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\textbf{Sample Data and Expected Results}  The student will learn how to use the Vernier calipers and scale and will then record their data. They might get stuck with the uncertainties, so we can direct them by asking questions:\\  What do the uncertainties on the instruments mean?\\  How do we use these uncertainties for our measurements?\\  Would the results differ if we used a ruler? \\  Based on data from Reserve Bank Coinage Specifications[1], the densities for 10 cent, 20 cent, 50 cent, 1 dollar and 2 dollar coins should come out as 6328, 6901, 6113, 7027, 6715 kg/m3 respectively. So values should roughly fall within 6000-7000 kg/m3 (Note: I did measurements with the coins myself on Thursday. Diameters and masses are pretty consistent between testing one coin and five coins, but thickness isn’t - it’s very dependant on exactly where you test it. Students will probably need to measure the thickness of the coin at the *rim* to get a density in the range above. I took thicknesses from the center of each coin, and the calculated densities were closer to 7500kg/m3 - Alex)\\  \begin{table}  
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It is worth emphasising that students should `add errors in quadrature' when the errors are generated by random fluctuations. If the fundamental uncertainty of the measuring equipment is the limiting factor, the quadrature approach is no longer appropriate. This is covered in appendix A4.1 under the discussion of dependent and independent quantities.  Section 1.3 - Archimedean method of determining volume by placing the coin in water and measuring the volume of displaced water would be good example.\\ example. A reasonable way to do this is to use a graduated (marked) cylinder. Pour water into the graduated cylinder until it reaches a known level (seen by markings on the cylinder’s surface). Add the object to the water and record the new water level. The difference between the new water level and the original level will be the object's volume. This measurement is taken in milliliters, which are interchangeable with cubic centimeters. Once volume is determined, then weigh the object on a scale and do the same calculations as before. \\  Section 5.1 - Students should use $\frac{\mu_1 - \mu_2}{\sigma}$ formula\\  Section 5.2 - Ideally students should give a rough probability of difference occurring due to random error using the table from A.5.3\\  Section 5.3 - Firstly, students should distinguish between measuring their own reaction, and the average reaction time. Secondly, students should realise that their experiment cannot prove or disprove the reference value, only give evidence in support of or against it. Thirdly, students should realise that taking everyone’s value in the class would introduce sampling bias.\\