Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE

GENERAL PHYSICS 1
Quarter I – Module 1:
The Physics of Measurement and
Uncertainty

Prepared by:

MAEZEL JOICE V. MATEO

Teacher I
Paoay National High School
General Physics 1 - Grade 12
Alternative Delivery Mode
Quarter 1 – Module 1: The Physics of Measurement and Uncertainty
First Edition, 2020

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Development Team of the Module

Schools Division of Ilocos Norte

Office Address: Brgy. 7B Giron Street, Laoag City, Ilocos Norte
Telefax: (077) 771- 0960
Telephone No.: (077) 770- 5963/(077) 600- 2605
E-mail Address: ilocosnorte@deped.gov.ph
 12

General Physics 1
Quarter 1 – Module 1:
The Physics of Measurement and
Uncertainty
Introductory Message
For the facilitator:

Welcome to the General Physics Alternative Delivery Mode (ADM) Module on

The Physics of Measurement and Uncertainty!

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:

Note to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

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:

Welcome to the General Physics Alternative Delivery Mode (ADM) Module on

The Physics of Measurement and Uncertainty!

The hand is one of the most symbolized parts 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.
This module has the following parts with their corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in
What I Need to Know
the module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correctly, you may decide to skip this
module.

This is a brief drill or review to help you link

the current lesson with the previous one.
What’s In

In this portion, the new lesson will be

introduced to you in various ways such as a
What’s New
story, a song, a poem, a problem opener, an
activity or a situation.

This section provides a brief discussion of

the lesson. This aims to help you discover
What is It
and understand new concepts and skills.

This comprises activities for independent

practice to strengthen your understanding
What’s More
and skills of the topic. You may check the
answers in the exercises using the Answer
Key at the end of the module.

This includes questions or open-ended

statements to be filled in to process what
What I Have Learned
you learned from the lesson.

This section provides an activity which will

help you transfer your new knowledge or
What I Can Do
skill into real life situations.

This is a task which aims to evaluate your

level of mastery in achieving the learning
Assessment
competency.

In this portion, another activity will be given

to you to enrich your knowledge or skill of
Additional Activities
the lesson learned. This also develops
retention of learned concepts.

This contains answers to all activities in the

 Answer Key module.

At the end of this module you will also find:

This is a list of all sources used in developing this
References module.

The following are some reminders in using this module:

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 instructions 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 a deep understanding of the relevant competencies. You can do it!

The Physics of
Lesson Measurement and
Uncertainty
 1&2
Hello there! Today’s lesson is all about the Physics of Measurement and
Uncertainty. Sounds familiar? Let’s get to know more about it.

What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the nature of General Physics. 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.

The module is divided into two lessons, namely:

● Lesson 1 – The Physics of Measurement
● Lesson 2 – Uncertainty

After going through this module, you are expected to:

1. identify the unifying ideas in general physics;
2. define and understand measurement;
3. explain the difference between fundamental and derived quantities;
4. solve problem on conversion of units and scientific notation;
5. differentiate accuracy from precision; and
6. differentiate systematic from random error.

What I Know

Activity 1: JUMBLED WORDS!

Directions: Form the correct word of the jumbled letters on the left to identify the
important terms used to describe the physics of measurement.
Jumbled Words DESCRIPTION Your Answer

This refer to the act or

process of measuring.

MENURETAEMS 1.____________________

A widely used floating-

point system in which
numbers are expresses
IITFCSIENC IOANTTNO as products consisting of 2.___________________
a number between 1 and
10 multiplied by an
appropriate power of 10.

The ability to work or

perform without making
mistakes.
AACRCCYU 3.___________________

This refers to how close

or consistent the
independent
measurements of the 4.___________________
same quantity are to one
IONPERICS another.

A type of error that can

be reduced by increasing
the number of trials of a
NRDMAO REORR measurement and 5.__________________
averaging out the
results.

What’s In
Activity 2: Q & A

Directions: Answer the following questions in your activity notebook.

