GOVERNMENT PROPERTY

NOT FOR SALE 12

General Physics 1
First Quarter – Module 1: Week 1
Units and Measurements

Jeovanny A. Marticion

SUPPORT MATERIAL FOR INDEPENDENT LEARNING ENGAGEMENT (SMILE)

A Joint Project of the
SCHOOLS DIVISION OF DIPOLOG CITY
and the
DIPOLOG CITY GOVERNMENT

1
GENERAL PHYSICS 1 - Grade 12
Alternative Delivery Mode
Quarter 1 – Module 1: Units and Measurements
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Jeovanny A. Marticion
Editors:
Reviewers: Lani U. Dela Cruz
Illustrator:
Layout Artist:
Management Team: Virgilio P. Batan -Schools Division Superintendent
Jay S. Montealto -Asst. Schools Division Superintendent
Amelinda D. Montero -Chief Education Supervisor, CID
Nur N. Hussien -Chief Education Supervisor, SGOD
Ronillo S. Yarag -Education Program Supervisor, LRMS
Leo Martinno O. Alejo -Project Development Officer II, LRMS

Printed in the Philippines by ________________________

Department of Education –Region IX

Office Address: ____________________________________________

____________________________________________
Telefax: ____________________________________________
E-mail Address: ____________________________________________

2
 What I Need to Know

The study of Physics was generally perceived as frustrating and painful.

However, these misconceptions are often refuted by how it is rewarding, challenging
and satisfying when we deal its beauty and rational nature. The understanding of
physical world was built on the basic concepts developed by Galileo, Newton, Maxwell
and Einstein. The discovery they presented to the world started with excitement and
curiosity. They were instrumental in understanding the world we live in.
Physics governs the study of matter and its interaction with the environment.
The principles and theories of physics could help us explain the interactions in
chemistry, biology and other sciences in atomic or molecular level. We observe the
natural phenomena and investigate the patterns related to the investigated
phenomena.

This module is divided into five lessons:

Lesson Learning Competency At the end of the module, you should
be able to:
Lesson 1 Dimensional Solve measurement problems 1. Differentiate the various systems
Analysis involving conversion of units, and units of measurement; and
expression of 2. Solve measurement problems
measurements in scientific involving conversion of units.
notation STEM_GP12EU-Ia-1
Lesson 2 Significant Solve measurement problems 1. Identify significant figures
Figures involving conversion of units, 2. Perform operations involving
expression of significant figures
Lesson 3 Scientific measurements in scientific Express measurements in scientific
Notation notation STEM_GP12EU-Ia-1 notation

Lesson 4 Precision and Differentiate accuracy from Differentiate accuracy from precision
Accuracy precision STEM_GP12EU-Ia-
2
Lesson 5 Estimating Differentiate random errors 1. Differentiate random errors from
Errors from systematic errors systematic errors,
STEM_GP12EU-Ia-3 2. Estimate errors from multiple
Estimate errors from multiple measurements of a physical
measurements of a physical quantity from estimated values
quantity using variance and uncertainties of directly
STEM_GP12EU-Ia-5 measured quantities

3
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. The age of two jars was measured using radiocarbon dating. First reporter found
the age of 2250 ± 40 years for the first jar while second reporter found the age of
second jar at 2215 ± 50 years. Which is true?
a.First reporter is more accurate than the second reporter c.First reporter is more precise than the second reporter
b.First reporter is less accurate than the second reporter d.First reporter is less precise than the second reporter

2.Which of the following is equal to 112 cm?

a.11.2 m b.1.12 x 10-4 km c.1.12 x 108 µm d.1.12 x 109 nm

3.Juan finds it difficult to solve a problem which involves the area, length and width.
He was asked to solve for the area in meters but the given units are cm and mm. What
could he do to solve for the answer in meters?
a.multiply cm by 100 and mm by 1000 c.multiply cm by 100 and divide mm by 1000
b.divide cm by 100 and mm by 1000 d.divide cm by 100 and multiply mm by 100

4.Which of the following is correct?

a.length: Netwon b.height: feet c.weight: kg d.speed: m2/s

𝑚𝑣 2
5.Which of the formula is equivalent to 𝐹 = 𝑟
?
𝐹𝑚 𝑟 𝐹𝑚
a.𝑚𝑣 2 = 𝐹𝑟 b.𝑣 = √ 𝑟
c.𝐹 = 𝑚𝑣 2 d.𝑣 2 = 𝑟
6.Which of the following has the least number of significant figures?
a.10, 001 b.0.00000101 c.0.002 d.1.780 x 10-5

7.The length and width of a rectangular object are given below. The value of AB is__
A = 3.5 m/s ± 0.4 m B = 0.20 s ± 0.02 m
a.(0.70 ± 0.14)m2 b.(0.70 ± 0.2) m2 c.(0.70 ± 0.11) m2 d.(0.70 ± 0.1) m2

8.The mean length of an object is 5 cm. Which of the following measurements is most
accurate?
a.4.95 cm b.4.705 cm c.5.30 cm d.5.18 cm

9.Young’s modulus of steel is 1.9 x 1011 N/m2. When expressed in dynes/cm2, it will
be equal to (1 N = 105 dyne):
a.1.9 x 1010 b.1.9 x 1011 c.1.9 x 1012 d.1.9 x 1013

10.Which of the following is a unit of time?

a.astronomical unit b.light year c.parsec d.year

4
11.The general speed limit in the Philippines is 60 km/h as its minimum. What is the
speed limit in terms of mph?
a.1.49 mph b.37.29 mph c.5 369 mph d.7.2 x 106 mph

12.What is the volume reading for the figure at the right?

a.12 ± 0.01 mL b.12.4±0.1 mL c.12.0 ± 0.01 mL d.12.5 ± 0.01 mL

13.Consider the measurements recorded in the table below. Student A, B and C

measured a material with a known length of 14.54 cm. Which of the following
statements is TRUE about the precision and accuracy of their measurements?
Student Trial 1 Trial 2 Trial 3 Trial 4 Trial 5
A 14.8 14.1 14.5 14.6 14.2
B 14.8 14.2 14.6 14.5 14.8
C 14.6 14.5 14.5 14.4 14.6
a. Student A measured the material with low precision and high accuracy
b. Student B measured the material with low precision and low accuracy
c. Student C measured the material with high precision and high accuracy
d. Student C measured the material with low precision and low accuracy

