Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

12
Z est for P rogress
Z P eal of artnership

General Physics 1
Quarter 1 – Module 1
Measurement Properties and Physical Quantities

0
 What I Need to Know
This module was designed and written in a way that its suits your
understanding and needs. It focuses on achieving the following learning
competencies:

Content Standard Most Essential Learning Code

Competencies
The learners 1. Solve STEM_GP12EU-Ia1
demonstrate measurement problems
understanding of: involving conversion of
units, expression of
1. The effect of measurements in
instruments on scientific notation.
measurements;
2. Uncertainties 2. Differentiate STEM_GP12EU-Ia2
and deviations in accuracy from precision.
measurement;
3. Sources and 3. Differentiate STEM_GP12EU-Ia3
types of error; random errors from
and systematic errors.
4. Vectors and
vector addition. 4. Estimate errors STEM_GP12EU-Ia5
from multiple
measurements of a
physical quantity using
variance.

5. Differentiate vector STEM_GP12EU-Ia8

and scalar quantities.

6. Perform addition of STEM_GP12EU-Ia9

vectors.

7. Rewrite a vector in STEM_GP12EU-Ia10

component form.

Making measurements of the real world bridges the physical and

mathematical realities of life. When we do a measurement, we compare a
physical quantity to a pre-determined standard and calculate how many
of those standard units are present.

1
 After going through this module, you are expected to be able to:
1. Solve measurement problems involving conversion of units as well
as expressing it in scientific notation;
2. Differentiate between accuracy and precision;
3. Differentiate random errors from systematic errors;
4. Estimate errors from multiple measurements of a physical quantity
using variance; and
5. Examine the mathematical concepts of vectors and scalars quantity.

What I Know
In your Junior high school years, your teacher had introduced you
the concepts of Units, Physical Quantities, Measurement, Vectors and
Scalars Quantites. Let us try to answer the questions below.

PRE-TEST.
Score:___/10
MULTIPLE CHOICE:
Directions: Read and understand each item and choose the letter of the
correct answer. Write your answers on a separate sheet of paper.

1. How many inches are there in one foot?

a. 14 b. 18 c. 6 d. 12

2. What is the SI unit of time?

a. second b. hour c. minutes d. microsecond

3. Which of the following is the BEST example of a number expressed

in scientific notation?
a. 0.23 x 105 b. 3.00 x 108 c. 12.3 x 109 d. 143.77 x 107

4. Which is the most precise measurement?

a. 1 m b. 1.2 m c. 1.23 m d. 1.234 m

5. Which of these are some of the reasons why systematic error occur?
a. Overuse of instruments
b. Careless usage of instruments
c. Both option a and b
d. Brand of the instruments

2
6. Which of the following is a type of error in measurement that occur
due to chances?
a. Non error c. Bias
b. Systematic error d. Random error

7. Which of the following is a vector quantity?

a. Speed b. Mass c. Time d. Velocity

8. A Rural bus runs north at 12.5 m/s with a headwind blowing from
the north at 0.5 m/s. What is the resultant velocity of the bus?
a. 13 m/s b. 12 m/s c. 6.25 m/s d. 14 m/s

9. Which of the following is a scalar quantity?

a. Force c. Distance
b. Momentum d. Velocity

10. In figure 1, what is the x and y component of the velocity?

Figure 1. Velocity along

x and y component

a. x = 3cos(45O) c. x = 3cos(45O)
y = 3sin(45O) y = 3sin(45O)
b. x = 45Ocos(3) d. x = 3cos(45O)
y = 45Osin(3) y = 3sin(45O)

3
Lesson Measurement Properties and
1 Physical Quantities

What’s In
Let’s recall some salient concepts of measurement by answering
Activity 1.

Score:___/10
Activity 1. Let’s Match!
Directions: Match the word in Column A with its correct description in
Column B. Write the letter of the correct description on the space before
each number. (1 point each)

COLUMN A COLUMN B

__1. SI Units a. Commonly known as the metric system

__2. Precision b. A way of writing very large or very small
__3. Conversion of Units numbers
__4. Vector Quantity c. a quantity that has both magnitude and
__5. Random Error direction
__6. Systematic Error d. The closeness of two or more
__7. Scalar Quantity measurements to each other
__8. Scientific Notation e. An error that introduces variability
__9. Accuracy between different measurements of the
__10. Measurement same thing
f. A physical quantity that is completely
described by its magnitude
g. Refers to how close a measurement is to
the correct value
h. An errors made by the person carrying
out the measuring, and the result skews
away from the true value in a specific
direction.
i. The conversion between different units of
measurement for the same quantity,
typically through multiplicative
conversion factors.
j. It is a process of comparing an unknown
quantity with a standard

4
 What’s New

Now let us extend your knowledge of kinematics from one dimension

to two and three dimensions by doing activity 2.
Score:___/10
Activity 2. Let’s read and answer!
Directions: Read the passages written inside the box. After reading,
answer the questions provided below. Write it on a separate sheet of paper.
For item number 1-6. The situation below will allow you to convert units and
express it in scientific notation form, write the vector component form of the given
quantity, and categorize the given quantities as vector or scalar.

A Rural bus of mass 11,062 kg traveling westward at 30 m/s is slowed to a stop in

a distance of 100 meters by the bus brakes with a force of 10,000N.

1. What is the velocity of the Rural bus in km/hr? Express your answer
in scientific notation form.(Please show your complete solution)
2-5. Consider the following quantities listed below. Categorize each
quantity as either vector or scalar.
QUANTITY CATEGORY
11,062 kg
30 m/s westward
100 meters
-10,000 N
6. From the situation presented, which of the following is the velocity
along x-component?
a. 30cos(1800) b. 30sin(1800) c. 30cos(900) d. 30cos(900)
For item number 6-10. The scenario below will allow you to differentiate accuracy
and precision, and random errors from systematic errors by describing the
experimental data
The class of STEM students conducted several trials in getting the value of the
acceleration due to gravity "g" in an experiment with an accepted value of 9.8 m/s2.
The values of each trial are 9.81 m/s2, 9.82 m/s2, and 9.83 m/s2 respectively.

