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General Physics1: Quarter 1 - Module 1: Title: Measurements
General Physics1: Quarter 1 - Module 1: Title: Measurements
General Physics1
Quarter 1 – Module 1:
Title: Measurements
Science – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 1: Measurements
First Edition, 2020
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General Physics1
Quarter 1 – Module 1:
Measurements
Introductory Message
For the facilitator:
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
As a facilitator you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.
For the learner:
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the estimate error using variances. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond
with the textbook you are now using.
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
a. 3.16% c. 6.71%
b. 5.26% d. 7.02%
2. What is the sample standard deviation from the data given 12, 13, 29,
18, 61, 35, 21?
3. If a number is added to a set that is far away from the mean how does
this affect standard deviation?
6. Alec measured the width and height of a rectangle, but was only able to
measure them to the nearest centimeter. He recorded the width as 8 cm
and the height as 5 cm. Which of the following is true for the area A cm2 of
the rectangle?
a. 40 c. 33.75 A 46.75
b. 39.5 A 40.5 d. 33.75 A 46.75
7. Benny measured the width and height of a rectangle, but was only able to
measure them to the nearest foot. He recorded the width as 12 feet and the
height as 5 feet. Which of the following is true for the area A ft2 of the
rectangle?
a. 51.75 A 68.75 c. A = 60
b. 51.75 A 68.75 d. 59.5 A 60.5
8. Olivia measured the length and width of a rectangular garden, each to
the nearest 0.1 yd. She recorded the length of the garden as 41.5 yds. and
the width of the garden as 30.8 yds. Which of the following is true for the
area A yds2 of the garden?
a. 1274.5875 A 1281.75 c. 1274.5875 A 1281.75
b. 1278.15 A 1278.25 d. 1278.2
9. Garth wanted to find the area of a square. He measured the length of the
square as 2 cm. Later, the actual length of the square was more accurately
measured as 2.1 cm. What is the relative error in his area calculation to the
nearest hundredth?
a. .01 c. .09
b. .08 d. 0.10
10. Kyle wanted to find the area of a circle. He measured the radius of the
circle as 5.4 cm. Later, the actual radius of the circle was more accurately
measured as 5.35 cm. What is the relative error in his area calculation to
the nearest thousandth?
a. .018 c. .020
b. .019 d. .022
12. A student measured the length of a table to be 65 cm, but the table was
actually 62 cm long. What was the percent error in this measurement?
a. 0.95% b. 1.04% c. 4.8% e. 48%
14. The percentage errors in the measurement of mass and speed are 2%
and 3% respectively. How much will be the maximum error in the estimation
of the kinetic energy obtained by measuring mass and speed?
a. 1% b. 5% c. 8% d. 11%
a. 2% b. 4% c. 7% d. 10%
Lesson
Estimate Error Using
1 Variance
What’s In
But ... when measuring we don't know the actual value! So we use the maximum
possible error.
What happened to the ± ...? Well, we just want the size (the absolute value) of the
difference.
The Relative Error is the Absolute Error divided by the actual measurement.
So:
And:
And:
The temperature could be up to 1° either side of 38° (i.e. between 37° and 39°)
Temperature = 38 ±1°
So:
Absolute Error = 1°
And:
And:
Suppose you time the period of oscillation of a pendulum using a digital instrument
(that you assume is measuring accurately) and find: T = 0.44 seconds. This single
measurement of the period suggests a precision of ±0.005 s, but this instrument
precision may not give a complete sense of the uncertainty. If you repeat the
measurement several times and examine the variation among the measured values,
you can get a better idea of the uncertainty in the period. For example, here are the
results of 5 measurements, in seconds: 0.46, 0.44, 0.45, 0.44, 0.41.
(5)
x 1 + x2 + + x N
N
Average (mean) =
For this situation, the best estimate of the period is the average, or mean.
Whenever possible, repeat a measurement several times and average the results. This
average is generally the best estimate of the "true" value (unless the data set is skewed
by one or more outliers which should be examined to determine if they are bad data
points that should be omitted from the average or valid measurements that require
further investigation). Generally, the more repetitions you make of a measurement, the
better this estimate will be, but be careful to avoid wasting time taking more
measurements than is necessary for the precision required.
Consider, as another example, the measurement of the width of a piece of paper using
a meter stick. Being careful to keep the meter stick parallel to the edge of the paper (to
avoid a systematic error which would cause the measured value to be consistently
higher than the correct value), the width of the paper is measured at a number of
points on the sheet, and the values obtained are entered in a data table. Note that the
last digit is only a rough estimate, since it is difficult to read a meter stick to the
Average = 31.19 cm
This average is the best available estimate of the width of the piece of paper, but it is
certainly not exact. We would have to average an infinite number of measurements to
approach the true mean value, and even then, we are not guaranteed that the mean
value is accurate because there is still some systematic error from the measuring tool,
which can never be calibrated perfectly. So how do we express the uncertainty in our
average value? One way to express the variation among the measurements is to use
the average deviation. This statistic tells us on average (with 50% confidence) how
much the individual measurements vary from the mean.
|x1 − x| + |x2 − x| + +
|xN − x|
N
d=
However, the standard deviation is the most common way to characterize the spread of
a data set. The standard deviation is always slightly greater than the average
deviation, and is used because of its association with the normal distribution that is
frequently encountered in statistical analyses.
