Admmodule Stem Gp12eu-Ia-5

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General Physics1
Quarter 1 – Module 1:
Title: Measurements
Science – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 1: Measurements
First Edition, 2020
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Published by the Department of Education

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Development Team of the Module

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12
General Physics1
Quarter 1 – Module 1:
Measurements
Introductory Message
For the facilitator:
Welcome to the General Physics 1 12 Alternative Delivery Mode (ADM) Module on

Measurements!
This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
2
For the learner:
Welcome to the General Physics 1 12 Alternative Delivery Mode (ADM) Module on

Measurements!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.
What I Can Do This section provides an activity which will

help you transfer your new knowledge or
3
skill into real life situations or concerns.
Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:
References This is a list of all sources used in

developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
4
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the estimate error using variances. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
The module has one lesson, namely:

 Lesson 1 – Estimate error using variance
After going through this module, you are expected to:

1. Estimate errors from multiple measurements of a physical quantity using
variance; and
2. Calculate standard deviation and percentage error
5
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Evaluate the percentage error of the following measurement:

True Value = 89.49 km
Trial 1 = 85.44 km
Trial 2 = 82.56 km
Trial 3 = 84.49 km
Trial 4 = 81.45 km
a. 3.16% c. 6.71%
b. 5.26% d. 7.02%
2. What is the sample standard deviation from the data given 12, 13, 29,
18, 61, 35, 21?
a. 15.87 b. 17.14 c. 41.98 d. 293.67
3. If a number is added to a set that is far away from the mean how does
this affect standard deviation?
a. increase c. stay the same
b. decrease d. both increase & decrease
6
For numbers 4-5.

The density of silver is 13.35 g/cm3. Experimental results gave the
following data:
16.45 g/cm3
10.56 g/cm3
12.75 g/cm3
15.35 g/cm3
4. The experimental value is_____ g/cm3.

a. 11.45 c. 13.78
b. 12.26 d. 14.16
5. The percentage error of the measurement is
a. 1% c. 3%
b. 2% d. 4%
6. Alec measured the width and height of a rectangle, but was only able
to measure them to the nearest centimeter. He recorded the width as 8
cm and the height as 5 cm. Which of the following is true for the area A
cm2 of the rectangle?
a. 40 c. 33.75  A  46.75
b. 39.5  A  40.5 d. 33.75  A  46.75
7. Benny measured the width and height of a rectangle, but was only
able to measure them to the nearest foot. He recorded the width as 12
feet and the height as 5 feet. Which of the following is true for the area A
ft2 of the rectangle?
a. 51.75  A  68.75 c. A = 60
b. 51.75  A  68.75 d. 59.5  A  60.5
7
8. Olivia measured the length and width of a rectangular garden, each to

the nearest 0.1 yd. She recorded the length of the garden as 41.5 yds.
and the width of the garden as 30.8 yds. Which of the following is true for
the area A yds2 of the garden?
a. 1274.5875  A  1281.75 c. 1274.5875  A  1281.75
b. 1278.15  A  1278.25 d. 1278.2
9. Garth wanted to find the area of a square. He measured the length of

the square as 2 cm. Later, the actual length of the square was more
accurately measured as 2.1 cm. What is the relative error in his area
calculation to the nearest hundredth?
a. .01 c. .09
b. .08 d. 0.10
10. Kyle wanted to find the area of a circle. He measured the radius of
the circle as 5.4 cm. Later, the actual radius of the circle was more
accurately measured as 5.35 cm. What is the relative error in his area
calculation to the nearest thousandth?
a. .018 c. .020
b. .019 d. .022
11. In an experiment, the temperature of a solution is measured by a

student to be 79 degrees, but the true value of the temperature is 85
degrees. What is the percent error in this measurement?
a. .07% b. 1.07% c. 7.1% d. 92%
12. A student measured the length of a table to be 65 cm, but the table
was actually 62 cm long. What was the percent error in this
measurement?
a. 0.95% b. 1.04% c. 4.8% e. 48%
8
13. The period of oscillation of a simple pendulum is given by