7. Which correctly describes this experimental data?

a. Accurate but not precise c. Both accurate and precise
b. Precise but not accurate d. Neither accurate nor precise
8-10. Compute for the percentage error for each trials?

Answer: (Please show your complete solution.)

Note:
|𝑉 − 𝑉𝑇 |
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐸𝑟𝑟𝑜𝑟 = 𝑥 100%
𝑉𝑇

5
 What Is It
Now, let us discuss the activities you have taken up!

Conversion of units using prefixes

The values of quantities are expressed using Arabic symbols for
numbers paired with a unit symbol, often with a prefix symbol that
modifies unit magnitude.

In activity number 2-item number 1, the mass of the Rural bus is

25,000 kg. To convert 25,000 kg to grams, simply use the conversion factor
of kilo “k” that is equivalent to 1000.

25,000 𝑘𝑔 = 25,000(1000)𝑔
25,000 = 25,000,000𝑔
= 𝟐. 𝟓 𝒙 𝟏𝟎𝟕g

A collection of quantitative or numerical data that describes a

property of an object or event is referred to as measurement. It's calculated
by comparing a quantity to a set of standards. It determines the size,
length, weight, capacity, and other characteristics of matter. When we
measure, we compare the material's basic qualities to internationally
acknowledged standards for precision and accuracy.

The SI units, also known as the Metric system, and the English
system are the two most widely used units systems in the world.

System of Units

1. English system
- originated in England
- also known as the FPS (Foot – Pouns – Second)

2. Metric system
- originated in France
- divided into two variations:
a. MKS – meter – kilogram – second
b. CGS – centimeter – gram - second

Physical quantities are divided into two categories in Physics; the

fundamental and derived quantities. Fundamental quantities (e.g. length,
mass, and time) may be measured directly, but derived quantities (e.g.
length, mass, and time) cannot be measured directly and can be obtained
through the use of a formula or mathematical equation (e.g. force, volume
of solids, acceleration).

6
 The Seven (7) Fundamental and Derived Quantities

Fundamental Quantities Standard Unit

Mass Kilogram kg
Length Meter m
Time Second s
Electric Current Ampere A
Temperature Kelvin K
Amount Substance Mole mol
Luminous intensity `Candela cd
Derived Quantities Standard Unit
Area Square meter m2
Volume Cubic meter m3
Speed/ Velocity Meter per second m/s
Acceleration Meter per second square m/s2
Force Newton N
Kilogram meter per
Momentum Kg m/s
second
Work Joule J
Kinetic Energy Joule J
Mass densitys Kilogram per meter cube kg/m3

Conversion of unit using conversion ratio

To convert one unit to another, just establish a conversion ratio
(equal to one) with the desired unit on the numerator and the unit to be
converted on the denominator. This conversion ratio is multiplied by the
original quantity. Multiplying and/or dividing units in the same way as
regular algebraic expressions do makes it simple to convert a quantity from
one unit to another while maintaining dimensional consistency.
Study the example below:

1. Convert 3 ft to inches
Conversion factor to be used: 1ft = 12 inch

12 𝑖𝑛𝑐ℎ
3𝑓𝑡 𝑥 = 𝟑𝟔 𝒊𝒏𝒄𝒉
1𝑓𝑡

2. Convert 3 minutes to second

Conversion factor to be used: 1minute = 60 second

60 𝑠𝑒𝑐𝑜𝑛𝑑
3𝑚𝑖𝑛 𝑥 = 𝟏𝟖𝟎 𝒔𝒆𝒄𝒐𝒏𝒅
1𝑚𝑖𝑛

Conversion of units using prefixes

Quantity values are stated using Arabic symbols for numbers and a
unit symbol, which is frequently preceded by a prefix sign that alters unit
magnitude.

7
 In the SI, multiples and subdivisions of any unit are designated by
combining the prefixes deka, hecto, and kilo, which mean 10, 100, and
1000, respectively, and deci, centi, and milli, which represent one-tenth,
one-hundredth, and one-thousandth, respectively. In some
circumstances, especially in scientific applications, it is more
advantageous to allow for multiples of 1000 and subdivisions of one
thousandth. The following table lists the 20 SI prefixes that are currently
recognized for use.

Prefix Symbol Multiple/ Fraction

tera- T 1,000,000,000,000 = 1.0 x 1012
giga- G 1,000,000,000 = 1.0 x 109
mega- M 1,000,000 = 1.0 x 106
kilo- K 1,000 = 1.0 x 103
Basic Unit: meter, gram, liter, second
deci- d 0.1 = 1.0 x 10-1
centi- c 0.01 = 1.0 x 10-2
milli- m 0.001 = 1.0 x 10-3
micro- µ 0.000001 = 1.0 x 10-6
nano- n 0.000000001 = 1.0 x 10-9
pico- p 0.000000000001 = 1.0 x 10-12

Study the example below:

1. Convert 2m to cm
Conversion factor to be used: 1 cm = 0.01 m or 1.0 x 10-2 m

1 𝑐𝑚
2𝑚 𝑥 = 𝟐𝟎𝟎 𝒄𝒎
0.01𝑚

2. Convert 5km to m
Conversion factor to be used: 1 km = 1,000 g or “k = 1000”

5 𝑘𝑚 = 5 (1000)𝑚 = 𝟏𝟎𝟎𝟎 𝒎

Scientific Notation

Scientists utilize scientific notation to manage extremely large or

extremely small numbers. For example, instead of writing 0.0000000056,
we write 5.6 x 10-9. So, how does this work? We can think of 5.6 x 10-9 as
the product of two numbers: 5.6 (the digit term) and 10 -9 (the exponential
term).

A positive exponent indicates that the decimal point has been moved
to the right by that many places. Same applies to a negative exponent
indicates that the decimal point has been moved to the left.

8
 The digit expression in scientific notation denotes the number of
significant figures in the number. As an example,
46600000 = 4.66 x 107
The example above has only 3 significant figures. The zeros are not
significant; they are only holding a place. Consider another example,

0.00053 = 5.3 x 10-4

This number has 2 significant figures. The zeros are only place
holders.
In activity number 2, items 2-5, you need to categorize the given
quantities to either vector or scalar quantity. Remember that vector
quantity posseses both a magnitude and direction. While scalar quantity
posseses only the magnitude of the quantity without the direction. See the
example in the table below.