STANDARD DEVIATION
1 Sum all the measurements and divide by N to get the average, or mean.
In our previous example, the average width x is 31.19 cm. The deviations are:
The average deviation is: d = 0.086 cm.
The standard deviation is:
(0.14)2 + (0.04)2 + (0.07)2 + (0.17)2 + (0.01)2
5−1
s=
= 0.12 cm.
The significance of the standard deviation is this: if you now make one more
measurement using the same meter stick, you can reasonably expect (with about
68% confidence) that the new measurement will be within 0.12 cm of the estimated
average of 31.19 cm. In fact, it is reasonable to use the standard deviation as the
uncertainty associated with this single new measurement. However, the
uncertainty of the average value is the standard deviation of the mean, which is
always less than the standard deviation (see next section). Consider an example
where 100 measurements of a quantity were made. The average or mean value was
10.5 and the standard deviation was s = 1.83. The figure below is a histogram of
the 100 measurements, which shows how often a certain range of values was
measured. For example, in 20 of the measurements, the value was in the range 9.5
to 10.5, and most of the readings were close to the mean value of 10.5. The
standard deviation s for this set of measurements is roughly how far from the
average value most of the readings fell. For a large enough sample, approximately
68% of the readings will be within one standard deviation of the mean value, 95%
of the readings will be in the interval x ± 2 s, and nearly all (99.7%) of readings will
lie within 3 standard deviations from the mean. The smooth curve superimposed
on the histogram is the gaussian or normal distribution predicted by theory for
measurements involving random errors. As more and more measurements are
made, the histogram will more closely follow the bell-shaped gaussian curve, but
the standard deviation of the distribution will remain approximately the same.
What’s More
Calculate the average and standard deviation of the given width of paper. Enter your
calculated deviation per observation on Column 3.
Average: ___________
Standard Deviation: ______________
Computation:
Interpretation:
What I Have Learned
1. The accepted value of a measurement is the true or correct value based on general
agreement with a reliable reference.
4. The percent error is the absolute value of the error divided by the accepted value
and multiplied by 100%.
Determine the accepted value, experimental value of your food intake in a day I
terms of calories. Calculate the percentage error.
Breakfast
Snack
Lunch
Snack
Dinner
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Average
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
a. 3.16% c. 6.71%
b. 5.26% d. 7.02%
2. What is the sample standard deviation from the data given 12, 13, 29,
18, 61, 35, 21?
3. If a number is added to a set that is far away from the mean how does
this affect standard deviation?
a. 1% c. 3%
b. 2% d. 4%
6. Alec measured the width and height of a rectangle, but was only able to
measure them to the nearest centimeter. He recorded the width as 8 cm and
the height as 5 cm. Which of the following is true for the area A cm2 of the
rectangle?
a. 40 c. 33.75 A 46.75
b. 39.5 A 40.5 d. 33.75 A 46.75
7. Benny measured the width and height of a rectangle, but was only able
to measure them to the nearest foot. He recorded the width as 12 feet and the
height as 5 feet. Which of the following is true for the area A ft 2 of the
rectangle?
a. 51.75 A 68.75 c. A = 60
b. 51.75 A 68.75 d. 59.5 A 60.5
8. Olivia measured the length and width of a rectangular garden, each to the
nearest 0.1 yd. She recorded the length of the garden as 41.5 yds. and the
width of the garden as 30.8 yds. Which of the following is true for the area A
yds2 of the garden?
a. 1274.5875 A 1281.75 c. 1274.5875 A 1281.75
b. 1278.15 A 1278.25 d. 1278.2
9. Garth wanted to find the area of a square. He measured the length of the
square as 2 cm. Later, the actual length of the square was more accurately
measured as 2.1 cm. What is the relative error in his area calculation to the
nearest hundredth?
a. .01 c. .09
b. .08 d. 0.10
10. Kyle wanted to find the area of a circle. He measured the radius of the
circle as 5.4 cm. Later, the actual radius of the circle was more accurately
measured as 5.35 cm. What is the relative error in his area calculation to the
nearest thousandth?
a. .018 c. .020
b. .019 d. .022
14. The percentage errors in the measurement of mass and speed are 2% and
3% respectively. How much will be the maximum error in the estimation of the
kinetic energy obtained by measuring mass and speed?
a. 1% b. 5% c. 8% d. 11%
a. 2% b. 4% c. 7% d. 10%
Additional Activities