14. All of the following is true except

a.The graph shows the dependence of L and 1/F
b.The graph illustrates inverse proportionality of variables
c.The equation that best describes the graph is 𝑦 = (8.0)𝑥
d.The y-intercept for the graph is equal to zero

15. Which of the following refer to systematic errors?

a.These type of errors could be taken from random errors
b.Standard deviation quantifies these errors
c.They are always present and can’t be corrected
d.Affects all samples in the same, predictable manner

5
Lesson

1 Dimensional Analysis

What’s In

The journey in Physics begins with its language. The first element of its
language is units. When we measure any quantity we express them using standard
unit. For example, if you want to know your height (physical quantity) you will express
your height in terms of feet and inches or in meters. If we want to convert your height
from feet to meters, we have to be familiar with the procedure. Related to units is the
concept of precision expressed in terms of significant figures. Although precise
calculations are necessary in learning Physics and somehow impossible, we can
always have the rough estimates which is already useful.

What’s New

In January 1999, NASA launched the second probe in Mars Surveyor program, Mars Climate
Orbiter (MCO). Its purpose was to become the relay for communications of Mars Polar Lander
conducting investigations of the planet’s climate, surface and atmosphere. It was expected to
arrive on September 23, 1999. MCO was supposed to help in creating evolution map of Mars’
climatic history leading to evidences of water reserves until January 15, 2001. The said data
will help them for future NASA missions in Mars. However, prior to orbit insertion burn the
spacecraft wasn’t able to re-establish contact after passing behind Mars. Signals were not
received from its spacecraft. It was found out that the error in navigation was caused
commands from Earth which was converted into English units (pounds/seconds) when it has
to be converted into metric measurements (Newton-seconds). This, the orbiter missed its orbit
and fell into Martian atmosphere eventually disintegrated because of atmospheric stresses. An
estimated 125 million dollars was lost due to the accident. Investigations led the panel to
Lockheed Martin’s engineering team who used English measurement while NASA used the
conventional metric system. Lorelle Young, U.S. Metric Association president, emphasized that
the metric system must be the only measurement system to be utilized since it is what basic
sciences used. According to her, this served as a wake-up call for Congress to look for funding
which supports the call for unified system.

6
 What is It

In studying physics, we use models as a representation of any natural

phenomena or reality. In describing phenomenon quantitatively, these are represented
by numbers called as physical quantities. For instance, when one wants to describe
your height (a concept/reality), you need to use numbers. Weight is also expressed in
numbers. In this way we can compare your weight with others. However, these
numbers must be expressed in units of measurements. Units are standard reference
of a measurement of quantity. Going back to previous example, we use units to
express these numbers in terms of units i.e. meter (m) or feet (ft). Therefore, my height
is 154 meters or 5.4 feet.
In measuring quantities, we must use a reference standard to compare it with
any value measured. For instance, a Ferrari 458 Italis is 5.53 meters long, we mean
that it is 5.53 times longer than meter stick. So far, there are various standards of
measurement. These are English or British System, Metric system and international
system of units. The English/British system comprises units such as pound, yard and
ounce. The metric system constitutes units based on powers of 10. It uses prefixes.
Table 1 shows the metric system which includes power of 10, how to abbreviate and
its prefix. The International System of Units - SI which stands for Systéme
international d’unités is built upon seven metric units which are called base units (kg,
m, s, mol, K, A, cd). When base units are combined, the combination becomes derived
units i.e. volume.
In converting certain units to your desired unit of measurement, a technique is
used known as dimensional analysis. In converting units, we use unit equality. The
unit equality is also known as conversion factor. It is a starting point of dimensional
analysis which shows an equivalent amount of different units. Table 2 shows the
conversion of SI units to British/English system of units and vice-versa.

7
 Keep a copy of this table to guide you in solving Physics problems in the future
----------------------------------------------------------------------------------------------------
Table 1. SI and English units
Length Acceleration
1 m = 1000 cm = 1000 mm = 106 1 m/s2 = 100 cm/s2 = 3.281 ft/s2
µm 1 cm/s2 = 0.01 m/s2 = 0.03281 ft/s2
1 km = 1000 m = 0.6214 mi 1 ft/s2 = 0.3048 m/s2 = 30.48 cm/s2
1 m = 3.281 ft = 39.37 in 1 mi/h.s = 1.467 ft/s2
1 cm = 0.3937 in Mass Power
1 in = 2.540 cm 1 kg = 103 g = 0.0685 slug 1 W = 1 J/s
1 ft = 30.48 cm 1 g = 6.85 x 10-5 slug 1 hp = 746 W = 550
1 yd = 91.44 cm 1 slug = 14.59 kg ft●lb/s
1 mi = 5280 ft = 1.609 km 1 u = 1./661 x 10-27 kg 1 Btu/h = 0.293 W
1 Å = 10-10 m = 10-8 cm = 10-1 1 kg has a weight of 2.205
nm lb
1 nautical mile = 6080 ft when g = 9.80 m/s2
1 light year = 9.461 x 1015 m
Force Pressure Energy
1 N = 105 dyne = 0.2248 lb 1 Pa = 1 N/m2 = 1.450 x 1 J = 107 ergs = 0.239
1 lb = 4.448 N = 4.448 x 105 dvn 10-4 lb/in2 cal
Area 1 bar = 105 Pa 1 cal = 4.186 J
1 cm2 = 0.155 in2 1 lb/in2 = 6895 Pa 1 ft●lb = 1.356 J
1 m2 = 104 cm2 = 10.76 ft2 1 lb/ft2 = 47.88 Pa 1 Btu = 1055 J = 252
1 in2 = 6.452 cm2 1 atm = 1.013 x 105 Pa = cal = 778 ft●lb
1 ft2 = 144 in2 = 0.0929 m2 1.012 bar = 14.7 lb/in2 1 eV = 1.602 x 10-19 J
1 mmHg = 1 torr = 133.3 1 kWh = 3.600 x 106 J
Pa
Mass-Energy Equivalence Volume
1 kg 8.988 x 10 J
16 1 liter = 1000 cm3 = 1 x 10-3 m3 = 0.03531 ft3 =
1u 931.5 MeV 61.02 in3
1 eV 1.074 x 10-9 u 1 ft3 = 0.02832 m3 = 28.32 liters = 7.477 gallons
1 gallon = 3.778 liters
Time Angle Speed
1 min = 60 s 1 rd = 57.30° = 180°/π 1 m/s = 3.281 ft/s
1 h = 3600 s 1° = 0.01745 rad = π/180 1 ft/s = 0.3049 m/s
1 d = 86,400 s rad 1 mi/min = 60 mi/h = 88 ft/s
1 y = 365.24 d 1 revolution = 360° = 2π 1 km/h = 0.2778 m/s = 0.6214
1 y = 3.156 x 107s rad mi/h
1 rev/min (rpm) = 0.1047 1 mi/h = 1.446 ft/s = 0.4470 m/s
rad/s 1 furlong/fortnight = 1.662 x 10-4
m/s