QUANTITY CATEGORY
11,062 kg Scalar
30 m/s westward Vector
100 meters Scalar
-10,000 N Vector

Vector and Scalar Quantity

Vector Quantity Scalar Quantity

“A mango fruit falls from a tree with “Time is not the main thing. It’s the
an accelaration of 9.8 m/s2...,” only thing.”
- Time is a scalar quantity that is
- Acceleration is a vector quantity
fully described by a magnitude
because it has both magnitude and only. Other examples of scalar
direction. Vector quantities are quantities include speed, volume,
important in the study of motion. and mass.
Other examples of vector quantities
include force, velocity, and
momentum.

9
 In activity 2, item 6, you need to rewrite the velocity of the rural bus
which is moving westward in vector component form. Since the bus is
moving towards westward, the angle will be 180 o, hence the x-component
form of the velocity is 30 cos(1800) which is equivalent to -30m/s.

Vector Representation

An arrow is used to symbolize a vector quantity. The arrow's length

is proportional to the vector's magnitude. The vector's starting point
A is
indicated by the tail. The direction is specified by the arrowhead's
orientation.In printed materials, a vector quantity is represented by in
boldface type (Example: A). Another way is by placing an arrow over the
symbol
On the other hand, “A”, without the arrow and not boldface, is a
scalar.
Let us take the following example:

A displacement, d , of 10 km to the East

Scale: 1 cm: 2 km

Here, the magnitude of d is represented by a line 5 cm long. A scale that

says that each centimeter on the line is equivalent to 2 km gives us an idea
that the magnitude d of is actually 10 km, not 5 cm (drawing vectors to
scale is neccesarry in printed materials in order to save space). Finally, the
arrowhead is added to the scaled line to indicate the direction of the vector.

The Cartesian Plane

A Cartesian plane consisted of

two perpendicular number lines: the
x-axis (horizontal axis), and the y-axis
(verical axis) is very useful in plotting
graphs and vectors. In figure 1, it can
be note that the Cartesian plane has
an origin point, x-axis (+x for East and
-x for West) and y-axis ( +y for North
and -y for South). It is divided into 4
quadrants with specified direction for
coordinate pairs.

10
 In figure 2, the following vectors are
described using the Cartesian plane:
1. A force of 90 Newtons towards
North 400 East
2. An acceleration of 60 m/s2
towards 300 West of North
3. A linear momentum of 50 kg·m/s
thorugh South
4. A displacement of 80 km towards
450 South of West

Composition of Vector
Composition of vectors, or simply vector addition, is the process of
merging or adding two or more vectors to create a single vector. The
outcome is the single vector that represents the sum. What is the best way
to find this resultant vector? There are several approaches to this.

1. Graphical Method
One approach of obtaining the resultant vector is through
graphical method. You'll need a ruler, a protractor, and graphing
paper to use this procedure. In this technique, you just need to make
sure that the tail of the second vector is connected to the arrowhead
of the first vector. The outcome is calculated by measuring the
distance between the tail of the first vector and the head of the
second vector.

Adding Two Vectors in the Same or Opposite direction

a. Same direction. The arithmetic sum of the component vectors

determines𝑑1 the magnitude of the final vector. The direction is
determined by the provided vectors. Here is an example.
1. Given: = 45 km, E
𝑑2 = 55 km, E
Find: Resultant vector 𝑑𝑅
100 km

45 km 55 km

Solution: 𝑑1 + 𝑑2 = 𝑑𝑅
45 km + 55 km = 100 km, so 𝑑𝑅 = 100 km, E

11
 b. Opposite direction. The arithmetic difference of the magnitudes of
the component vectors determines the magnitude of the resultant
vector. Here is an example.

1. Given: 𝑑1 = 10 km, N (+10 km, since its

direction is towards North)
𝑑2 = 15 km, S (-15 km, since its
direction is towards South)

Find: Resultant vector

Solution: 𝑑1 + 𝑑2 = 𝑑𝑅
10 km - 15 km = -5 km, 5 km S

2. Basic Trigonometry

We can also make use of the concepts of Trigonometry

to determine the resultant vectors. The relationships between triangle
angles and sides are very useful in the process. Take a look at the
right triangle below.

It has sides a, b, and hypothenuse c. With reference to angle , side

b is called adjacent side and a, opposite side.

The trigonometric function defined with respect to this triangle are:

𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒 𝑎
sin 𝜃 = 𝑜𝑟 sin 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑐

𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒 𝑏
cosine 𝜃 = 𝑜𝑟 sin 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑐

𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎
tangent 𝜃 = 𝑜𝑟 sin 𝜃 =
𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒 𝑏

12
 The length of side a and b can be calculated using trigonometric
functions if the hypotenuse c and angle are known.

The hypotenuse can be calculated using the Pythagorean theorem if

the sides a and b are specified.
c 2 = a 2 + b2
Therefore,
𝒄 = √𝒂𝟐 + 𝒃𝟐
The angle  is found from the definition of the tangent function,
𝑎
tan 𝜃 =
𝑏
The angle  becomes
𝒂
𝛉 = 𝐭𝐚𝐧−𝟏( )
𝒃

a. Adding Vectors at Right Angle to Each Other

When two perpendicular vectors are given, the Pythagorean

theorem can be applied to get the resultant vector. Here is an example.

1. Given: 𝑓1 = 3 newtons, East

𝑓2 = 4 newtons, North

Find: a. Resultant vector 𝑓𝑅

b. Direction

Solution:

13
 a. Use Phytagorean Theorem to solve for the magnitude

( 𝑓𝑅 )2 = ( 𝑓1 )2 + ( 𝑓2 )2
= (3N)2 + (4N)2
𝑓𝑅 = √9𝑁 2 + 16𝑁 2
= √25𝑁 2
𝒇𝑹 = 5N

b. To find the direction,

𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒 4𝑁
tan 𝜃 = =
𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒 3𝑁
tan 𝜃 = 1.33
𝜽 = 𝟓𝟑. 𝟎𝟔𝟎

Therefore, the resultant force is 𝒇𝑹 = 5 Newtons, 𝟓𝟑. 𝟎𝟔𝟎 𝑵𝒐𝒇 𝑬

b. Component Method in Adding Two or More Vector

If the vectors are not orientated at 90 degrees to each other, you

must use another analysis technique referred as the component
method. Here are the steps.