1. Define the following terms: MEASUREMENT, SCIENTIFIC NOTATION,
ACCURACY AND PRESISION.
2. Why do we have to measure?
3. Can a measurement be both precise and accurate?

F N M I D N L A E U T A Y

A O N L M S I A B N B S I
 U T V R E M R I S E O L R

U N R C I E T L A I N Y T

R E A Y N S T D E O T S M

What’s New

Activity 3: LETTER ELIMINATION GRID

Direction: Find and cross out the letters that need to be eliminated in the
grid below in order to come up with the correct word/answer.
1. Basic quantities that are independent of one another.

2. It is the counterpart of pound-force in the metric system.

3. It is the deviation of a measured value from the expected or true value.

4. It is a way of expressing the error.

5. A type of error that is a result from unpredicatable or inevitable changes

during data measurement.

Are you familiar with those words? Let us now proceed to the next page to deepen your
knowledge.
 Physics deals with the interaction of matter, force, and energy.
It is traditionally divided into classical and modern physics. Modern
physics started in 1900 with Max Plank’s discovery of blackbody
radiation. Thus, all discoveries, principles, and inventions prior to
1900 are considered classical physics, while those beyond 1900 are
considered modern physics.

1. Fundamental vs. Derived

Physics usually involves experiments to support, refute, or validate a
hypothesis or a theory. These experiments require measurement.
Measurement is the process of comparing something with a standard. To
carry out measurement, a system of standards and a system of units should
be defined.
Two systems of units have evolved: the metric system and the English
system. The metric system has two variations: the MKS and the CGS system.
The English system is otherwise known as the fps system. Each system is
represented by the abbreviation of its three basic units; MKS stands for,
meter, kilogram, second.; CGS stands for, centimeter, gram, and second; fps
stands for foot, pound, and second. The FPS system considers pound force
as a fundamental quantity. The counterpart of pound force in the metric
system is mass.
Physical quantities may either be fundamental or derived.
Fundamental quantities are basic quantities that are independent of one
another. The SI fundamental quantities are length, mass, time,
thermodynamic temperature, electric current, luminous intensity, and
amount of substance.
Derived quantities are combinations of fundamental quantities. For
example, speed may be defined as a distance travelled (length) divided by
time. Other examples are acceleration, density, work, and energy.
Units corresponding to a fundamental quantity are called base or
fundamental units. The SI fundamental units are meter, kilogram, second,
kelvin, ampere, candela, and mole. The units for derived quantities are
combinations of these fundamental units.

What is It

Activity 4: Measurement Scavenger Hunt

Directions: Identify at least 5 items in your room and identify what
measuring tool to be used. Then identify whether it is fundamental or
A. The
derived. Measuring
After Process
that write your Estimation and the Actual Measurement.
 Item Measuring Fundamental/Derived Estimation Actual
Tool Measurement

B. CONVERSION AND SCIENTIFIC NOTATION

Scientific notation is a conventional and widely used method of
expressing large and small numbers. Any quantity may be expressed in the
form of N x 10x , where N is any number between 1 and 10 and x is the
appropriate power of 10.
The simplest way to convert one unit to another is to form a
conversion ratio (equal to one) with the desired unit on the numerator and
the unit to be converted at the denominator. The original quantity is
multiplied by its conversion ratio. Units may be multiplied or divided just
like any ordinary algebraic factors.

Activity 5: Convert and Express

Directions: Convert the following quantities into desired units and after that express it in
scientific notation.

Measurement Desired Units Scientific Notation

1. 28.5 L ____________mL
2. 80km ____________in
3. 24 kg ____________mg
4. 500 lb ____________g
5. 365 days ____________h

Activity 6: Determining the eX without asking whY

Directions: For numbers 1-3, determine which of the following is written in scientific
notation. Write X if it is expressed in scientific notation. Otherwise, write Y. For numbers 4-
5, determine the following which is converted correctly. Write X if it is converted correctly.
Otherwise, write Y.
1.12x103-_____________

2. 347.79-_____________

3. 6.15x10-3-_____________

4. 5 km= 5000m-_____________

5. 20 ft= 250 in-_____________

Activity 7: Show Me Your Math!