Power Power Power Power

Abb. prefix Abb. prefix Abb. prefix Abb. prefix
of 10 of 10 of 10 of 10
10-24 y yocto- 10-9 n nano- 106 M mega- 1021 Z zetta-
10-21 z zepto- 10-6 µ micro- 109 G giga- 1024 Y yotta-
10-18 a atto- 10-3 m milli- 1012 T tera-
10-15 f femto- 10-2 c centi- 1015 P peta-
10-12 p pico- 103 k kilo- 1018 E exa-
Source: Young, H. and Freedman, R. (2016). University Physics with Modern Physics. Pearson

8
 Here are sample problems in dimensional analysis. It is important to master
this lesson since it comprises major role in solving quantitative problems for this
subject. Below is a step-by-step solution for each sample problem. You will be given
exercises following the same format so you can have practice drill. Below is a
suggested guide, you may still have your own way of solving the problem as long as it
follows logical and sequential order solution.

Sample Problem 1
Problem How many inches are there in 12 m?
What is asked? 12 m → inches
What are given? 12 m
What are the Based on Table 1,
conversion
1m = 39.37 in
Since the analysis involves meter
(m) and inches (in)
What are the 1m 39.37 in
𝑜𝑟
conversion factors 39.37 in 1m
to be used?
Which of the The second conversion factor is used so we can algebraically
conversion factors eliminate m.
should be used?
Why?
Solving for 39.37 in
12 𝑚 𝑥 = 472.44 𝑖𝑛
unknown. 1𝑚
472.44 in
= 472.44 𝑖𝑛
1
Answer 𝟒𝟕𝟐. 𝟒𝟒 𝒊𝒏𝒄𝒉𝒆𝒔

Sample Problem 2
Problem Maynilad uses cubic meter as the unit of volume of water used in
each household. Determine how many cubic meters are there in a
15-L tank of water.
What is asked? 15 L → m3
What are given? 15 L
What are the Based on Table 1
conversion
1 L = 1 x 10-3 m3
Since the analysis involves liter (L) and cubic meter m3
What are the 1L 1 x 10−3 m3
conversion factors 𝑜𝑟
1 x 10−3 m3 1L
to be used?
Which of the The second conversion factor is used so we can algebraically
conversion factors eliminate L.
should be used?
Why?
Solving for 1 x 10−3 m3
unknown. 15 𝐿 𝑥 = 15 𝑥 10−3 𝑚3
1 𝐿−3 3
15 x 10 m
1
= 1.5 𝑥 10−2 𝑚3
Answer 𝟏. 𝟓 𝒙 𝟏𝟎−𝟐 𝒎𝟑

9
 Sample Problem 3
Problem The speed of car as measured by speedometer is 85 kilometers per hour
(km/h). Convert this unit to cm/s.
What is Km/h → cm/s
asked?
What are 85 km/h
given?
What are the Based on Table 1, Based on Table 1
conversion
1 km = 1000 m 1 hour = 60 min
1 m = 100 cm 1 min = 60 seconds
Conversion 1 𝑘𝑚
𝑜𝑟
1000 𝑚
,
1𝑚
𝑜𝑟
100 𝑐𝑚 1ℎ
𝑜𝑟
60 𝑚𝑖𝑛
,
1 𝑚𝑖𝑛
𝑜𝑟
60 𝑠
1000 𝑚 1 𝑘𝑚 100 𝑐𝑚 1𝑚 60 𝑚𝑖𝑛 1ℎ 60 𝑠 1 𝑚𝑖𝑛
factor
Which of the 1000 m/1km and 100 cm/1m 1 h/60 min and 1min/60 seconds
conversion So, we can algebraically eliminate So, we can algebraically eliminate h
factors km and m. and min
should be
used? Why?
Solution 𝑘𝑚 1ℎ 1 𝑚𝑖𝑛 1000 𝑚 100 𝒄𝒎 8 500 000 𝑐𝑚
85 𝑥 𝑥 𝑥 𝑥 = = 𝟐𝟑𝟔𝟏. 𝟏𝟏 𝒄𝒎⁄𝒔
ℎ 60 𝑚𝑖𝑛 60 𝑠 1 𝑘𝑚 1𝑚 3 600 𝑠

Answer 𝟐𝟑𝟔𝟏. 𝟏𝟏 𝒄𝒎⁄𝒔

Sample Problem 4 Sample Problem 5

Problem Express 1 picometer into meters Express 1 µC into C
C stands for Coulomb
What is the p is equivalent to 10-12 µ is equivalent to 10-6
prefix used
and its
equivalent
value?
Solution replace pico / p with its value “10- replace µ with its value “10-6”
12”

Answer 1 x 10-12 m 1 x 10-6 C

10
 What’s More

Solve the following problems. The scoring guide below will be used in our problem
solving exercises. Write the answers on the provided activity sheet.
5 – correct answer with labeled unit, complete and logical solution
3 – answer is provided but needs to review either: unit or solution
1 – incorrect answer and incomplete solution
0 – no answer, no solution
A hybrid car has a gasoline mileage of 60.0 mpg (miles/galloon). If you are driving this
car to any province in the Philippines, how will you compare its mileage with other
cars expressed in km/L. If the tank could hold 60 L, how many tanks of gas will be
used to cover 2000 km?