where l is about 100 cm and is known to 1mm accuracy. The period is
about 2s. The time of 100 oscillations is measured by a stop watch of
least count 0.1 s. The percentage error in g is
a. 0.1% b. 0.2% c. 0.8% d. 1%
14. The percentage errors in the measurement of mass and speed are 2%
and 3% respectively. How much will be the maximum error in the
estimation of the kinetic energy obtained by measuring mass and speed?
a. 1% b. 5% c. 8% d. 11%
15. While measuring the acceleration due to gravity by a simple

pendulum, a student makes a positive error of 1% in the length of the
pendulum and a negative error of 3% in the value of time period. His
percentage error in the measurement of by the
relation will be
a. 2% b. 4% c. 7% d. 10%
9
Lesson
Estimate Error Using
1 Variance
What’s In
 Compare and contrast:
1. scientific notation and significant figure
2. random and systematic error
 Illustrate scientific notation and significant figure through an example.
Notes to the Teacher

It is significant that learners had background on mathematical
operations.
10
What’s New
Absolute, Relative and Percentage Error

The Absolute Error is the difference between the actual and measured value.
But ... when measuring we don't know the actual value! So we use the maximum
possible error.
In the example above the Absolute Error is 0.05 m
What happened to the ± ...? Well, we just want the size (the absolute value) of the
difference.
The Relative Error is the Absolute Error divided by the actual measurement.
We don't know the actual measurement, so the best we can do is use

the measured value:
Relative Error = Absolute Error Measured Value
The Percentage Error is the Relative Error shown as a percentage.
11
What is It
Example: a fence is measured as 12.5 meters long, accurate to 0.1 of a meter
Length = 12.5 ±0.05 m
So:
Absolute Error = 0.05 m
And:
Relative Error = 0.05 m 12.5 m = 0.004
And:
Percentage Error = 0.4%
Example: The thermometer measures to the nearest 2 degrees. The

temperature was measured as 38° C
The temperature could be up to 1° either side of 38° (i.e. between 37° and
39°)
Temperature = 38 ±1°
So:
Absolute Error = 1°
And:
Relative Error = 1°38° = 0.0263...
And:
12
Percentage Error = 2.63...%
Estimating Uncertainty in Repeated Measurements
Suppose you time the period of oscillation of a pendulum using a digital instrument
(that you assume is measuring accurately) and find: T = 0.44 seconds. This single
measurement of the period suggests a precision of ±0.005 s, but this instrument
precision may not give a complete sense of the uncertainty. If you repeat the
measurement several times and examine the variation among the measured values,
you can get a better idea of the uncertainty in the period. For example, here are the
results of 5 measurements, in seconds: 0.46, 0.44, 0.45, 0.44, 0.41.
(5)
x1 + x2 + + xN
Average (mean) = N
For this situation, the best estimate of the period is the average, or mean.
Whenever possible, repeat a measurement several times and average the results.
This average is generally the best estimate of the "true" value (unless the data set is
skewed by one or more outliers which should be examined to determine if they are
bad data points that should be omitted from the average or valid measurements
that require further investigation). Generally, the more repetitions you make of a
measurement, the better this estimate will be, but be careful to avoid wasting time
taking more measurements than is necessary for the precision required.
Consider, as another example, the measurement of the width of a piece of paper

using a meter stick. Being careful to keep the meter stick parallel to the edge of the
paper (to avoid a systematic error which would cause the measured value to be
consistently higher than the correct value), the width of the paper is measured at a
number of points on the sheet, and 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).
sum of observed widths 155.96 cm

