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GP1 Q1 Week-1
GP1 Q1 Week-1
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Every effort has been exerted to locate and seek permission to use these materials from the
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Specific Objectives
The learners shall be able to:
1. convert units of measurement;
2. express numbers in scientific notation;
3. apply the rules of counting significant figures in rounding-off numbers based on the
mathematical operation used;
4. determine the number of significant figures;
5. distinguish between accuracy and precision;
6. distinguish between scalar and vector quantities, and random and systematic errors;
and
7. add vectors using graphical and component methods.
Key Concepts
Units of measurements
• Physicists, like other scientists, make observations and ask basic questions. For example,
how big is an object? How much mass does it have? How far did it travel? To answer these
questions, they make measurements with various instruments (e.g., meter stick, balance,
stopwatch, etc.).
• The measurements of physical quantities are expressed in terms of units, which are
standardized values. For example, the length of a race, which is a physical quantity, can be
expressed in meters (for sprinters) or kilometers (for long distance runners). Without
standardized units, it would be extremely difficult for scientists to express and compare
measured values in a meaningful way.
Metric Prefixes
• Physical objects or phenomena may vary widely. For example, the size of objects varies
from something very small (like an atom) to something very large (like a star). Yet the
standard metric unit of length is the meter. So, the metric system includes many prefixes
that can be attached to a unit. Each prefix is based on factors of 10 (10, 100, 1,000,
etc., as well as 0.1, 0.01, 0.001, etc.).
𝑑𝑒𝑠𝑖𝑟𝑒𝑑 𝑢𝑛𝑖𝑡
𝑔𝑖𝑣𝑒𝑛 𝑢𝑛𝑖𝑡 × = 𝑑𝑒𝑠𝑖𝑟𝑒𝑑 𝑢𝑛𝑖𝑡
𝑔𝑖𝑣𝑒𝑛 𝑢𝑛𝑖𝑡
• Example 1, we want to convert one’s height of 1.5 m to feet. The first thing to do is to
know the given unit and the desired unit. In this case, the given unit is in meters and it
is to be converted to feet. Next, we need to determine the conversion factor relating
meters to feet. From the given conversion factors above for length, there is no direct
conversion from meters to feet. Thus, meters must be converted first to centimeters,
then convert centimeters to inches, and finally convert inches to feet. Therefore, 1.5 m
can be converted to feet as follows:
Solution: We need to convert the units of a speed from mi/h to m/s. We must therefore
find conversion factors that relate (i) miles to meters and (ii) hours to seconds. In
Appendix B, we find the conversion factors 1 mi = 1.609 km, 1 km = 1000 m, and 1 h =
3600 s. We set up the conversion as follows, which ensures that all the desired
cancellations by division take place:
𝑚𝑖 𝑚𝑖 1.609 𝑘𝑚 1000 𝑚 1ℎ 𝑚
763.0 = 763.0 × × × = 341.0
ℎ ℎ 1 𝑚𝑖 1 𝑘𝑚 3600 𝑠 𝑠
Scientific Notation
• When we calculate with very large or very small numbers, we can show significant
figures much more easily by using scientific notation, sometimes called powers-of-10
notation. Scientific notation is a convenient way of expressing too large or too small
numbers. It is called powers-of-10 because it follows the form
𝑁 × 10𝑛
where,
• 𝑁 is a number between 1 and 10, including 1 but not 10, i.e. 1 ≤ |𝑁| < 10;
Note that for the exponent 𝑛:
• If the decimal point is moved 𝑛 places to the left, 𝑛 is positive.
• If the decimal point is moved 𝑛 places to the right, 𝑛 is negative.
Example. The distance from the Earth to the moon is about 384,000,000 m. To write
this number in scientific notation, we move the decimal point eight places to the left,
that is,
In this form, it is clear that we have 3 significant figures. It is important to note that in
counting the number of significant figures in the form of scientific notation only the “𝑁”
part should be considered, not the “× 10𝑛 ” part, following the same guidelines.
• When carrying out arithmetic operations involving scientific notation, same rules in
rounding-off final answers should be applied. Addition or subtraction follows the value
with the least number of decimal places while multiplication or division follows the value
with the least number of significant figures. Consider the examples and steps below.