What I Have Learned

Fill in the blanks. Write the answers on the provided activity sheet.
Physical quantities will be expressed through (1)____________. So far, there are
systems of measurements being used around the world to have a uniform standards
namely (2) ______________________ and (3)______________________. (4)___________
systems are also used to express unit to the powers of 10. For example, centime is
expressed as 10 to the power of (5)_________. We convert units through dimensional
analysis. After identifying the unknown variables, we need to use a (6)_______________
factor to convert the units. Then, do the algebra!

What I Can Do

Measure any object in your home. You can choose a cabinet, book, jug of water, weigh
flour etc. Convert the measurements into three different units. Write the answers on
the provided activity sheet.

Chosen Measuring Dimensions Dimensions Dimensions

object tool (in ________) (in ________) (in ________)

11
Lesson

2 Significant Figures

What’s In

We could only use numbers which are meaningful since all of the
measurements are always uncertain. The common rule is to always report significant
figures. Let’s say you measured the speed of organism at 0.00005023 cm/s. The other
digits have significance and therefore must not be included. The only numbers to be
written down are the significant figures.

What’s New

Significant figures could be a non-zero digit or trapped zeroes. They are

considered as digits with meaningful contributions as to resolution of measurements
is concerned. There are times when we want to exclude other digits since they don’t
represent any contribution.

What is It

Below are the rules and examples of determining significant figures.

Rule #1 Non-zero digits are 26.94 4 SF
always significant.
Rule #2 Any zeros between two 406 3 SF
significant digits are
significant.
Rule #3 Zeroes to the left of the 0.005 1 SF
first nonzero digits are
not significant; such 0.012 2 SF
zeroes merely indicate
the
position of the decimal
point.
Rule #4 Zeroes to the right of a 0.200 3 SF
decimal point in a 650. 3 SF

12
 number are significant 70.0 3 SF
2.30 x 10-5 3 SF
Rule #5 When a number ends in 50, 600 5.06 x 104
zeroes that are not to the There are only 3 SF 3 significant figures
right of a decimal point, However, other sources
the zeroes are not might also report 4 or 5 5.060 x 104
necessarily significant SF. We can refrain this 4 significant figures
through the use of
scientific notations. 5.0600 x 104
5 significant figures
Rounding off numbers is necessary in reporting values or measurements.
Here are some rules when rounding off numbers.
Rule Problem Answer
Rule #6 If it is less than 5, Round Look at the5th figure. 62.5347 62.53
drop it and all the 62.5347 The digit is 4, lesser than 5.
figures to the right of to 4 SF Hence, you will retain “3” and the
it. rest of the number next to it will
be dropped.
Rule #7 If it is more than 5, Round Look at the 4th figure. 3.78721 3.79
increase by 1 the 3.78721 The digit is 7, greater than 5.
number to be to 3 SF Raise the “8” to 9 and the rest of
rounded, that is, the the number next to it will be
preceeding figure dropped.
Rule #8 If it is 5, round the Round Look at the 6th figure. 726.835 726.84
number so that it 726.835 Look at the figure at the left of
will be even. Keep in to 5 SF “5”. This is an odd number, so we
mind that zero is need to round up the number.
considered to be even Round Look at the 4th figure. 24.8514 24.8
when rounding off. 24.8514 Look at the figure at the right of
to 3 SF “5”. This is an even number, so
we need to retain the number.
Significant figures should also be considered when doing mathematical operations of
quantities.
Rule Addition/Subtraction 56.1 + 23.22 Since the least
#9 1)Determine the number of significant Count the SF after count is 1 SF, then
figures in the decimal portion. decimal point there shall only be
2)Add or subtract the values. 56.1 has 1 SF 1 digit after
3)Round the answer based on the least 23.22 has 2 SF decimal point.
number of significant figures. Follow rounding off
56.1 rules
+ 23.22
_______ 79.3
79.32

Rule For multiplication and division (2.5)(3.42) Look at the second

#10 The LEAST number of significant 2.5 – 2 SF figure.
figures in any number of the problem 3.42 – 3 SF 8.55
determines the number of significant The least number of The digit after the
figures in the answer. significant figure is 2 second figure is 5.
Since second digit
8.55 is odd, you round
up the number.
8.6

13
 What’s More

Write the answers on the provided activity sheet.

Determine the number of significant figures for each given item. Provide reasons which
will support your answer. Refer to the stated rules.
Number of Reasons
significant figures 2 – correct explanation
(1 pt each) 1 – needs minor review
0 – no explanation
125 268
4.13590
0.00005002
10 000.
12.500 x 105
Perform operations for the following. Report the answer to the most accepted
significant figure.
1. 13.5267 + 144.0 + 2.6578
2. 51.05 x 0.0560
3. 4.53 x 105 + 2.2 x 106
4. 1913.0 – 4.6 x 103

What I Have Learned

Complete the paragraph below. Fill in the blanks with either significant or not
significant. Write the answers on the provided activity sheet.
Non-zero digits are (1)____________________. Zeroes between non-zero digits are
(2)________________. Leading zeroes are (3)______________________. Trailing zeroes at
the right of a decimal point are (4)_________________________. Trailing zeroes in a whole
number with the decimal shown are (5)____________. Trailing zeroes in a whole number
with no decimal shown are (6)____________________.

What I Can Do

Gimme More! Complete the following given the following conditions. Write the answers
on the provided activity sheet.