𝐶1 𝐶2 𝐶3

For the given vectors,

1. Draw each vector
2. Find the x and y components of each vector.
3. Find the sum of the x-components. The symbols  means
summation (addition).
∑ ⃗⃗⃗⃗
𝐶𝑥 = ⃗⃗⃗⃗
𝐶1 + ⃗⃗⃗⃗
𝐶2 + ⃗⃗⃗⃗
𝐶3
Find the sum of the y-components. The symbols  means
summation (addition).
∑ ⃗⃗⃗⃗
𝐶𝑦 = ⃗⃗⃗⃗
𝐶1 + ⃗⃗⃗⃗
𝐶2 + ⃗⃗⃗⃗
𝐶3

4. Use the sum of the x-components and the sum of the y-

components to find the resultant (magnitude) and its
angle(directions).
𝟐 𝟐 𝟐
⃗⃗⃗⃗⃗𝑹 ) = (∑ ⃗⃗⃗⃗
Magnitude: (𝑪 ⃗⃗⃗⃗𝒚 )
𝑪𝒙 ) + (∑ 𝑪

Direction: Use any of the trigonometric functions: sine, cosine,

tangent.

14
Let us apply these steps in the following example:
An ant crawls on a tabletop. It moves 2 cm East and turns 3 cm 40⁰
North of East. What is the ant’s total displacement?

Given: ⃗⃗⃗⃗
𝑑1 = 2𝑐𝑚 𝐸𝑎𝑠𝑡
⃗⃗⃗⃗
𝑑2 = 3𝑐𝑚 𝑁𝑜𝑟𝑡ℎ 𝑜𝑓 𝐸𝑎𝑠𝑡
Find: ⃗⃗⃗⃗
𝑑𝑅 =?

Solution:
1. Draw the vectors.

2. The 2cm vector has no component along y-axis (“0”) and the
component of 3cm vector are found this way,

Solution:

𝑑 2𝑦 𝑑 2𝑥
sin 400 = cos 400 =
3 𝑐𝑚 3 𝑐𝑚
𝑑2𝑦 = (3𝑐𝑚)(sin 400 ) 𝑑2𝑥 = (3𝑐𝑚)(cos 400 )

𝑑2𝑦 = (3𝑐𝑚)(0.64) 𝑑2𝑥 = (3𝑐𝑚)(0.77)

𝑑2𝑦 = 𝟏. 𝟗𝟐 𝒄𝒎 𝑑2𝑥 = 𝟐. 𝟑𝟏 𝒄𝒎

3. Find the sum of x and y-components and show the components of

the vectors, you may present them in a table similar to the one
below.

Vector ⃗⃗⃗⃗𝒙 (x-component)

𝒅 ⃗⃗⃗⃗
𝒅𝒚 (y-component)
2 cm East 2 cm 0
3 cm 40O North of
2.31cm 1.92 cm
East

⃗⃗⃗⃗𝒙 = 4.31 cm
∑𝒅 ⃗⃗⃗⃗𝒙 = 1.92 cm
∑𝒅

15
 4. Use the sum of the x-components and the sum of the y-components
to find the resultant (magnitude) and its angle (directions).

Solution:
𝟐 𝟐 𝟐
Magnitude: ⃗⃗⃗⃗⃗𝑹 ) = (∑ 𝒅
(𝒅 ⃗⃗⃗⃗𝒙 ) + (∑ ⃗⃗⃗⃗
𝒅𝒚 )
𝟐 𝟐
⃗⃗⃗⃗ ⃗⃗⃗⃗𝒙 ) + (∑ ⃗⃗⃗⃗
𝑑𝑅 = √(∑ 𝒅 𝒅𝒚 )

⃗⃗⃗⃗
𝑑𝑅 = √(4.31 cm)2 + (1.92 cm)2
⃗⃗⃗⃗
𝑑𝑅 = √(6.13 cm)2 = 2.48 cm

Direction:
∑ ⃗⃗⃗⃗
𝒅𝒚 1.92 𝑐𝑚
tan 𝜃 = = = 0.46
∑𝒅⃗⃗⃗⃗𝒙 4.31 𝑐𝑚
𝜃 = tan−1 (0.46)
𝜽 = 𝟐𝟒. 𝟕𝟎𝑶
Therefore, the total displacement is ⃗⃗⃗⃗⃗
𝒅𝑹 = 𝟐. 𝟒𝟖 𝒄𝒎, 𝟐𝟒. 𝟕𝟎𝑶 𝑵𝒐𝒓𝒕𝒉 𝒐𝒇 𝑬𝒂𝒔𝒕

Accuracy and Precision

In activity 1,item 6, you were asked to describe the experimental
data and to solve for the percentage error. The accepted value of the
acceleration due to gravity "g" is 9.8 m/s2. The values of each experimental trial
conducted by the STEM students are 9.81 m/s2, 9.82 m/s2, 9.85 m/s2, and 9.83
m/s2 respectively.

Remember from our lesson that accuracy is the degree to which a

measured value and a true or accepted value agree. Precision is a metric
that indicates how well a result can be predicted (without reference to a
theoretical or true value).

Therefore, the given experimental data in the example are both

accurate and precise.

Precision refers to the consistency and conformity between

independent measurements of the same quantity, as well as the result's
reliability.

The uncertainty estimate associated with a measurement should

account for both the accuracy and precision of the measurement.

Let us consider the example:

1. A brand of fruit snacks claims that each bag of fruit snacks has a mass
of 25.5g. After weighing the three bags, you observed the masses to be
25.5g, 25.6g, and 26.1g. How can you describe the accuracy and
precision of the bags measured?

16
 Ans: Accurate, but not precise
Reason: The measurement is accurate; the brand says there should be
25.5g in each bag and one of the three bags measured 25.5g. However,
the measurement is not precise, as a results are not replicated
universally throughout the experiment. The masses varies, averaging
to 25.7g.

