Learning Area General Physics 1 Grade Level Grade 12

W1
Quarter First Quarter Date

I. LESSON TITLE Measurements and Vectors

II. MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT
1. Solve measurement problems involving conversion of units, expression of
measurements in scientific notation
2. Differentiate accuracy from precision
3. Differentiate random errors from systematic errors
4. Estimate errors from multiple measurements of a physical quantity using
variance
5. Differentiate vector and scalar quantities
6. Perform addition of vectors
7. Rewrite a vector in component form
✔ The Effect of Instrument on measurements
✔ Uncertainties and deviations in measurement
✔ Sources and types of error
✔ Vectors and vector addition

Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
A. Introduction 15 minutes Every day, we deal with different activities relating to Mathematics and
Panimula Science and one of these is measurement. Early civilizations used different tools in
constructing different things that helped them carry their daily task. These were
manifested from the excavations done by the scientists. Some may have used
improvised materials while other have already the system of measurements.
In this topic, you will come to know that the questions you have encountered
when you are asked to get the measurement of your height and weight, the exact
measurement of ingredients you will use in your cooking activity and a lot more.
B. Development 75 minutes Descriptions of Measurement
Pagpapaunl Measurement is the act of determining matter’s size, length, weight, capacity
ad or other aspect. A measurement unit is a standard quantity used to express a
physical quantity. Whatever is chosen as a standard must be readily accessible
and possess some property that can be measured reliably—measurements taken
by different people in different places must yield the same result. In measuring
physical quantities, there are two systems of measurement commonly used by
different countries all over the world, these are Metric Units and the US Standard
Unit (EnglishSystem).
The Metric System or SI units
- The metric system is an internationally agreed decimal system of measurement
created in France in 1799. The International System of Units (SI), the official system
of measurement in almost every country in the world, is based upon this system.
The system is based on joining one of a series of prefixes, including kilo-, hecto-,
deka-, deci-, centi-, and milli-, with a base unit of measurement, such as meter,
liter, or gram. Units in the metric system are all related by a power of 10, which
means that each successive unit is 10 times larger than the previous one.
English System
- The English system of measurement is most commonly used in the United States.
It is a collection of measures for length, volume, weight, area, etc. that have
their roots in hundreds of years of history.
Conversion of Units
There are times when we want to know the equivalent of inches into cm or vice-
versa or we want to know our height using centimeter or meters from feet, inches
units. In this case, our knowledge of converting units is important.
Conversion factors
1 km= 1,000m 1 ha = 10,000 m2 1 L = 1000 ml 1 kg = 100 g
1 m = 100 cm 1 km2=1,000,000 1 ml = 1 cm3 1 g = 1000 mg
1 cm = 10 mm m2 1 L = 1 dm3 1 t= 1000 kg
1 m2= 10,000 cm2 1 m3= 1000 L

Illustrative example of converting units

1. Convert 10 m to km
1 𝑘𝑚 10 𝑘𝑚
10 m = ______ km 🡪 10 𝑚 𝑥 = = 0.010 𝑘𝑚
1,000 𝑚 1,000
 2. Convert 3 ha to cm2
10,000 𝑚2 10,000 𝑐𝑚2
3 ℎ𝑎 𝑥 𝑥 = 3 (10,000)(10,000)𝑐𝑚2 = 300,000,000 𝑐𝑚2
1 ℎ𝑎 𝑚2

Learning Task 1. Convert the following

1. 8.5 ft to inches 4. 7.5 cm3 to Liters
2. 4 m to inches 5. 30cm2 to ha
3. 15 tons to grams
Scientific Notations. When values are expressed in a very large or very small
numbers and we want to write it using less numbers, in this case knowledge of
scientific notation is of great help. Scientific notation is a very important math tool.
It is used by scientists to calculate cell sizes, star distances and masse. It is also used
by bankers to find out how many bills they have.
● Parts of Scientific Notation: Coefficient, Base and Exponent
3.21 x 104
3.21 🡪 Coefficient 10 🡪 Base 4🡪 Exponent
Analyze and observe the following and create a statement on how to write
scientific notation
Given Scientific notation form
200 2 x 102
3,500,000 3.5 x 106
5.456 5.456 x 100
0.000345 3.45 x 10-4
0.00000034 3.4 x 10-7
For more information about this topic, go to https://socratic.org/questions/how-do-
you-use-scientific-notation
Uncertainties in Measurements
Whenever a measurement is performed, the result is never exact. Any
measurement is subject to imperfections; some of these are due to external
influences, such as short-term fluctuations in temperature, humidity and air pressure
or variability in the performance of the measurer. Uncertainty means the range of
possible values within the true value of the measurement lies.
Uncertainty is an unavoidable part of any measurement and it begins to matter
when results are closed to a specified limit.
Measurements involves estimation on:
- Last digit of all measurements is estimated
- Between the calibrated lines (uncertain
digits)
Ruler B can be estimated as 4.3. In the estimated size of the nail, 4 is the certain
number and 3 is the uncertain number. Some may say its 4.4 some may say 4.2. In
this case uncertainties in measurements is clearly visible and can be represented
as 4.3 ±0.1 cm. This means that the possible measurement of the nail lies within 4.2
cm and 4.4 cm

A B
In picture B, we may estimate that the strip is closer to 41.6 cm than it is to 41.7 cm
and report the length to be 41.64 cm or 0.4164 m.