A number between -0.5 and 1 that has 6

significant figures
A number greater than 2000 that has 2
decimal palces
A number that is 5 digits but only has
4significant figures

14
Lesson

3 Scientific Notation

What’s In

In Lesson 2, you have learned how to identify and perform operations

involving significant figures. Certain rules have to be followed in order to report
significant digits.
For this lesson, you will be writing scientific notations. Scientific
notations are necessary when studying sciences as it deals with figures which
are sometimes too big or too small.

What’s New

Scientific notation helps in expressing a number which represents a

product between 1 and 10 to the power of 10. Below is the form of scientific
notation:
𝒂 𝒙 𝟏𝟎𝒏 𝒘𝒉𝒆𝒓𝒆 𝒏 𝒊𝒔 𝒂𝒏 𝒊𝒏𝒕𝒆𝒈𝒆𝒓 𝒂𝒏𝒅 𝟏 < 𝒂 < 𝟏𝟎
This is always used for very large or very small quantities containing digits.
Notation helps in shortening these values.

What is It

The following are the steps on how to write scientific notations:

Original Scientific Notation
Number
If you have a WHOLE NUMBER GREATER
THAN 10,move its decimal point to the LEFT
and place it after the first digit. The number of
exponent for 10 represents how many times it
was moved. It will be POSITIVE since it was
moved to the left.
2 560 000 2560000 2.56 x 106

15
 76 300 76300 7.63 x 104

If you have decimal notation, you may move

its decimal point to the RIGHT from its
original position and place it after the first
non-zero digit. The exponent represents the
number of times it was moved. The exponent
becomes NEGATIVE since it was moved to the
right.
0.000066 0.0 0 0 0 6 6 6.6 x 10-5

0.005 0.0 0 5 5 x 10-3

What’s More

Express the following numbers in scientific notation. Write the answers on the
provided activity sheet.
Show how the decimal point is moved. Final answer
(1 point each) (1 point each)
1 0.00325
2 6 000 000
3 850 000
4 0.0000000563
5 41 523 658

What I Have Learned

Fill in the blanks. Write the answers on the provided activity sheet.
The scientific notation is expressed as a x 10n, where a is between the value of
(1)________ and (2)_________ while n is (3)_____________. When I move a decimal point
(4)___________, the exponent of base 10 is (5)_____________. When I move a decimal
point to the (6)______________, the exponent of base 10 is (7)_________________.

What I Can Do

Given the following data, create an inforgaphic highlighting the scientific notation
of numerical data. Write the answers on the provided activity sheet.
As of July 23, 2020 11:30 a.m., the current world population is 7,799,896,645
COVID-19 cases is now at 15,374,394 with 630,211 deaths. In the Philippines, 72,269
confirmed cases with 1, 843 deaths.

16
Lesson

4 Precision and Accuracy

What’s In

Previously, you have written larger and smaller values into scientific notation.
This expression is very helpful especially in laboratory experiments and reports.
However, Science requires us to achieve correct values of measurements. Although in
the physical world this seems to be impossible, we can still adopt practices which will
help us achieve these objectives. Before proceeding to that lesson, you still need to
understand precision and accuracy. These are common concepts in the field of science
experiments and activities.

What’s New

In measuring physical quantities repeatedly, sets of data could either be close

or very far from each other and must be closer to the accepted value. This is measured
in terms of precision and accuracy

What is It

In measuring physical quantities repeatedly, sets of data could either be close

or very far from each other and must be closer to the accepted value. This is measured
in terms of precision and accuracy. Precision refers to the consistency or closeness of
results under the same conditions while accuracy refers to the closeness of results to
the true or accepted value. Suppose two classes measured a mass of a coin. Class A
measured the coin’s mass using one balance while Class B measured the coin’s mass
using different balances. The measurements of Class A are 3.110 g, 3.125 g, 3.120 g,
3.126 g, 3.122 g and 3.120 g while Class B are 3.140 g, 3.133 g, 3.144 g, 3.118 g,
3.126 g and 3.125 g. In determining precision, you can divide the average deviation by
its mean. In this case, the precision of Class A is 0.001 or 0.1% while Class B is 0.003

17
or 0.3%. Therefore, Class A is more précised in measuring the coin’s mass. In terms of
accuracy, the range of values must be comparable with real value of the coin. Going
back to the previous example, the coin’s mass is 3.556 ± 0.004 g. Although Class A
has précised values, it is still inaccurate because it is very far from the accurate value.
Precision and accuracy can also be illustrated through playing darts. The goal
is to hit bull’s eye. In this case, bull’s eye is considered as true or accepted value. So,
when someone hits the bull’s eye, you have achieved accuracy. On the other hand,
precision refers to how close your darts are placed. For instance, three darts are
thrown. Observe how these darts are close or far from each other.

High Precision High Precision Low Precision

High Accuracy Low Accuracy Low Accuracy
Sample Problem. Three of your classmates measured the same volume of water. They
all made three trials and tabulated their results in the table that follws. Suppose the
accepted value is 4.25 mL, how would you describe their measurements in terms of
accuracy and precision?
Trial Classmate A Classmate B Classmate C
1 6.98 mL 7.68 mL 4.25 mL
2 5.10 mL 7.67 mL 4.24 mL
3 8.90 mL 7.69 mL 4.26 mL
Low Precision, High Precision, High Precision,
Low Accuracy Low Accuracy High Accuracy

What’s More

Label the accuracy and precision of the data set as either high or low
Write the answers on the provided activity sheet.
Accuracy Precision
1 A certain metal is known to have a mass of 467.8 grams.
She measured the mass of a metal three times with the
following results 465.6 g, 468.9 g and 466.7 g.
2 A refrigerator has a temperature with a constant value of
38.0 F. There are five trials conducted to measure the
temperature. The following are the values: 59.6, 59.8,
59.9, 59.5, 59.1.
3 Density was taken from Liquid X for three times. The
known density of the substance is 0.001 g/mL. The tests
showed the following: 0.0001 g/mL, 0.00001 g/mL and
0.000001 g/mL

18
 What I Have Learned

Fill in the blanks. Write your answers on the provided activity sheet.

(1) ________________ refers the closeness of values from each other. These are usually
taken from repeated measurements while (2) ________________ refers to how near your
measured values to the standard or accepted value.

