experimental Value − Expected Value|
Percent Error = × 100
Expected Value
Equation 1: The equation to calculate percent error based on a known and experimental value.

Error is a very important consideration in measurements and experimentation, and you should
always be aware of the sources of error that may crop up in your experimentation. There are two
main forms of error. First, there are systemic errors, which affect all results equally—such as a
thermometer or a scale not being calibrated appropriately. Systemic errors effect all results
uniformly, which typically decreases the accuracy, or how close the experimental value is to the
known value. For example, if a scale is calibrated to measure too low, all masses measured on the
scale will be equally too low, sacrificing accuracy.
Second, there is random error, or error derived from random sources—such as an individual not
measuring something in a consistent manner, like using a different thermometer for every reading.
Random errors do not share the reproducibility of systemic errors, and therefore may not always
result in a decrease in accuracy. Since random errors do not always effect a measurement in the
same exact way, they can produce experimental values that can be both high and low. Since
random errors are a random fluctuation of results between trials, it typically decreases the
precision, or how close the experimental measurements are to each other.
Figure 1 visualizes systematic and random error using the data from multiple measurements of the
same item with a known mass of 10.000 g. The first graph demonstrates an experiment in which
little error was recorded. The three values closely matched one another, demonstrating precision
in measurements, and the average of the three experimental values matched the expected mass of
10.000 g, demonstrating accuracy.

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2 | Taking Accurate Measurements

Figure 1: Demonstrates the visualization of the two main types of error, systemic and random. The mass of the object throughout
this experimentation is known to be 10.000 g. The first graph represents an experiment in which no significant error would have
been recorded, the second graph demonstrates results in which a systemic error (such as a calibration error in the analytical
balance) is present, and the final graph represents results consistent with a random error.

The second graph represents a systemic error. In this example the three values are still closely
correlated to each other, demonstrating precision. This would be expected as systemic errors will
affect all measurements equally. However, while the measurements are close in proximity to each
other, their average represents a percent error of about 10% from the known mass. Therefore, while
systemic errors result in values that have precision, they lack accuracy.
The third graph represents errors associated with random error. Notice that these values fluctuate
above and below the expected value of 10.000 g, yielding measurements that have little precision
but remain accurate. While it is not always the case, random errors have the ability to be balanced
out through multiple replicates. The three trials did not yield precise results, but when the three
trials are averaged they lead to an accurate 10.000 g.
Since random errors are the most common type of error in a general chemistry lab it is always
important to repeat any experimentation multiple times in order to achieve an average. In this
experiment, you will be completing tasks in multiples of three to obtain (hopefully) accurate and
precise. Once confidence in the experimental procedure has been achieved, you will test your skills
to evaluate three unknown urine samples for a possibility life threatening condition.
Nurses are frequently involved in the basic testing required for both standard and emergent doctor
appointments. The determination of density of a urine sample is a common test utilized for
important information pertaining to hydration levels, possible infection, kidney, heart, or diabetic
concerns. The observations of the nursing staff are frequently all that will be reviewed by a
diagnosing physician; therefore, it is critical to achieve an accurate measurement and description
of each sample. Physical properties of urine suggest that urine should be a “straw-like” yellow.
Urine lacking in color may be a result of over hydration, dark yellow/orange may be a result of
dehydration, and a cloudy appearance may signify infection. In addition to physical properties,
quantitative results such as density also plays a role in diagnosis. A normal urine density should
be within the range of 1.002 – 1.030 g/mL1, a value falling below this could signal overhydration,
kidney, heart, or liver concerns. A number above this value may signal infection or dehydration.
You will look at three samples and evaluate if you believe the person to be overhydrated, within
normal range, or dehydrated. Be sure to record all observations, as your observations may be the
best chance for an accurate diagnosis.

1
https://www.healthline.com/health/urine-specific-gravity
 Taking Accurate Measurements | 3

PURPOSE AND ILLUSTRATED PROCEDURE

In your own words, write the purpose and goal of this experiment in the space below.

Use pictures to illustrate the procedure required for this experiment in the space below.

MATERIALS AND EQUIPMENT

• 200 mL beaker • 10 mL graduated Pipet w/pi-pump
• 50 mL beaker • thermometer
• 10 mL graduated cylinder

CHEMICALS
• deionized (DI) water • Unknown “Urine” Samples 1–3
4 | Taking Accurate Measurements

PROCEDURE & DATA

PART 1: ACCURACY IN MEASUREMENTS.
Before starting you will need to collect a 200 mL beaker filled with deionized water (DI H2O), a
clean dry 50 mL beaker, a 10 mL graduated cylinder, and a 10 mL graduated pipet with top suction
piece.
50 mL Beaker
Weigh a clean, dry 50 mL beaker and record the mass below. Carefully pour DI H2O into the
beaker until you reach the 10 mL line on the beaker. Use a plastic pipet to adjust the water level.
Weigh and record the mass of the beaker and water below. Discard the water and repeat this
process for a total of three trials. Do not forget to dry and reweigh the empty beaker each time.
Mass of Empty Mass of beaker Mass of Volume of
Trial Density (g/mL)
Beaker (g) + H2O (g) H2O (g) H2O (mL)
1

Average

Show your work below.

