what is quantitative and qualitative errror?

Question

im doing this chemistry lab on specific heat of metals and i have no idea what that is.

Answer 1

quantitative is something you can measure in units. qualitative is more of a description of something.

Answer 2

Quantitative Error Analysis

Answer 3

After all of the silly answers, hee is something yu can use.

You have a lab o measuring the specific heat of metals. I imagine that you are calculating the specific heat of a metal you put into a calorimeter with water. Your experiment gives you a certain value. You compare this to a value in a reference list and there is a difference. Calculating this difference is the quantitative error.

Your lab sheet may then ask you about possible sources of error in your experiment. For example, you lost heat to the surroundings or the thermometer was inaccurate. These are qualtative statements, without specific numbers involved.

Answer 4

Quantitative error means something is wrong with the quantity; could be with the ratio or proportion of certain chemicals with each other. Qualitative, with the quality. Qualitative error will certainly occur when there is quantitative error with reference to chemistry.

Answer 5

qualitative error with the way something physically appears

quantitative -- error with numbers

Answer 6

Quanit

Answer 7

Maintaining The Validity Of Qualitative Research

Be a listener. The subject(s) of qualitative research should provide the majority of the research input. It is the researcher’s task to properly interpret the responses of the subject(s).
Record accurately. All records should be maintained in the form of detailed notes or electronic recordings. These records should also be developed during rather than after the data gathering session.
Initiate writing early. It is suggested that the researcher make a rough draft of the study before ever going into the field to collect data. This allows a record to be made when needed. The researcher is more prepared now to focus the data gathering phase on that information that will meet the specific identified needs of the project.
Include the primary data in the final report. The inclusion of primary data in the final report allows the reader to see exactly the basis upon which the researcher’s conclusions were made. In short, it is better to include too much detail than too little.
Include all data in the final report. The researcher should not leave out pieces of information from the final report because she/he cannot interpret that data. In these cases, the reader should be allowed to develop his/her conclusions.
Be candid. The researcher should not spend too much time attempting to keep her/his own feelings and personal reactions out of the study. If there is relevance in the researcher’s feelings to the matter at hand, these feelings should be revealed.
Seek feedback. The researcher should allow others to critique the research manuscript following the developmental process. Professional colleagues and research subjects should be included in this process to ensure that information is reported accurately and completely.
Attempt to achieve balance. The researcher should attempt to achieve a balance between perceived importance and actual importance. Often, the information reveals a difference in anticipated and real areas of study significance.
Write accurately. Incorrect grammar, misspelled words, statement inconsistency, etc. jeopardize the validity of an otherwise good study.

Wolcott, H.R. (1990). Qualitative inquiry in education: The continuing debate.



Assessment of Trustworthiness

Researchers need alternative models appropriate to qualitative designs to ensure rigor without sacrificing the relevance of qualitative research. Guba’s model describes four general criteria for evaluation of research and then defines each from both a quantitative and qualitative perspective.

Criterion
Qualitative Approach
Quantitative Approach

Truth value
Credibility
Internal Validity

Applicability
Transferability
External Validity

Consistency
Dependability
Reliability

Neutrality
Confirmability
Objectivity


Fundamental considerations in quantitative research
Whether numbers obtained through an experimental procedure are considered measurements is, on the one hand, largely a matter of how measurement is defined. On the other hand, the nature of the measurement process has important implications for scientific research. Firstly, many arithmeitic operations are only justified for measurements either in the classical sense described above, or in the sense of interval and ratio-level measurements as defined by Stevens (which arguably describe the same thing). Secondly, quantitative relationships between different properties which feature in most natural theories and laws imply that the properties have a specific type of quantitative structure; namely, the structure of a continuous quantity. The reason for this is that such theories and laws display a multiplicative structure (for example Newton's second law).