What I Can Do

Vernier calipers are mainly used for measuring

objects with very small dimension. There are three steps
needed to read measurements using the instrument.

Source: https://mytrainingbc.ca/youthexploreskills/activity/MetalWork/IntroMetalWork/Measurement.pdf

Step Locate “0” on the In the example 2._______ cm

1 sliding scale. above,
Determine where the “0” is between
the “0” is. 2 and 3 cm.
The reading is at
least 2 cm.

Step Determine the next Look at the tick 2.2 cm

2 blank which marks between 2
represents the and 3 cm. The “0”
millimetres. has not yet
reached the 3rd
tick.

Step Find ticks which Notice that the 3rd 2.23 cm

3 matches best in tick in moving
moving and fixed scale matches the
scales. 5th tick in the fixed
scale. Hence, the
third digit is 3.

Now, try the following. Write your answers on the provided activity sheet.

1. . cm

. cm

Source:
https://mytrainingbc.ca/youthexploreskills/activity/ 19
MetalWork/IntroMetalWork/Measurement.pdf
Lesson

5 Estimating Errors

What’s In

It was mentioned how we adapt practices to at least approach the

approximation of any desired measurement. In studying Physics, laboratory works
require measurements to calculate experimental results and compare it with
theoretical values. However, there are situations when errors would occur. Hence, we
have to appropriately identify the source and magnitude of errors. This is necessary to
estimate the presence of uncertainties. These uncertainties will help you in calculating
the errors in your experimental results. Thus, this lesson will help you apply the
methods in error estimations.

What’s New

A group of researchers from

University of Surrey, United
Kingdom presented a statistical
investigation of the COVID-19
spread in various countries. Using
regression analysis, they were able
to come up with an estimate of the
percentage error. These theoretical
values can now help national and
local governments in coming up
with necessary measures to contain
Source: Sabat, M, Chahine, A. F. and Sabat, M. Statistical the virus spread.
Investigation of COVID-19 spread: a regression analysis. (2020)

20
 What is It

Errors can be generally classified into three: personal, systematic and random.
Personal error was committed by personal carelessness in reading the measurements.
Systematic errors could lead to either very high or very low values i.e. an improperly
calibrated thermometer which reads 90°C when it was already boiling. On the other
hand, random errors results from unpredictable and unknown variations in
experiments which could either be observational or environmental.
In determining random errors, statistical tools i.e. mean, mean deviation and
standard deviation are used to statistically calculate the errors in the measured value.

Mean Standard error

𝑁 𝑠𝑑
1 𝑠𝑒 =
𝑥̅ = ∑ 𝑥𝑖 √𝑁
𝑁
𝑖=1

Mean Deviation Standard Deviation

∑𝑁𝑖=1|𝑥𝑖 − 𝑥̅ |
𝑑= ∑𝑁 (𝑥𝑖 − 𝑥̅ )2
𝑁 𝑠. 𝑑. = √ 𝑖=1
𝑁
Measured value: 𝑥 = 𝑥̅ ± 𝑑 Measured value: 𝑥 = 𝑥̅ ± 𝑑

In terms of random errors, an easier method is to estimate the random errors

by using the least count. Least count is the smallest division in an instrument. The
smallest division in meter stick is 1 mm. In most measurements, the smallest division
is the rightmost digit of any value. The estimated error is the measurement ± the least
count. For example, a measured value may be 78.2 cm ± 0.1 cm. This means the value
ranges from greater or lesser than 78.2 by 0.1.
We could also determine how error propagates when we do calculation through
error propagation. In dealing with uncertainties, there are two types: absolute and
relative errors. Absolute Error refers to an error which is estimated in a measured
value of x it will be designated as Δx has the same units as x. Relative Error refers to
the ratio of absolute error of the measured value usually represented in percentage
(%). There are error propagation formula in calculating errors through arithmetic
operations or when raised to a certain power.
Addition or subtraction

𝑞 = 𝑥 ± 𝑦, 𝛥𝑞 = √(∆𝑥 )2 + (∆𝑦)2
Multiplication or division

𝑥 ∆𝑞 ∆𝑥 2 ∆𝑦 2
𝑞 = 𝑥𝑦, 𝑞 = , = √( ) + ( )
𝑦 𝑞 𝑥 𝑦
Quantity raised to a power
∆𝑞 ∆𝑥
𝑞 = 𝑥𝑛, = |𝑛|
𝑞 𝑥

21
Problem Determine the appropriate Determine the appropriate
uncertainty uncertainty
(3.52 cm ± 0.05 cm) + (3.52 cm ± 0.05 cm) x
(2.35 cm ± 0.04 cm) (2.35 cm ± 0.04 cm)
What is/are 𝑞 = 𝑞 + 𝛥𝑞 𝑞 = 𝑞 + 𝛥𝑞
asked?
What is/are x = 3.52 cm, Δx = 0.05 cm x = 3.52 cm, Δx = 0.05 cm
given? y = 2.35 cm, Δy = 0.04 cm y = 2.35 cm, Δy = 0.04 cm
Strategy or 𝑞 = 𝑥+𝑦 𝑞 = 𝑥𝑦
formula to 𝛥𝑞 = √(∆𝑥)2 + (∆𝑦)2 ∆𝑞 ∆𝑥 2 ∆𝑦 2
be used = √( ) + ( )
𝑞 𝑥 𝑦
Solution 𝑞 = 𝑥+𝑦 𝑞 = 𝑥𝑦
= 3.52 𝑐𝑚 + 2.35 𝑐𝑚 𝑞 = (3.52 𝑐𝑚)(2.35 𝑐𝑚)
𝑞 = 5.87 𝑐𝑚 𝑞 = 8.27 𝑐𝑚2
∆𝑞 ∆𝑥 2 ∆𝑦 2
𝛥𝑞 = √(∆𝑥)2 + (∆𝑦)2 = √( ) + ( )
𝑞 𝑥 𝑦
𝛥𝑞 = √(0.05 𝑐𝑚)2 + (0.04 𝑐𝑚)2
𝛥𝑞 = √0.0025𝑐𝑚2 + 0.00162 ∆𝑞 0.05 𝑐𝑚 2 0.04 𝑐𝑚 2
2 = √( ) +( )
𝛥𝑞 = √0.0041𝑐𝑚2 8.27 𝑐𝑚 3.52 𝑐𝑚 2.35 𝑐𝑚
𝛥𝑞 = 0.06 𝑐𝑚 ∆𝑞
= √(0.01 )2 + (0.02)2
8.27 𝑐𝑚2
𝑞 = 5.87 𝑐𝑚 ± 0.06 𝑐𝑚 ∆𝑞
= √1 𝑥10−4 + 4 𝑥10−4
8.27 𝑐𝑚2
∆𝑞
= √5 𝑥 10−4
8.27 𝑐𝑚2
∆𝑞
= 0.02
8.27 𝑐𝑚2
∆𝑞 = (0.02 )(8.27 𝑐𝑚2 )
∆𝑞 = 0.2 𝑐𝑚2
𝑞 = 8.272 𝑐𝑚2 ± 0.2𝑐𝑚2
Answer 𝟓. 𝟖𝟕 𝒄𝒎 ± 𝟎. 𝟎𝟔 𝒄𝒎 𝟖. 𝟐𝟕𝟐 𝒄𝒎𝟐 ± 𝟎. 𝟐 𝒄𝒎𝟐