Components of Vectors
• A coordinate system allows you
to expand your description of a
vector. In coordinate system
shown in Figure 7, the vector ⃗⃗⃗
𝑨
is broken up into two
component vectors. One, ⃗𝑨 ⃗⃗𝑥 , is
parallel to the x-axis, and the
other, ⃗⃗⃗
𝑨𝑦 , is parallel to the y- Figure 7. Representing a vector in terms of component vectors.
Source: Young, Hugh D., Roger A. Freedman, A. Lewis Ford,
axis. In symbols, ⃗⃗⃗
𝑨 = ⃗⃗⃗
𝑨𝑥 + ⃗⃗⃗
𝑨𝑦 . and Hugh D. Young. Sears and Zemansky's University
Physics. (13th ed), p. 14
Objectives
• Convert units of measurement
• Express numbers in scientific notation.
• Apply the rules of counting significant figures in rounding-off numbers based on the
mathematical operation used.
• Determine the number of significant figures.
What to do
A. Determine the number of significant figures in the following measurements:
1. 5.03 g 6. 2.720 x 1022 atoms
2. 0.714 m 7. 3 000 mL
3. 0.052 kg 8. 35 mg
4. 2008 g 9. 0.0580 m3
5. 7.2 x 104 molecules 10. 830 kg
1. 75 000
2. 0.004894
3. 1 647 000 000
4. 0.000001995
C. Carry out the following arithmetic operations applying the rules on rounding-off final
answers.
1. 12 343.2 g + 0.1893 g - 78.238 g
2. 55.67 L – 2.386 L + 4.3237 L
3. 7.52 kg x 6.9232 m/s2
4. 0.0239 kg ÷ 46.5 mL
5. 5.21 x 103 + 2.92 x 102
Objective
• Distinguish between accuracy and precision.
What to do
1. Read and answer as directed. Write your answers in a separate sheet of paper.
2. Gold coin has an ‘accepted’ diameter of 28.054 mm. Two students are asked to measure
the diameter of a gold coin four times. Student A uses a simple plastic ruler. Student B
uses a precision measuring tool called a micrometer.
4. Compare the average value for each set with the accepted value.
a. Which student’s data is more accurate? Justify your answer.
Objective
• Distinguish between scalar and vector quantities, and random and systematic errors.
What to do
A. In a separate sheet of paper, write SCALAR if the given is a scalar quantity and write
VECTOR if the given is a vector quantity.
1. Area of a rectangle
2. Distance
3. Work
4. Increase/Decrease in temperature
5. Weight
6. Momentum
7. Temperature
8. Force
9. Energy
10. Density
B. In a separate sheet of paper, write RANDOM if the given is a random error and write
SYSTEMATIC if the given is a systematic error.
1. When taking a volume reading in a flask, you may read the value from a different
angle each time.
2. Measuring the mass of a sample on an analytical balance may produce different
values as air currents affect the balance.
3. Measured distance is different using a new cloth measuring tape versus an older,
stretched one.
4. When weighing yourself on a bathroom scale, you position yourself slightly
differently each time.
5. Forgetting to tare or zero a balance produces mass measurements that are always
"off" by the same amount.
Objective
• Add vectors using graphical and component method.
What to do: In a separate sheet, add the following vectors and determine the magnitude of the
resultant vector and its direction.
Measurement is present in every aspect of human life. Yet, ironically, we tend to take
measurement for granted, and we fail to appreciate just how much we need and depend on our
measurement tools. It is only when our measurement tools malfunction or are unavailable that we
begin to appreciate just how important they are. Truly, we only know what we’ve got when it’s
gone.
In connection to this, how will you imagine a world with no measurement tools exist? What
do you think will be its impact to our life today? Write your five-sentence answer in a separate
sheet of paper.
Scoring Rubric
5 4 3 2 0
Practical Practical Practical Practical No discussion at
application is application is application is applications are all.
scientifically scientifically explained explained
explained explained consistent to the consistent to the
consistent to the consistent to the concepts but concepts but
concepts, and concepts, but with one or two with more than
has no with minimal misconceptions. two
misconceptions. misconceptions. misconceptions.
Krauskopf, K., & Beiser A. (2010). The Physical Universe (14th ed.). The McGraw-Hill
Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020.
Shipman, J., Wilson, J., & Higgins, C. (2013). An Introduction to Physical Science (13 th ed.).
Brooks/Cole, Cengage Learning.
Young, Hugh D., Roger A. Freedman, A. Lewis Ford, and Hugh D. Young. Sears and Zemansky's
University Physics. 13th ed. Boston, MA: Pearson Learning Solutions, 2012.