2. Pedro's scale measures the masses of the objects as consistently to be

2kg less than their actual mass. How would you describe the scale?
Ans: Precise, but not accurate
Reason: In this case, Pedro's scale is ALWAYS 2kg short. Even though
it displays the wrong value, it is consistent. That means it is precise.
However, the scale is not accurate because it is always off by 2kg.

Percentage Error
In activity 1, items 7 to 10, you were asked to compute for the
percentage errors for each trial. To compute for the percentage error,
simply use this formula

|𝑉 − 𝑉𝑇 |
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐸𝑟𝑟𝑜𝑟 = 𝑥 100%
𝑉𝑇

Where “V” is the measured value and “VT” is the true or accepted value.

|𝑉 − 𝑉𝑇 |
Trial No. 1 − Percent Error = 𝑥 100%
𝑉𝑇
m m
|9.81 2 − 9.81 2 |
𝑠 𝑠
Trial No. 1 − Percent Error = m 𝑥 100%
9.8 2
𝑠
t r = 𝟎%

|𝑉 − 𝑉𝑇 |
Trial No. 2 − Percent Error = 𝑥 100%
𝑉𝑇
m m
|9.82 2 − 9.81 2 |
𝑠 𝑠
Trial No. 1 − Percent Error = m 𝑥 100%
9.8 2
𝑠
t r = 𝟏. 𝟎𝟐 𝒙 𝟏𝟎−𝟑%

|𝑉 − 𝑉𝑇 |
Trial No. 3 − Percent Error = 𝑥 100%
𝑉𝑇
m m
|9.85 2 − 9.81 2 |
𝑠 𝑠
Trial No. 1 − Percent Error = m 𝑥 100%
9.8 2
𝑠
t r = 𝟒. 𝟎𝟖 𝒙 𝟏𝟎−𝟑 %

17
 |𝑉 − 𝑉𝑇 |
Trial No. 4 − Percent Error = 𝑥 100%
𝑉𝑇
m m
|9.83 2 − 9.81 2 |
𝑠 𝑠
Trial No. 1 − Percent Error = m 𝑥 100%
9.8 2
𝑠
t r = 𝟐. 𝟎𝟖 𝒙 𝟏𝟎−𝟑%

Random and Systematic Errors

Random error introduces variation in measurements of the same
thing, whereas systematic error misrepresents your measurement in a
certain direction away from the true value.
• No Error – The measurement is accurate and presice
• Random Error – The measurement is accurate, but not precise
• Systematic Error – The measurement is precise, but not accurate

Percent Error and Percent Difference

When a quantity has a true or expected value, percentage error (or
simply percent error) is frequently calculated. When judging the accuracy
of a measurement, the percent error is frequently taken into account. It is
given by the formula

|𝑉 − 𝑉𝑇 |
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐸𝑟𝑟𝑜𝑟 = 𝑥 100%
𝑉𝑇

Where: V = Measured Value

VT = True or accepted value
Example:
In a laboratory, you are given a block of wood. You measure the
dimensions of the block and its displacement in a container of a known
volume of water. You calculate the density of the block of wood to be 0.8
g/cm3. You look up for density of a block of aluminum at room temperature
and find it to be 0.9 g/cm3. Calculate the percent error of you
measurement.

Given: V = 0.8 g/cm3

VT = 0.9 g/cm3
Solution:
g g
|(0.8 3 ) − (0.9 3 )|
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐸𝑟𝑟𝑜𝑟 = cm cm 𝑥 100%
g
(0.9 3 )
cm
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐸𝑟𝑟𝑜𝑟 = 𝟏𝟏%,
𝒎𝒆𝒂𝒏𝒊𝒏𝒈 𝟖𝟗% 𝒂𝒄𝒄𝒖𝒓𝒂𝒕𝒆

18
The Uncertainty of Measurements
Uncertainty analysis or error analysis is the process of evaluating
the uncertainty associated with a measurement result. Because of
unavoidable errors, measurements are always subject to some degree of
uncertainty. The difference between a measured value and the expected or
true value is called error. Uncertainty is a word that describes this mistake.
The equation below shows the relationship of these factors.

measured values = (true value ± uncertainty) units

For instance let’s say your classmate has measured the width of a
standard piece of paper and found it to be 8.50 ± 0.03 inches. By stating
the uncertainty to be 0.03 inches your classmate is claiming with
confidence that every reasonable measurement of this piece of paper by
other experimenters will produce a value not less than 8.47 inches and not
greater than 8.53 inches.

Estimating Uncertainty in repeated Measurements: Variance and

Standard Deviation

Variance

Using the population variance of a collection of measurements to

estimate errors from repeated measurements of a physical quantity is one
strategy. The variance is a measurement of how far each number in the set
is from the mean. The variance in the set of measurements is determined
in the following manner, step by step:
∑𝑥
1. Take the mean of the set of measurements, 𝑥̅ = 𝑁
2. Take the deviation of each measurement from the mean (𝑥 − 𝑥̅ ).
3. Square each deviation, (𝑥 − 𝑥̅ )2 .
4. Get the sum of the squares of each deviation, Σ(𝑥 − 𝑥̅ )2 .
5. Divide the sum of the squares by the number of measurements in the
∑(𝑥−𝑥̅ )2
set,
𝑁

In symbols, population variance (𝜎 2 ) is

∑(𝑥 − 𝑥̅ )2
𝜎2 =
𝑁

When the variance is 0, all measurements are the same. A low

variance shows that the values are near to one another, indicating
precision.

19
 The standard deviation is equal to the square root of the variance.
It is a metric that indicates how different or spread apart a group of
measurements are from their average. When the standard deviation is low,
it suggests that the majority of the measurements are near to the average.
A significant standard deviation indicates that the measurements are
extremely varied.

Example:
The width of the cardboard was measured using a meter stick. 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 nearest
tenth of a millimeter (0.01 cm).

Observation Width (cm)

Trial 1 31.33
Trial 2 31.15
Trila 3 31.26
Trial 4 31.02
Trial 5 31.20

Let us solve for the variance and the standard deviation

Solution:
∑𝑥
1. Take the mean of the set of measurements, 𝑥̅ = 𝑁

(31.33 + 31.15 + 31.26 + 31.02 + 31.20)

𝑥̅ =
5
̅ = 𝟑𝟏. 𝟏𝟗
𝒙
2. Take the deviation of each measurement from the mean (𝑥 − 𝑥̅ ).