Directions: Solve the following problems. Show your complete solutions.

1. The average depth of the nearby ocean to Ilocos Norte is 6500 ft. How deep is
in meters, inches, and kilometers?

2. A car has a speed of 72km/h. What is the speed in miles/second?

3. How many inches are there in a 1 foot ruler?

4. A jeepney tried to overtake a car. The jeepney moves at 40 km/h. Convert to

m/s.

5. It takes about 2 hours for Anna to travel from their house to school. How far is
Anna’s house in minutes?
 What’s More

A. Uncertainty

Measurements always have some degree of uncertainty because of

unavoidable errors. Error is the deviation of a measured value from the
expected or true value. Uncertainty is a way of expressing this error. The
equation below shows a relationship of these factors:
Measure value= (true value +/- uncertainty) units

Accuracy versus Precision

Accuracy refers to the closeness of a measured value to the expected
or true value of a physical quantity. On the other hand, precision represents
how close or consistent the independent measurements of the same quantity
are to one another.

Random versus Systematic Errors

Random error is a result from unpredictable or inevitable changes
during data measurement. Examples of causes of random errors are
electronic noise from an electrical device, slight variation of temperature
when the volume of a gas is being measured, and uncontrollable presence of
wind when determining the period of a simple pendulum. Random errors
affect the precision of the instruments. These errors may be reduced from
increasing the number of trials of a measurement and averaging out the
results.
Systematic error usually comes from the measuring instrument or in
the design of the experiment itself. These errors limit the accuracy results.

Activity 8: Sketch It!

Directions: Sketch a circle of hits with five marks that represents a set of
measurements.
a. High Accuracy, High Precision c. High Accuracy, Low Precision
b. Low Accuracy, High Precision d. Low Accuracy, Low Precision\
 What I Have Learned

Activity 9: SHARE YOUR THOUGHTS!

Directions: Make a self-reflection by answering the following questions:
a. Why is measurement an important part of our day-to-day living?
b. How is measurement involved in every aspect of our lives?
Discuss your self-reflection through an essay.

What I Can Do

Activity 10: ONCE UPON A TIME!

Directions: Read the story below and underline the statement that describes Random Error
and encircle the statement that describes Systematic Error.

It was a wonderful morning for all Grade 12 Einstein. And that day their teacher
scheduled for an experiment and that experiment needed a triple beam balance, beaker, test
tubes and some substances. Every time they have their experiment the Grade 12 students are
very excited. They are excited with the activity but of course with the group they will be in.
The class was divided into four groups. Each group has its own equipment to use. As soon as
their teacher announced their group mates they proceeded right away. Every group has their
hand-out to follow. And the first procedure is to first weigh the substance. As they were
weighing, each group started to cheer out loud. So the teacher but in. And asked them why.
“Ma’am why is everybody do not have the same amount?” No, you have the same amount of
substances, the teacher said. Okay, will you check first what could be the reason why, the
teacher added. The first group told their teacher that the triple beam balance was not set to
zero. The second group remembered that the wind blows when they weigh in because the
window is open. The third group told their teacher that their teammates did not handle the
triple beam balance properly. For the last group, they told the teacher that they did not notice
that when they put the substances in the beaker there were still some particles on it. So the
teacher told them to do the first procedure again and for them to come up with the same
amount.

Assessment

Activity 11: SELF-CHECK!

Multiple Choice
Direction: Identify the choice that best completes the statement or answers
the question. Write your answer on the space provided.