Average = 31.19 cm
no. of observations 5
13
This average is the best available estimate of the width of the piece of paper, but it
is certainly not exact. We would have to average an infinite number of
measurements to approach the true mean value, and even then, we are not
guaranteed that the mean value is accurate because there is still some systematic
error from the measuring tool, which can never be calibrated perfectly. So how do
we express the uncertainty in our average value? One way to express the variation
among the measurements is to use the average deviation. This statistic tells us on
average (with 50% confidence) how much the individual measurements vary from
the mean.
|x1 − x| + |x2 − x| + + |xN − x|

d=
N
However, the standard deviation is the most common way to characterize the
spread of a data set. The standard deviation is always slightly greater than
the average deviation, and is used because of its association with the normal
distribution that is frequently encountered in statistical analyses.
STANDARD DEVIATION
To calculate the standard deviation for a sample of N measurement:
1 Sum all the measurements and divide by N to get the average, or mean.
2 Now, subtract this average from each of the N measurements to

obtain N "deviations".
3. Square each of these N deviations and add them all up.
4 Divide this result by (N − 1) and take the square root. We can write out the
formula for the standard deviation as follows. Let the N measurements be
called x1, x2, ..., xN. Let the average of the N values be called x.
Then each deviation is given by δxi = xi − x, for i = 1, 2, , N.

The standard deviation is:
s= (δx12 + δx22 + + δxN2)
(N − 1)
14
In our previous example, the average width x is 31.19 cm. The deviations are:
The average deviation is: d = 0.086 cm.
The standard deviation is:
s= (0.14)2 + (0.04)2 + (0.07)2 + (0.17)2 + (0.01)2
5−1
= 0.12 cm.
The significance of the standard deviation is this: if you now make one more
measurement using the same meter stick, you can reasonably expect (with
about 68% confidence) that the new measurement will be within 0.12 cm of the
estimated average of 31.19 cm. In fact, it is reasonable to use the standard
deviation as the uncertainty associated with this single new measurement.
However, the uncertainty of the average value is the standard deviation of the
mean, which is always less than the standard deviation (see next section).
Consider an example where 100 measurements of a quantity were made. The
average or mean value was 10.5 and the standard deviation was s = 1.83. The
figure below is a histogram of the 100 measurements, which shows how often a
certain range of values was measured. For example, in 20 of the measurements,
the value was in the range 9.5 to 10.5, and most of the readings were close to
the mean value of 10.5. The standard deviation s for this set of measurements
is roughly how far from the average value most of the readings fell. For a large
enough sample, approximately 68% of the readings will be within one standard
deviation of the mean value, 95% of the readings will be in the interval x ± 2 s,
and nearly all (99.7%) of readings will lie within 3 standard deviations from the
mean. The smooth curve superimposed on the histogram is
the gaussian or normal distribution predicted by theory for measurements
involving random errors. As more and more measurements are made, the
histogram will more closely follow the bell-shaped gaussian curve, but the
standard deviation of the distribution will remain approximately the same.
15
What’s More
Calculate the average and standard deviation of the given width of paper. Enter
your calculated deviation per observation on Column 3.
Observation Width (cm) Deviations (cm)

1 31.33
2 31.15
3 31.26
4 31.02
5 31.20
Average: ___________
Standard Deviation: ______________
Computation:
Interpretation:
16
What I Have Learned
1. The accepted value of a measurement is the true or correct value based on

general agreement with a reliable reference.
2. The experimental value of a measurement is the value that is measured during

the experiment.
3. The error of an experiment is the difference between the experimental and

accepted values.
Error = experimental value − accepted value
4. The percent error is the absolute value of the error divided by the accepted
value and multiplied by 100%.
% Error=|experimental value − accepted value | accepted value×100%
17
What I Can Do
Determine the accepted value, experimental value of your food intake in a

day I terms of calories. Calculate the percentage error.
Meal Accepted Value Experimental

Value
Breakfast
Snack
Lunch
Snack
Dinner
Calculate the average mean and standard deviation of calories in a week.
Day Mean Standard

Deviation
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Average
18
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Evaluate the percentage error of the following measurement:
True Value = 89.49 km

Trial 1 = 85.44 km
Trial 2 = 82.56 km
Trial 3 = 84.49 km
Trial 4 = 81.45 km
a. 3.16% c. 6.71%
b. 5.26% d. 7.02%
2. What is the sample standard deviation from the data given 12, 13, 29,
18, 61, 35, 21?
a. 15.87 b. 17.14 c. 41.98 d. 293.67
3. If a number is added to a set that is far away from the mean how does
this affect standard deviation?
a. increase c. stay the same
b. decrease d. both increase & decrease
19
For numbers 4-5.