Observation Width (cm) Deviation

Trial 1 31.33 31.33-31.19 = +0.14
Trial 2 31.15 31.15-31.19 = -0.04
Trila 3 31.26 31.26-31.19 = +0.07
Trial 4 31.02 31.02-31.19 = -0.17
Trial 5 31.20 31.20-31.19 = +0.01
3. Square each deviation, (𝑥 − 𝑥̅ )2 .
Observation Deviation Squared Deviation
Trial 1 31.33-31.19 = +0.14 (+0.14)2 = 0.0196
Trial 2 31.15-31.19 = -0.04 (-0.04)2 = 0.0016
Trila 3 31.26-31.19 = +0.07 (+0.07)2 = 0.0049
Trial 4 31.02-31.19 = -0.17 (-0.17)2 = 0.0289
Trial 5 31.20-31.19 = +0.01 (+0.01)2 = 0.0001

20
 4. Get the sum of the squares of each deviation, Σ(𝑥 − 𝑥̅ )2.
Σ(𝑥 − 𝑥̅ )2 = 0.0196 + 0.0016 + 0.0049 + 0.0289 + 0.0001 = 𝟎. 𝟎𝟓𝟓𝟏
5. Divide the sum of the squares by the number of measurements in
∑(𝑥−𝑥̅ )2
the set, 𝑁
∑(𝑥 − 𝑥̅ )2 0.0551
𝜎2 = = = 𝟎. 𝟎𝟏𝟏𝟎𝟐
𝑁 5
The variance of 0.01102 indicates that the values are close to one
another, the measurement is precise.

The Standard Deviation:

√𝜎 2 = √0.01102 = 𝟎. 𝟏𝟎
The significance of the standard deviation is this: if you now make
one more measurement using the same meter stick, you can reasonably
expect that the new measurement will be within 0.10 cm of the estimated
average of 31.19 cm.

What’s More
Let us apply what you have learned! Let us do some more exercises.
GUIDED ACTIVITY
Score:___/10
Activity 3. Inside Physics Lab
In this activity, you will learn how to convert units and express
numerical value into scientific notation form, rewrite the component form
of the given vector, categorize set of data whether it is a vector or a scalar,
whether it is accurate or precise, and to compute for data’s experimental
error.

Do the activity following the guide provided below.

Directions: Read the reported data below and answer the following
questions. Write it on a separate sheet of paper.Use another sheet to do
the solving.

Two Physics students, Anzon and Alovea

were conducting an experiment separately. They
have the same experimental set-up as shown in
figure A. Their task is to measure the velocity of
a toy car as it runs on a flat inclined surface at a
given angle. After 2 hours, they compared their
findings. Assuming that the theoretical value for
the velocity of the toy car is 1 m/s.
Figure A. Experimental Set-up

21
 The tables below shows their gathered data.
Anzon Alovea
Trial 1 1.00 Trial 1 1.50
Trial 2 1.01 Trial 2 2.00
Trial 3 1.00 Trial 3 1.01
Average: 1.00 Average: 1.50

Questions:
1. What is the equivalent of 2 hours in seconds? Express the answer in
scientific notation.
2. What is the x-component of the toy car’s velocity?
3. Which among the three quantities involved during the experiment
(the time of the activity, the velocity of the toy car, and the distance
it travels) is a vector quantity? Why do you say so?
4. What can be said about the experimental data of Anzon and Alovea
in terms of accuracy and precision?
5. What can be said about the errors made by Anzon and Alovea in the
experiment?
6. What is the percentage error in the average velocity data of Anzon?
7. What will be the estimated error in the data presented by Alovea?

TIPS to answer the questions:

✓ For item number 1, you are ask convert hour to second. You need to
use conversion ratio. Then, you are ask to express the given value
into scientific notation form. Just remember, the value of the
exponent in the power of ten will vary depending on the number of
decimal places and the position of the decimal point.
✓ For item number 2, use this trigonometric formula: cos = Adj/Hyp.
✓ For item number 3, you are ask to identify which of the given
quantities is a vector quntity. Remember, a quantity is a vector only
when it possesses both magnitude and direction.
✓ For item number 4, remember that accuracy is the closeness of
agreement between a measured value and a true or accepted value.
While Precision is the degree of consistency and agreement among
independent measurements of the same quantity.
✓ For item number 5, the type of error in an experiment is depending
on accuracy and precision.
✓ For item number 6, use this formula:

|𝑉 − 𝑉𝑇 |
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐸𝑟𝑟𝑜𝑟 = 𝑥 100%
𝑉𝑇
✓ For item number 7, use this formula:

∑(𝑥 − 𝑥̅ )2
𝜎2 =
𝑁

22
 Lets see if we have the same answers. Check you answers with the
answer key below.

Answers:

1. What is 2 hours in seconds?

3,600𝑠
2 ℎ𝑜𝑢𝑟𝑠 𝑥 = 𝟕, 𝟐𝟎𝟎 𝒔
1ℎ𝑟

Depending on the specified units, we must apply prefixes,

conversion ratios, or both when converting units.

Expressing the answer in scientific notation, the value will become:

To convert a decimal value to scientific notation, just move the

decimal point in a number to the left or right of the decimal point
until there is only one non-zero digit to the left or right of the decimal
point.

2. What is the vector component of the toy car’s velocity along x-axis?

To find the vector component along x-

axis simply use the formula cos = Adj/Hyp.
y-component

The Adj is the vector component of toy car’s

velocity. Therfore:
𝐴𝑑𝑗
cos 𝜃 =
𝐻𝑦𝑝
x-component 𝐴𝑑𝑗
Hyp x cos 𝜃 = 𝑥 𝐻𝑦𝑝
𝐻𝑦𝑝
Adj = Hyp x cos 𝜃
Adj = 1 x cos (45)
Opp 𝑉𝑥 = 1 x cos (45)
 𝑽𝒙 = 𝟕. 𝟏 𝒙 𝟏𝟎−𝟏

Adj

3. There were three quantities involved during the experiment, the time
of the activity, the velocity of the toy car, and the distance it
travels.Which quantity is a vector quantity and why?
- In the problem, the vector quantity is the velocity of the toy car
(with magnitude of 1m/s and direction of 450 inclined from the
23
 flat surface). In some cases, direction can be in a form of sign: “+”
or “-“, North, East, West, South, or upward, downward, to left or
to the right.