Problem Determine the appropriate uncertainty Determine the relative and absolute uncertainty for
(3.52 cm ± 0.05 cm)3 2.70 ± 0.05 cm
3.5 cm ± 10 %, respectively
What is/are 𝑞 = 𝑞 + 𝛥𝑞 Relative uncertainty Absolute
asked?
uncertainty
What is/are n=3 Δx = 0.05 cm % Δx = 10%
given?
x = 3.52 cm, Δx = 0.05 cm X = 2.70 cm X = 3.5 cm
Strategy or 𝑞 = 𝑥3 ∆𝑥 (% Δx)x
formula to be
∆𝑞 ∆𝑥 𝑥 100%
used 𝑥
= |𝑛|
𝑞𝑏𝑒𝑠𝑡 𝑥
Solution 𝑞 = (3.52 𝑐𝑚) = 43.61 𝑐𝑚3
3 0.05 𝑐𝑚 (0.10)(3.5 cm)
∆𝑞 ∆𝑥 𝑥 100% = 2%
= |𝑛| 2.70 𝑐𝑚
𝑞 𝑥
∆𝑞 0.05 𝑐𝑚
3
= |3|
43.61 𝑐𝑚 3.52 𝑐𝑚
∆𝑞
= (3)(0.014)
43.61 𝑐𝑚3
∆𝑞
= 0.0426
43.61 𝑐𝑚3
∆𝑞 = (0.0426)(43.61 𝑐𝑚3 )
∆𝑞 = 1.9 𝑐𝑚3
𝑞 = 43.61 𝑐𝑚3 ± 1.9 𝑐𝑚3
Answer 𝟒𝟑. 𝟔𝟏 𝒄𝒎𝟑 ± 𝟏. 𝟗 𝒄𝒎𝟑 2% 3.5 cm ±0.4 cm

22
Another method used in estimating errors is plotting the
data points in an xy coordinate axis. A straight line is
drawn from the origin to a point in the plane making
sure the drawn line is closer to the clustered points. The
least magnitude of error is represented by a short
distance between points and line. Using inspection or
eyeball method, you can observe the distance between
sets of points and the straight line. This distance
represents the error. Aside from the inspection, linear
regression formula can also be used when fitting the
best line represented by the equation 𝑦 = 𝑚𝑥 + 𝑏 where
m is the slope and b is the y-intercept.
https://www.quora.com/What-is-the-
difference-between-Interpolation-and-
Linear Regression Formula
Linear-Regression

Slope
𝑁 ∑𝑁 𝑁 𝑁
𝑖=1(𝑥𝑖 𝑦𝑖 ) − ∑𝑖=1(𝑥𝑖 ) ∑𝑖=1(𝑦𝑖 )
𝑚= 2
𝑁 ∑𝑁 2 𝑁
𝑖=1(𝑥𝑖 ) − (∑𝑖=1 𝑥𝑖 )

Y-intercept
(∑𝑁 2 𝑁 𝑁 𝑁
𝑖=1 𝑥𝑖 )(∑𝑖=1 𝑦𝑖 ) − (∑𝑖=1 𝑥𝑖 )(∑𝑖=1 𝑥𝑖 𝑦𝑖 )
𝑏=
𝑁 ∑𝑁 2 𝑁
𝑖=1(𝑥𝑖 ) − (∑𝑖=1 𝑥𝑖 )
2

What’s More

Determine the appropriate uncertainty for the following. Write the answers on the
provided activity sheet.
1. (3.5 cm ± 10 %) × (2.70 ± 0.05 cm) ÷ (16 s ± 8 %)

2. (3.5 𝑐𝑚 ± 10 %)2
3. Solve for the perimeter of a rectangle: length 10.2 ± 0.05 cm and width of 2.33 ±
0.01 cm.

23
 What I Have Learned

Fill in the blanks. Write the answers on the provided activity sheet.
There are 3 general classification of errors: (1) _____________________, (2) ______________
and (3)__________________. In determining random error, we can use
(4)__________________________________________. In estimating random errors, we can
use (5)__________________________________________ . In determining how error
propagates, we can use calculations. We just need to keep in mind the types of
uncertainties: absolute error usually represented by (6)__________ and relative errors
as expressed in (7)_____________. Inspection can be used to estimate errors. This
method is known as (8)_________________. We can also calculate through
(9)_________________________________. When the data plots are closer to the line, it is
said to have (10)____________ error. However, if they are too far from the line, then we
have incurred (11)______________ error.

What I Can Do

At the end of the task, you will be able to estimate the errors through eyeball
method and linear regression formula. Find the best fitting straight line to the
following system of points of varying weights and correlations.