Continuous quantities are those for which magnitudes can be represented as real numbers and for which, therefore, measurements can be expressed on a continuum. Continuous quantities may be scalar or vector quantities. For example, SI units are physical units of continuous quantitative properties, phenomena, and relations such as distance, mass, heat, force and angular separation. The classical concept of quantity described above necessarily implies the concept of continuous quantity.

Recording observations with numbers does not, in itself, imply that an attribute is quantitative. For example, judges routinely assign numbers to properties such as the perceived beauty of an exercise (e.g. 1-10) without necessarily establishing quantitative structure in any sort of rigorous fashion. A researcher might also use the number 1 to mean "Susan", 2 to mean "Michael", and so on. This, however, is not a meaningful use of numbers: the researcher can arbitrarily reassign the numbers (so that 1 means "Michael" and 2 means "Susan") without losing any information. Put another way, facts about numbers (for example, that 2 is greater than 1, that 5 is two more than 3, and that 8 is twice 4) don't mean anything about the names corresponding to those numbers. A person's name is not, therefore, a quantitative property.

Whether counts of objects or observations are considered measurements is also largely a matter of how measurement is defined. Again, though, an important consideration is the manner in which resulting numbers are used. Counts are not measurements of continuous quantities. If, for example, a researcher were to count the number of grains of sand in a specified volume of space on a beach, the result denumerates how many separate grains there are; i.e. the number of separate distinguishable entities of a specific type. Arithmetic operations, such as addition, have meaning only in this specific sense. For instance, combining 5 and 4 grains of sand gives 9 grains of sand. The numbers used in this case are therefore the natural numbers.

Any object is characterized by many attributes, such as colour and mass, only some of which constitute continuous quantities. For example, the mass of a specific grain of sand is a continuous quantity whereas the grain, as an object, is not. Thus, the mass of a grain of sand can be used as a unit of mass because it is possible to estimate the ratio of the mass of another object to the mass of a grain of sand, given an appropriate instrument.

In the social sciences, it is also common to count frequencies of observations; i.e. frequencies of observable outcomes in an experiment. Examples include the number of correct scores on an assessment of an ability, and the number of statements on a questionnaire endorsed by respondents. Provided each observable outcome is the manifestation of an underlying quantitative attribute, such frequencies will generally indicate relative magnitudes of that attribute. Strictly speaking, however, counts and frequencies do not constitute measurement in terms of a unit of continuous quantity.


[edit] Use in prosody and poetry
In prosody and poetic meter, syllable weight can be a governing principle. Many linguists use morae as a unit of syllable weight—a syllable with more morae is heavier than one with fewer morae. Commonly, syllables with naturally long vowels, diphthongs, and vowels followed by two or more consonants are said to be “heavy”, “long”, or “bimoraic”, whereas syllables with naturally short vowels, followed by only one or no consonant, are said to be “light”, “short”, or “monomoraic”. There is, however, considerable variation across the world's languages as to which coda-consonants contribute a mora to the syllable (i.e., make it heavy). At one end of the variation, only the length of the vowel determines syllable weight; at the other end each coda-consonant counts as one mora. Some languages use syllable weight in assigning word accent. Some poetic meters are based on the arrangement of heavy and light syllables.


[edit] References
Michell, J. (1993). The origins of the representational theory of measurement: Helmholtz, Hölder, and Russell. Studies in History and Philosophy of Science, 24, 185-206.
Nagel, E. (1932). Measurement. Erkenntnis, 2, 313-33, reprinted in A. Danato and S. Morgenbesser (Eds.), Philosophy of Sciences (pp. 121-140). New Yourk: New American Library.

[edit] See also
Look up Quantitative in
Wiktionary, the free dictionary.Measurement
Quantity
Quantitative research
Physical quantity
Levels of measurement
Unit
Retrieved from "http://en.wikipedia.org/wiki/Quantitative"

Answer 8

no search matches that type

i totally sound like a search engine

Answer 9

i remember the terms but not what they mean lol...sorrryy