 Taking Accurate Measurements | 5

10 mL Graduated Cylinder
Weigh a clean, dry 50 mL beaker and record the mass below. Carefully pour DI H2O into a 10 mL
graduated cylinder until you reach the 10 mL line on the cylinder. Use a plastic pipet to adjust the
water level. Transfer the water from the cylinder into the beaker, then weigh and record the mass
of the beaker and water below. Discard the water and repeat this process for a total of three trials.
Do not forget to dry and reweigh the empty cylinder each time.
Mass of beaker Mass of beaker Mass of Volume of
Trial Density (g/mL)
(g) + H2O (g) H2O (g) H2O (mL)
1

Average

Show your work below.

Question 1. If you were to forget to dry the beaker between trials, would it affect your
density calculations?
6 | Taking Accurate Measurements

10 mL Graduated Pipet
Weigh a clean, dry 50 mL beaker and record the mass below. Fill the 10 mL graduated pipet to the
zero mark with DI H2O. Ensure that you know how to properly use a graduated pipet. Read the
pipet from the bottom of the meniscus, and if you have difficultly seeing the meniscus place
something of color behind the pipet to make it easier read. You also want to make sure that you
stay within the graduation of the pipet, if you go above 0.00 or below 10.00 mL you will not have
a reliable reading for the total volume. Record the initial volume in the pipet to two places after
the decimal. Transfer ~10 mL of solution into the beaker, but be sure to stop adding before the
liquid drops below the 10.00 mL line. Record the final volume. It is perfectly fine if you don’t hit
exactly 0.00 mL or 10.00 mL, however it is important that you read and record the accurate
measurement. Discard the water and repeat this process for a total of three trials. Do not forget to
dry and reweigh the empty beaker each time.
Mass Initial Final Vol.
Mass Mass Volume Density
Trial beaker + Vol. H2O H2O (mL)
beaker (g) H2O (g) H2O (mL) (g/mL)
H2O (g) (mL)
1

Average

Show your work below.

Question 2. If you misread the pipet and recorded 9.89 mL of water instead of 9.19 mL
of water, how would this affect your density?
 Taking Accurate Measurements | 7

Percent Error
Density is dependent on the temperature. Record the current room temperature, the true density of
water at that temperature (from the Properties of Water table found on Canvas and on the Lab
door), then calculate the percent error for each piece of glassware.
Room Density (from Canvas
Temperature (°C) or Lab door)
Beaker Graduated Cylinder Graduated Pipet
Percent Error

Show your work below.

Question 3. Compare the results of each of the three methods regarding accuracy and
precision. Were they precise? Were they accurate? How do you know?
8 | Taking Accurate Measurements

PART 2: DETERMINING THE DENSITY OF URINE

Collect a 100 mL beaker with approximately 50 mL of Unknown A, a clean, dry 50 mL beaker,
and a 10 mL graduated pipet. Carefully look at the sample and write down your observations in
the following table.
a. Good observations involve at least three things about the object being observed.
Things that make for good observations are color, turbidity (how cloudy/clear
something is), and scent. NEVER place your nose directly over a sample, instead
hold the test tube away from you and waft the air toward you.
b. Clear and colorless ARE NOT the same thing. Clear represents turbidity and your
ability to see through a solution, colorless represents without color. Example: Ice
tea is a clear solution with a brown color.
Weigh and record the mass of the clean dry beaker in the table. Carefully pipet 10 mL of
Unknown A into the beaker and record the mass. Discard the sample, dry the beaker, and repeat
the density measurement for a total of three trials.
Repeat the procedure for Unknown B and Unknown C and record your results.
Show your work below.
 Mass empty Mass beaker Mass Water Initial Vol. Final Vol. Vol. H2O Density Average
Density Observations
beaker (g) + H2O (g) (g) H2O H2O (mL) (mL) (g/mL)
(g/mL)

U
U

Trial 1
n
n
k
k
n
n
o
o

Trial 2
w
w
n
n
A
A

Trial 3
U
U

Trial 1
n
n
k
k
n
n
o
o

Trial 2
w
w
n
n
B
B

Trial 3
U
U

Trial 1
n
n
k
k
n
n
o
o

Trial 2
w
w
n
n
Taking Accurate Measurements | 9

C
C

Trial 3
 TAKING ACCURATE MEASUREMENTS

Name:________________________________
Section:_______________________________
Date:_________________________________

POST LABORATORY QUESTIONS

1. While attempting to solve for the density of an unknown liquid, a student transfers
10.00 mL of the liquid into a beaker of known mass and determines the mass to be 9.975 g
at 23.2°C. Dividing the mass by the volume the student finds the density to be 0.9975 g/mL
and determines the unknown liquid to be water.
a. What information could the student use to back up their claim that the unknown
solution is water?

b. Can you determine the accuracy of the student’s measurement?

c. How would you improve the student’s experimental procedure?

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 Taking Accurate Measurements | 11

2. Based on your experimental results, write a conclusion for this experiment. This should be
in paragraph format, and should include a diagnosis for each sample from Part B as
dehydrated, overhydrated, possible infection, or normal. Support your claims with your
experimental evidence, and include information on how you know your procedure was
accurate. Hint: To validate your claims relate them back to known values discussed within
the experiment using percent error.

Upload all procedure and data pages (pages 3–11) as a single PDF document to Canvas within 24 hours from the
end of lab. A PDF image of each page can be obtained using an app on your phone, a scanner at the library, or
another method of your choice.