Sources and Type of Errors

Errors – it is the difference between the true value and the measured value of
quantity
We all know that the boiling point of water is 100 oC (True Value) and while doing
the experiment, you measured 98oC, 97oC. This various measured value can be due
to the following sources: Apparatus, Experimenter, environmental factor.
Type of errors:
A. Systematic errors – an error due to apparatus
Types of systematic error
 1. Zero error- when the equipment’s scale was not properly zeroed before
taking the measurement

2. Calibration error- incorrect calibration of instrument. This may be due to

manufacturing flaw or defect due to worn or rusted mechanism
B. Random Errors – caused by unknown and unpredictable changes in the
experiment (Usually due to the experimenter or environmental factor)
Types of random error
1. Parallax error 2. Reaction error
Learning Task 2. Prepare a foot rule, spoon or any metal you can see in your
kitchen. First, get the measurement of that object and record. Second, heat a
water in a pan and place the object inside. Third, let it cool for few minutes and
get its measurement. Repeat the third step three times and record your findings.
What have you notice on your activity? Write whatever observations you have with
regards to the measurement. What are the reasons why those situations occur?
Vector and Scalar Quantities
The mathematical quantities that are used to describe the motion of objects can
be divided into two categories. The quantity is either a vector or a scalar.
● Scalars are quantities that are fully described by a magnitude (or numerical
value) alone.
● Vectors are quantities that are fully described by both a magnitude and a
direction.
For examples and short exercise, visit this site:
https://www.physicsclassroom.com/class/1DKin/Lesson-1/Scalars-and-Vectors
Addition of vector
The result of adding up all vectors is called
resultant. Observe the following diagram for
visual understanding.
For more examples, please visit this site:

https://www.physicsclassroom.com/class/vectors/Lesson-1/Vector-Addition
Component of a vector quantity
It is easy to compute for the resultant if the
vectors are directed to one direction only.
When a vector is directed in two
directions, say, northwest, it means that it
is a combination of north and west directions and this is called angled vector.
C. Engagement 60 minutes A force vector has a magnitude of 50N directed at an angle of 15 o above the x-
axis. Compute for the vertical and horizontal
Pakikipagpalihan component of the force vector.

Given: F=50N; =15o

Horizontal force component: Fy=F(sin) 🡪 Fy= 50N(sin 15o)=12.94N
Vertical force component: Fx=F(cos ) 🡪 Fx= 50N(cos 15o)=48.30N

Notes:
𝐹𝑦
To calculate the angle of the two components: =tan-1
𝐹𝑥
To calculate the magnitude of the vector: 𝐹 = √𝐹𝑦 2 + 𝐹𝑥 2
To practice your skills in solving the component of a vector, visit this
http://www.phys.ufl.edu/courses/phy2053/sum15/VectorWorksheet.pdf
Aside from component method, graphical method is also used but due to
uncertainties in measurement, algebraic method is used. Visit these sites for more
details.
 The graphical method of adding vectors A and B involves drawing vectors on a
graph and adding them using the head-to-tail method. The resultant vector R is
defined such that A + B = R. The magnitude and direction of R are determined
with a ruler and protractor, respectively.
https://courses.lumenlearning.com/physics/chapter/3-2-vector-addition-and-subtraction-graphical-
methods/#:~:text=The%20graphical%20method%20of%20adding,a%20ruler%20and%20protractor%2C%20
respectively.
https://www.youtube.com/watch?v=flFQW0P2798

Learning Task 3: Solve the problems below by using the component method of
vector addition to find the resultant. Make sure that the resultant has both
magnitude and direction because it is a vector quantity.
1. A man pulls a rope attached to create with a force of 120N. if the rope makes
an angle of 36o with the ground, find the components of the force.
2. Solve for the resultant displacement of the two vectors: A = 2.3 km @ 45
degrees; B = 4.8 km @ 90 degrees
3. A hiker walks due east for a distance of 25.5 km from her base camp. On the
second day, she walks 41.0 km North of West till she discovers the cave she
wanted to see. Determine the magnitude and direction of her resultant
displacement between the base camp and the cave.
D. Assimilation 5 minutes The content of this module is very essential to everyday activity specially in
Paglalapat Science, Technology, Engineering and Mathematics.
Learning task 4. As a student of STEM, what are the benefits of these topics in your
future career.
V. ASSESSMENT 15 minutes Answer the following. Write your answers on a separate sheet.
(Learning Activity 1. A change in position specified by magnitude and direction is
Sheets for a. Density b. Force c. Speed d. Displacement
Enrichment, 2. Temperature is a
Remediation or a. Scalar b. vector c. both a and b d. resultant quantity
Assessment to be 3. A boy walks 7 km west, then 4 km north and finally 4 km east. How far is he from
given on Weeks 3 the starting point?
and 6) a. 37 km b. 0 c. 3 km d. 5 km
4. What is the total distance travelled by the boy in number 3? ______
Express the following using scientific notations
5. 12,138 6. 0.000 005 04 7. 520 000 000
8. How many boxes measuring 3 cm x 4 cmx 5 cm can fit into a carton 30 cmx
40cm x 50 cm? Show your solution.
9. Convert 20 kg/L into g/L. Show your solution.
10. A newsboy start his route by walking 400 m east, then 300 m north. Find out how
far the boy is from his starting point. Use graphical and component methods.
VI. REFLECTION 10 Write your personal thoughts and insights about the lesson using the prompts
minutes below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.

Prepared by: Albino M. Ly Checked by: Jocelyn B. Reyes