4. What can be said about the experimental data of Anzon and Alovea
in terms of accuracy and precision?

Anzon Accurate and Precise

Trial 1 1.00 - In the table presented, there was a
Trial 2 1.01 consistency on Anzon’s measurement.
Trial 3 1.00 The measured velocity of the toy car is
Average: 1.02 always equal to or lessthan 1.00 m/s.

Precise, but not Accurate

Alovea
Trial 1 1.50
- There was a precision on the
Trial 2 2.00 measurement conducted by Alovea. The
Trial 3 1.01 value is always greater than 1.0 m/s.
Average: 1.50 Based on the data, she didn’t get at least
one exact measurement, that is 1m/s.
Hence, the measurement is not
accurate.

5. What can be said about the errors made by Anzon and Alovea in the
experiment?

- Since the measurements conducted by Anzon was accurate and

precise, therefore there was “No Error” in his measurement.
Remember:
• No Error – The measurement is Accurate and Presice
• Random Error – The measurement is Accurate, but not Precise
• Systematic Error – The measurement is Precise, but not
Accurate

- Since the measurements conducted by Alovea was precise, but

not accurate, therefore there was a “Systematic Error” in her
measurement.

6. What is the percentage error in the average velocity data of Anzon?

Solution:
|𝑉 − 𝑉𝑇 |
V = 1.02 m/s 𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐸𝑟𝑟𝑜𝑟 = 𝑥 100%
VT = 1.00 m/s 𝑉𝑇
|1.02 − 1.00|
% Error = ? 𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐸𝑟𝑟𝑜𝑟 = 𝑥 100% = 𝟐%
1.00

24
 7. What will be the estimated error in the data presented by Alovea?
Solution: Squared
∑𝑥 Trials Deviation
Deviation
𝑥̅ = 1 1.50-1.00=0.50 0.502=0.25
𝑁
(1.50 + 2.00 + 1.01) 2 2.00-1.00=1.00 1.002=1.00
𝑥̅ = 3 1.01-1.00=0.01 0.012=0.0001
3
𝑥̅ = 1.50
∑(𝑥 − 𝑥̅ )2 (0.25 + 1.00 + 0.0001)
𝜎2 = = = 𝟎. 𝟒𝟏𝟔𝟕
𝑁 3

Now, its your turn to perform similar activity and apply what have
you learned!

INDEPENDENT ACTIVITY Score:___/10

Directions: Read the reported data below and answer the following
questions. Write it on a separate sheet of paper.Use extra paper to do the
solution.

Two STEM students, Ahmer and Ana were

conducting an experiment. The experimental set-
up for their experiment is shown in figure A. Their
task is to determine the time toy car reached the
bottom of slide. The toy slides on a flat inclined
surface at a 45⁰ angle. After 5 minutes, the
students compared their findings. Assuming that
the theoretical value for the velocity of the toy car
is 1 m/s. Figure A. Experimental Set-up

The tables below shows their gathered data.

Ahmer Ana
Trial 1 0.55 Trial 1 1.00
Trial 2 0.50 Trial 2 1.01
Trial 3 0.45 Trial 3 1.02
Average: 0.50 Average: 1.01
Questions:
1. What is the equivalent of 5 minutes in hour? Express the answer in
scientific notation.
2. If there is, what is the vector component of time in the study? If there
is none, justify.
3. What can be said about the experimental data of Ahmer and Ana in
terms of accuracy and precision?
4. What can be said about the errors made by Ahmer and Ana in the
experiment?
5. How much is the percentage error of Ahmer?
6. What will be the estimated error in the data presented by Ana?

25
 What I have learned

Activity 4.1 The Data of the Sea, Part I! Score:___/10

Directions: Read the reported data below and answer the questions. Write
it on a separate sheet of paper.Use another sheet to do the solution.
(5 points each)

The chart below shows the density of seawater samples collected from the
sea of Sulu and Celebes by three different groups. The accepted value of
the seawater density is 1.053 g/mL.

Trials Group 1 Group 2

Trial 1 0.998 1.053
Trial 2 1.020 1.052
Trial 3 1.051 1.053
Average 1.023 1.053

1. What is 1.053 g/mL in kg/m3? Express your answer in scientific

notation.
2. What can be said about the accuracy and presicion of the data?
Justify.
3. Estimate errors from the group’s data using variance.

Activity 4.2. The Data of the Sea, Part II Score:___/10

Directions: Read and understand the problem and determine the needed
data in the table. Write it on a separate sheet of paper. (5 points each)

Problem:

A boat leaves shore and travels 30 km East and then 15 km 50 ⁰ South of

East. Find the boat’s resultant displacement vector using component and
graphical method.

GRAPHICAL METHOD
COMPONENT METHOD
(Scale: 5km = 1cm)
1. 2.

26
 What I Can Do

Activity 5. You Can Do It! Score:___/10

Directions: Read the given scenario, do the necessary procedure to answer

the questions that follows. Write it on a separate sheet of paper.

Materials:
• Ruler
• Coloring materials
• Bond Paper

Scenario:
✓ Kokoy always wakes up early to walk to school with his friends. In
going to school, with his house as the frame of reference, he travels
50m East towards a store near the crossing, then he walks 200m
South of the store until he arrives at a big blue house. Then walks
another 400 meter West of the big blue house before arriving at her
school.

Procedure:

1. Read the given scenario above, take note of the given landmarks,
directions, and distances.
2. Using your gathered data, draw Kokoy’s house to school roadmap
on a bond paper. Decide on the most convenient scale to use when
you draw your roadmap. (Example: 1cm = 50 meters)
3. Label your roadmap properly, including the given landmarks.
Specify also the length of the road. You can use coloring materials
to make your work more creative.

Question: (5 points each)

1. From your sketched roadmap, what is the total displacement of

Kokoy’s travel? Convert your answer to kilometer unit and express
it in scientific notation.