____ 1. A pinakbet pizza of Herencia in Paoay, Ilocos Norte is about

_______ wide.
a. 30 ml c. 30 cm
b. 30 m d. 30 g
____ 2. How many centimeters are there in 60.0 in?
a. 153 cm c. 60 cm
b. 120 cm d. 180 cm
______3. Poor precision in scientific measurement may arise from ________.

a. The standard being too strict

b. Human error
c. Limitations of the measuring instrument
d. Both human error and the limitations of the measuring
instrument
_______4. Systematic errors lead to a lack of _________.

a. Accuracy in the measurement

b. Significant digits in the measurement
c. Precision in the measurement
d. Gradation of the measuring instrument
_______5. A bag of rambutan fruit from Ilocos Norte has a mass of 1000 g.
After weighing three, Maria observes the masses to be 1000 g,
1000.1 g and 1000.2 g. How can Maria describe the accuracy and
precision of the first bag she measured?

a. Acute and precise

b. Accurate but not precise
c. Precise but not accurate
d. Not accurate and not precise
 Additional Activities

Activity 12:

Answer Key

Activity 1: JUMBLED WORDS

1. MEASUREMENT
2. SCIENTIFIC NOTATION
3. ACCURACY
4. PRECISION
5. RANDOM ERROR

Activity 2: Q & A

Note: Use the rubric to rate students’ answers.

CRITERIA Excellent Very Good Good Fair

4 3 2 1
Content Content is Content is Content is not Content is
comprehensive accurate. Major comprehensive. incomplete.
and accurate. points are Major points are Major points
Major points are stated clearly. stated but not are not clear.
stated clearly. Responses are supported.
Responses are adequate. Responses are
excellent. inadequate.
Grammar, Rules of Rules are Answer contains Answer
Punctuation grammar, usage, followed with few contains
& Spelling and punctuation minor errors. grammatical, numerous
are followed. Spelling is punctuation grammatical,
 Spelling is correct. and spelling punctuation
correct. errors. and spelling
errors.
Structure Clear and easy to Easy to Not clear and Not relevant
comprehend. comprehend. lacks logic. ideas. No
Answer is logical Answer is logical thought at all.
and ideas flow but lacks flow of
accurately. ideas.

Completion The answer is The answer is The answer is Content shows

complete. missing slight missing multiple lack of
details. details. comprehension.

Activity 3: LETTER ELIMINATION GRID

Note: Boxes filled with red are the letters to be crossed out/eliminated.
Students may cross out other letters same with what is marked but check
the number of letters crossed out.

F N M I D N L A E U T A Y

A O N L M S I A B N B S I

U T V R E M R I S E O L R

U N R C I E T L A I N Y T

R E A Y N S T D E O T S M
 Activity 4: MEASUREMENT SCAVENGER HUNT

ITEM MEASURING FUNDAMENTAL/DERIVED ESTIMATIO ACTUAL

TOOL N MEASUREMENT
BOOK RULER FUNDAMENTAL 5X3 INCHES 4.9X2.8 INCHES

Activity 5: CONVERT AND EXPRESS

Measurement Desired Units Scientific Notation

28.5 L 28,500 mL 2.85 x 10⁴
2. 80km 203,200 in 2.032 x 10⁵
3. 24 kg 24,000,000 mg 2.4 x 10⁷
4. 500 lb 2,268,000 g 2.268 x 10⁶
5. 365 days 8,760 h 8.76 x 10³
 Activity 6: Determining the eX without asking whY

1. X
2. Y
3. X
4. X
5. Y

Activity 7: Show Me Your Math!

1. m = 1981.7m
i = 78,000in
km = 1.9817km
2. 20 m/s
3. 12in
4. 11.11m/s
5. 120minutes

Activity 8: Sketch It!

Activity 9: Share Your Thoughts!
Note: Use the rubric to rate students’ outputs. (Source: CHED Teacher’s Guide)

Activity 10: Once Upon a Time!

Random Error
1. The window is open
2. To do the first procedure again.

Systematic Error
1. the triple beam balance was not set to zero
2. Did not handle the triple beam balance properly
3. There are substances in the beaker.

Activity 11: Self Check

1. C
2. A
3. D
4. A
5. B
References:

General Physics Book

Whole Brain Lesson Plan in General Physics 1

https://www. google.com/imgres?imgurl=https//physicsabout.com

https://www.keansburg.k12.nj.us

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