𝑥𝑖 𝑦𝑖 𝑥𝑖 𝑦𝑖 𝑥𝑖 2
1 0 5.9
2 0.9 5.4
3 1.8 4.4
4 2.6 4.6
5 3.3 3.5
6 4.4 3.7
7 5.2 2.8
8 6.1 2.8
9 6.5 2.4
10 7.4 1.5
𝑁 𝑁 𝑁 𝑁

∑ 𝑥𝑖 = __________ ∑ 𝑦𝑖 = __________ ∑ 𝑥𝑖 𝑦𝑖 = __________ ∑ 𝑥𝑖 2 = __________

𝑖=1 𝑖=1 𝑖=1 𝑖=1

Solve for m and y-intercept. Determine the equation of the line. Plot the data and the
equation. Write your answers on the provided activity sheet.

24
 Assessment

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1.The following are the units of length, which is the shortest?

a.inch b.centimeter c.yard d.meter e.mile f.kilometer

2.The prefix micro represents: a.1/10 b.1/100 c.1/1000 d.1/1000000

3.The approximate number of seconds in a month is :

a.2.3 x 106 b.2.6 x 106 c.2.2 x 106 d.2.8 x 106

4.The number of cubic centimetres in a cubic foot is approximately:

a.0.0328 b.30.48 c.2.8 x 104 d.3.53 x 10-5

5. Which of the targets showed higher precision and accuracy? (Accuracy = bull’s eye)
A B C D

6. Laboratory reports of radiocarbon dating was conducted to determine the age of two
jars. First reporter found the age of 2250 ± 40 years for the first jar while second
reporter found the age of second jar at 2215 ± 50 years. Which is true?
a.First reporter is more accurate than second reporter c.First reporter is more precise than second reporter
b.First reporter is less accurate than second reporter d.First reporter is less precise than second reporter

7.Juan finds it difficult to solve a problem which involves the area, length and width.
He was asked to find for the area in meters but the given units are cm and mm. What
could he do to find the answer in meters?
a.multiply cm by 100 and mm by 1000 c.multiply cm by 100 and divide mm by 1000
b.divide cm by 100 and mm by 1000 d.divide cm by 100 and multiply mm by 100

8.Which of the following is incorrect?

a.time:hour b.weight: Newton c.volume:g/cm3 d.length:km

𝑣𝑓 −𝑣𝑖
9.Which of the formula is equivalent to 𝑎 = ?
𝑡𝑓 −𝑡𝑖
𝑐ℎ𝑎𝑛𝑔𝑒 𝑜𝑓 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 𝑑 𝑡 𝑣2
a.𝑎 = 𝑐ℎ𝑎𝑛𝑔𝑒 𝑜𝑓 𝑡𝑖𝑚𝑒
b.𝑎 = 𝑡
c.𝑎 = 𝑑 d.𝑎 = 𝑟

10.Which of the following has the greatest number of significant figures?

a.1,000,000 b.1.00 000 0 c.11,000,000 d.11,000,000.000

25
11.The length and width of a rectangular object are given below. The value of 𝐴𝐵2 is__
A = 3.5 m ± 0.4 m B = 0.20 m ± 0.02 m
a.(0.70 ± 0.14)m b.(0.70 ± 0.2) m c.(0.70 ± 0.11)m d.(0.70 ± 0.1) m

12.Adding 5.7563 and 4.15 will yield to

a.9.9063 b.9.91 c.9.90 d.10.00

Suppose the value of acceleration due to gravity is 9.8 m/s2. Your classmates
presented the results from their trials of experiments.
Trial Classmate A Classmate B Classmate C Classmate D
1 8.90 9.79 5.68 9.80
2 8.00 9.75 7.91 9.70
3 8.10 9.81 8.88 9.90
Which of the following statements is false?
a.Classmate A has lower precision and accuracy
b.Classmate B has higher precision and accuracy 60
c.Classmate C has higher precision and lower accuracy
d.Classmate D has lower precision and higher accuracy

14. 3. What is the reading for the figure at the right?

a.58.0 mL ± 0.01 mL c. 58.0 mL ± 0.001 mL
b. 58.0 mL ± 0.1 mL d. 58.0 mL ± 0.0001 mL 50

15.The regression equation below shows the relationship of number of beers and blood
alcohol content among 16 male students of a certain college.
𝑦 = −0.0127 + 0.0180 𝑥
Which of the statements is true?
a. blood alcohol increases at 1.27% for every beer consumed
b. it takes 1.8 beers to raise the blood alcohol by 1%
c. beer consumption increases blood alcohol at an average of 1.8%
d. beer consumption increases blood achoholo by 0.018

26
 Additional Activities

Deepen your understanding of the lesson through solving these problems.

1) A certain bacteria has a diameter of 2.00 mm. What is the volume and surface
area of the bacteria in cm3 and mm2, respectively?
2) Determine the percent error in the approximate value for the number of
seconds in a year: π x 107. Assume 365.24 days in a year.
3) The Vernier Scale measurement of a microscope has 50 divisions that coincides
with 49 main divisions. If the main division has a scale of 0.5 mm. what is the
minimum inaccuracy in the measurement?

Answer Key

References
Cheung, T. “What is the difference between interpoltation and linear regression.” July
30, 2020. https://www.quora.com/What-is-the-difference-between-Interpolation-
and-Linear-Regression
Department of Education. “General Physics 1 Reader” (2018)..
Young, H. and Freedman, R. “University Physics with Modern Physics.” Pearson
(2016).
Sabat, M, Chahine, A. F. and Sabat, M. Statistical Investigation of COVID-19 spread: a
regression analysis. (2020)
Sears, F., Zemansky, M. and Young H. “College Physics 7th Edition.” Addison-Wesley
Publishing Company. (1992)
Zitzewits, Haase and Harper. “PHYSICS Principles and Problems” Phoenix Publishing
House, Inc. (2013).
Youth Explore Trade Skills. “Metal Shop Measurement Foundations”. July 31, 2020.
https://mytrainingbc.ca/youthexploreskills/activity/MetalWork/IntroMetalWork
/Measurement.pdf

27