How many significant digits in 0 and 0.0?

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Discussion Overview

The discussion revolves around the concept of significant digits, specifically focusing on the numbers 0 and 0.0 in the context of a homework problem involving temperature conversion from Fahrenheit to Celsius. Participants explore the implications of significant figures in calculations and how they apply to these specific values.

Discussion Character

  • Homework-related
  • Debate/contested
  • Conceptual clarification

Main Points Raised

  • One participant suggests that the last 0 in 0.0 is significant due to conventional placement, while pondering the significance of the last 0 in 0.01, which they argue is merely a placeholder.
  • Another participant asserts that the calculation yields two significant figures when finished, though they express uncertainty about how to formally justify this claim.
  • Some participants express skepticism about the reliability of significant digits, suggesting that they are inherently flawed and that the deeper one examines the concept, the more complex it becomes.
  • A later reply indicates that both 0 and 0.0 are thought to have one significant digit, although the participant acknowledges a lack of supporting rules from textbooks.

Areas of Agreement / Disagreement

Participants do not reach a consensus on the significance of digits in 0 and 0.0, with multiple competing views remaining about how many significant figures these numbers possess and the justification for those views.

Contextual Notes

Participants note the absence of formal rules from textbooks to support their claims, highlighting the ambiguity in the application of significant figures in this context.

Bohrok
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Homework Statement



I was helping some chemistry student and there was a homework problem on converting Fahrenheit to Celsius. The first two were 16°F and 16.0°F which were easy, but the last one was 0.0°F which had me wondering about 0 and 0.0.

Homework Equations



C° = 5/9(°F - 32) or C° = 1.8(°F - 32), but no trouble with actually calculating the answer.

The Attempt at a Solution



The problem was with the subtraction 0.0 - 32 (assuming 32°F has an infinite number of significant digits)
0.0
-32.0
-32.0

My thought was that the last 0 in 0.0 is significant even though there's no other nonzero digit to determine whether that last 0 is significant, since the first one is usually placed there by convention. Assuming the last 0 is significant, our answer was -17.8° which I'm sure is right in any case.

After thinking about what was significant in 0.0, I thought about 0.01 which has only one sig fig and the last 0 is just a placeholder, which led to thinking that the last 0 in 0.0 is not significant.

I looked at my edition of the student's textbook for similar problems and see one with converting 0°F to C°. The answer in the back said -18°C which is what I would get with 0°F having just one sig fig. Now, would putting a .0 on the end to make 0.0 make two sig figs?
How should a person look at these numbers?
 
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You have two significant figures when your calculation is finished. Unfortunately I see no way to formally justify this.
 
symbolipoint said:
You have two significant figures when your calculation is finished.

Convert 1.13 deg C to Kelvin :wink:

273.15+1.13 = 274.28 or 274?

Not that I know what the answer to the original question is. Significant digits are faulty by design, and the deeper you look, the more messy it gets.
 
Borek said:
Convert 1.13 deg C to Kelvin :wink:

273.15+1.13 = 274.28 or 274?

Not that I know what the answer to the original question is. Significant digits are faulty by design, and the deeper you look, the more messy it gets.

Converting to Kelvin seems like a good idea for achieving the best accuracy.
 
Borek said:
Convert 1.13 deg C to Kelvin :wink:

273.15+1.13 = 274.28 or 274?

What I learned tells me that the two decimal places in both numbers are significant, so the answer would be 274.28.

After thinking more about it, I'd say that 0 and 0.0 both have one significant digit even though I still can't think of a rule from the textbook that justifies it.
 

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