OBJECTIVES SESSION 1
The learners demonstrate an The learners demonstrate an understanding of…
understanding of…
1. The effect of instruments on
D. Content Standards measurements 2.
Uncertainties and deviations in
measurement
3. Sources and types of error
The learners shall be able to solve using experimental and theoretical approaches, multi-concept and rich-context problems involving motions in one
E. Performance Standards
dimension.
1. Solve measurement problems
involving conversion of units,
expression of measurements in
scientific notation
F. Learning Competencies 2. Differentiate random errors from
systematic errors
3. Use the least count concept to
estimate errors associated with single
measurements
The effect of instruments on
measurements, uncertainties and
VI. CONTENT
deviations in measurement, and
sources and types of error.
SESSION 2 SESSION 3 SESSION 4
The learners demonstrate The learners
1. Accuracy versus precision an understanding of… demonstrate an
2. Uncertainty of derived quantities Graphical analysis: linear understanding of…
3. Error bars fitting and transformation 1. Vectors and vector
of functional dependence addition
to linear form 2. Components of vectors
3. Unit vectors
1. Differentiate vector
Estimate intercepts and
and scalar quantities
1. Differentiate accuracy from precision slopes—and their
2. Perform addition of
2. Estimate errors from multiple measurements of a uncertainties—in
vectors
physical quantity using variance experimental data with
3.Rewrite a vector in
3. Estimate the uncertainty of a derived quantity from the linear dependence using
component form
estimated values and uncertainties of directly measured the “eyeball method”
4. Calculate directions
quantities and/or linear regression
and magnitudes of
formulae
vectors
Graphical analysis: linear
Vectors and vector
Accuracy versus precision, uncertainty of derived quantities fitting and transformation
addition, components of
and error bars of functional dependence
vectors and unit vectors
to linear form
 General Physics 1 (Teacher's
VII. LEARNING Manual)
RESOURCES Caintic Helen E. PhD., 2018 Quezon
City, City Phoenix Publishing House
VIII. LEARNING PROCESS  
Introduction (10 mins)
(Motivation) Have the student share their
experiences in doing measurements.
They may share the challenges they
have encounter when doing
measurements. Ask the students to
perform the following activity in
group of four. Prepare measuring
tools that can be used to measure
length, time, and mass. Assign each
group of objects that can be
measured in terms of length, mass,
and time. Each member of the group
will measure each of objects. Have
them compare the measurements
they have obtained.
 www.real-world-physics-
 www.brighthubengineering.com problems.com  
     
 (10 mins)    
Pictures of showing accuracy and precision will be shown to
the students. The following questions may be asked:
1. Compare the three darts.
2. What similarities do they have?
3. From the image shown can you define and differentiate
accuracy and precision?
Do Activity 6: Accuracy and Precision
Objective: Identify the factors that affect accuracy and
precision.
Procedure:
1. Lay the paper target on the floor and have each group
member choose a color dot marker.
2. Take turns holding the marker 1 meter above the target
and releasing the marker.
3. Try to hit the bullseye. Measure the distance in
centimeters from the target center to the dot made by the
marker when it lands.
4. Round to the nearest tenth. Record the measurements in
the data table and calculate the value for mean

Instruction/ Delivery  (25 mins)
Process what they have observed
from the data they have gained form
the activity. Ask them what are the
limits and difficulties they have
observed while measuring. Explain
uncertainties and errors in
measurement.
5. Repeat so that each group member has two attempts.
Use the wipes or paper towels to clean up any marks that
got on the floor
 (30 mins)    
1. Explain the difference between the accuracy and
precision
2. Give examples of accuracy and precision
3. What do you call the difference between the measured
result and the target value/accepted value?
4. What is the importance of accuracy and precision on real
life?
* In P.E, like playing basketball, If the player shoots with
accuracy, his aim will always take the ball close to or into
the basket. If the player shoots with precision, his aim will
always take the ball to the same location which may or may
not be close to the basket. A good player will be both
accurate and precise by shooting the ball the same way
each time and each time making it in the basket.

5. How will you able to improve accuracy and precision?

6. Coin diameter

A gold coin has an ‘accepted’ diameter of 28.054 mm.

Two students are asked to measure the diameter of four

gold coins. Student A uses a simple plastic ruler. Student B
uses a precision measuring tool called a micrometer.

Student A – Student B – micrometer

plastic ruler
27.9 mm 28.246 mm
28.0 mm 28.244 mm
27.8 mm 28.246 mm
28.1 mm 28.248 mm

1. Calculate the average value for each set of

measurements

Student A – plastic Student B – micrometer

ruler

2. Calculate the % error for each set of measurements.

Student A – plastic Student B – micrometer

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

• Which student’s data is more accurate?

• Which student’s data is more precise?

4. Compare the percentage error for each set:

• Which student’s data is more accurate?

• Which student’s data is more precise?

5. Explain any odd findings:

 (15 mins)Perform the activity of
Practice Estimating the Uncertainty of a
Derived Quantity      
Enrichment/ Evaluation        
Assignment