2. From your gathered data, solve the displacement of Kokoy’s travel

using component method. Is your answer the same with the answer
in question item number 1? If not, why?

3. What is the percentage error between the graphical and component

method. Take the component method to be the expected value.

27
 Assessment
MULTIPLE CHOICE:
Directions: Read and understand each item and choose the letter of the
correct answer. Write your answers on a separate sheet of paper.

1. A micro scale measures the mass of a certain bacteria to be 10

nanogram. What is this measure when expressed in unit grams?
a. 1.0 x10-10 g b. 1.0 x1010 g c. 1.0 x10-8 g d. 1.0 x108 g
2. The length of the Pasig River in Pasig City, Philippines is 25,000
meters. What is the value of the length written in scientific notation?
a. 2.5 x104 m b. 2.5 x105 m c. 2.5 x10-4 m d. 2.5 x10-5 m
3. You measured the given objects and obtained the following values:
5.22 g, 5.21 g, and 5.22 g. Which correctly describes your
experimental data?
a. accurate but not precise c. both accurate and precise
b. precise but not accurate d. neither accurate nor precise
4. Which set of measurements is precise?
a. 0.95 cm, 0.80 cm, 0.63 cm c. 1.50 mm,1.72 mm,1.0 mm
b. 0.84 dm, 0.85 dm, 0.82 dm d. 1.20 m, 1.02 m, 0.97 m
5. While doing a laboratory experiment, a student found the density of
a piece of pure aluminum to be 2.85g/cm3. The accepted density of
aluminum is 2.70 g/cm3. What was the student's percent error?
a. 5.26% b. 6.56% c. 7.56% d. 8.56%
6. Which of the following is an example of a vector quantity?
a. Temperature c. Volume
b. Velocity d. Mass
7. Which of the following is an example of a scalar quantity?
c. Acceleration c. Displacement
d. Force d. Time
8. What is the x-component of the vector in
the diagram?
a. 1.29 N East c. 1.29 N West
b. b.1.53 N East d. 1.53 N West
9. What is the y-component of the vector in
the diagram?
a. 1.29 N East c. 1.29 N West
b. b. 1.53 N East d. 1.53 N West

10. What is the direction of vector 𝐴 given in the diagram?

a. 2N,500 N of E c. 2N,500 N of W
b. 2N,500 S of E d. 2N,500 W of S

28
 c. Additional Activities
Activity 6. Data Analysis

Directions: Analyze the measurement data set provided and describe the
data set in terms of accuracy and precision. Write your answers on a
separate sheet of paper.

Coin diameter

A one peso coin has an ‘accepted’ diameter of 23.00 mm.

Task

1. Try to measure the diameter of 4 one peso coins. Use ruler and
tape to measure. Record your data on the table below.

Data measured using ruler Data measured using tape

measure

Coin 1: __________________ Coin 1: __________________

Coin 2: __________________ Coin 2: __________________
Coin 3: __________________ Coin 3: __________________
Coin 4: __________________ Coin 4: __________________

2. Calculate the average value for each set of measurements.

Measuring Device Average

Ruler
Tape measure

3. Compare the average value for each set with the accepted value:

• Which data is more accurate? Justify your answer

• Which data is more precise? Justify your answer

4. Calculate the percentage error of the average data derived from using
ruler and tape measure.

29
 30
Assessment
1. a
2. a
3. c
4. b
5. a
6. b Activity 5
7. d 1. 8.06 cm, 29.75o East of West
8. a
9. b
10.a
Activity 3/ Independent
Activity
1. 10,200 s
Activity 4.1 2. 1.02 x 104 s
44.658 km, 4.980 South of East 3. -7.07 x 10-1m/s, 45o S of W
4. Time or Distance
5. Precise, but not Accurate
6. Precise and Accurate
Activity 4 7. Random Error
1. 1.053 x 103 kg/m3 8. No Error
2. Group 2 9. 50%
3. Group 1: 4.73 x 10 -4 10. 0.3268
Group 2: 3.33 x 10 -7
Review/
Activity 2 Pre-Test
Activity 1
1. 1.08 x 102 1. A 1. D
2-5. Scalar 2. A
2. D
Vector 3. I 3. B
Scalar 4. D
4. C
Vector 5. B
5. H
6. a 6. D
6. E
7. c 7. D
7. F
8-10. 10.20% 8. B 8. B
20.41% 9. C
9. G
30.61% 10. J 10. A
Answer Key
References:
Manuals/Modules:
Department of Education Central Office. Most Essential Learning
Competencies (MELCs). 2020.
Websites:
"Measurement, Accuracy And Precision Of Data," 2020 Grant Instruments,
last modified March 23,
2022,https://www.grantinstruments.com/measurement-accuracy-
and-precision-of-data.
"Precision And Accuracy". 2020. Science Learning Hub, last modified
March 23, 2022,
https://www.sciencelearn.org.nz/resources/1880-precision-and-
accuracy.
Book Reference:
Hugh D. Young and Roger A. Freedman.2004. University Physics with
Modern Physics 11th Edition. Canada:Benjamin-Cummings Pub
Corp.,2004,1-34.
Alicia L. Padua and Ricardo M. Crisostomo.2006. Practical and
Explorational Physics Modular Approach. Quezon: Vibal Publishing
House, Inc.,9-18

DEVELOPMENT TEAM
Writer: Ahmerzon R. Ali, T - II
Editors: Elena F. Balan, Ed. D.
Aubrey May F. Balignot, MT – I
Jenelyn C. Limen, T - III
Reviewers: Leila M. Fernandez
Education Program Supervisor (Science)
Valeriafides G. Corteza, Ph. D.
Education Program Supervisor (English)
Illustrator: Ahmerzon R. Ali, T - II
Layout Artist: Jenelyn C. Limen, T - III

Management Team: Roy C. Tuballa, EMD, JD, CESO VI

Jay S. Montealto, CESO VI
Victoria D. Mangaser, Ph. D.
Leila M. Fernandez
Aida F. Coyme, Ed. D.

Office: DepEd Zamboanga City SDO

Address: Baliwasan Chico, Zamboanga City
Contact Number: (062) 993 1514

31