The density of silver is 13.35 g/cm3. Experimental results gave the
following data:
16.45 g/cm3
10.56 g/cm3
12.75 g/cm3
15.35 g/cm3
4. The experimental value is_____ g/cm3.

a. 11.45 c. 13.78
b. 12.26 d. 14.16
5. The percentage error of the measurement is
a. 1% c. 3%
b. 2% d. 4%
6. Alec measured the width and height of a rectangle, but was only able
to measure them to the nearest centimeter. He recorded the width as 8 cm
and the height as 5 cm. Which of the following is true for the area A cm2 of
the rectangle?
a. 40 c. 33.75  A  46.75
b. 39.5  A  40.5 d. 33.75  A  46.75
7. Benny measured the width and height of a rectangle, but was only
able to measure them to the nearest foot. He recorded the width as 12 feet
and the height as 5 feet. Which of the following is true for the area A ft 2 of
the rectangle?
a. 51.75  A  68.75 c. A = 60
b. 51.75  A  68.75 d. 59.5  A  60.5
20
8. Olivia measured the length and width of a rectangular garden, each to

the nearest 0.1 yd. She recorded the length of the garden as 41.5 yds. and
the width of the garden as 30.8 yds. Which of the following is true for the
area A yds2 of the garden?
a. 1274.5875  A  1281.75 c. 1274.5875  A  1281.75
b. 1278.15  A  1278.25 d. 1278.2
9. Garth wanted to find the area of a square. He measured the length of the
square as 2 cm. Later, the actual length of the square was more accurately
measured as 2.1 cm. What is the relative error in his area calculation to the
nearest hundredth?
a. .01 c. .09
b. .08 d. 0.10
10. Kyle wanted to find the area of a circle. He measured the radius of the
circle as 5.4 cm. Later, the actual radius of the circle was more accurately
measured as 5.35 cm. What is the relative error in his area calculation to
the nearest thousandth?
a. .018 c. .020
b. .019 d. .022
11. In an experiment, the temperature of a solution is measured by a

student to be 79 degrees, but the true value of the temperature is 85
degrees. What is the percent error in this measurement?
a. .07% b. 1.07% c. 7.1% d. 92%
12. A student measured the length of a table to be 65 cm, but the table was
actually 62 cm long. What was the percent error in this measurement?
a. 0.95% b. 1.04% c. 4.8% e. 48%
21
13. The period of oscillation of a simple pendulum is given by

where l is about 100 cm and is known to 1mm accuracy. The period is about
2s. The time of 100 oscillations is measured by a stop watch of least count
0.1 s. The percentage error in g is
a. 0.1% b. 0.2% c. 0.8% d. 1%
14. The percentage errors in the measurement of mass and speed are 2%
and 3% respectively. How much will be the maximum error in the estimation
of the kinetic energy obtained by measuring mass and speed?
a. 1% b. 5% c. 8% d. 11%
15. While measuring the acceleration due to gravity by a simple pendulum,

a student makes a positive error of 1% in the length of the pendulum and a
negative error of 3% in the value of time period. His percentage error in the
measurement of by the relation will be
a. 2% b. 4% c. 7% d. 10%
22
Additional Activities
Solve the given problem:
1. A student measured the length of a table to be 65 cm, but the table was actually
62 cm long. What was the percent error in this measurement?
2. In an experiment, the temperature of a solution is measured by a student to be
79 degrees, but the true value of the temperature is 85 degrees. What is the
percent error in this measurement?
23
24
What I Know What's More Assessment
1. C *the answer varies 1. C
2. B depend on age and 2. B
3. D weight. 3. D
4. C 4. C
5. C 5. C
6. B 6. B
7. D 7. D
8. B 8. B
9. C 9. C
10. B 10. B
11. B 11. B
12. C 12. C
13. A 13. A
14. D 14. D
15. C 15. C
Answer Key
References
Chhetri, Khadka Bahadur. Computation of Errors and their Analysis on Physics

Experiments. Tribhuvan University, Nepal.
Giancoli. Physics 215: Experiment 1 Measurement, Random Error, Error Analysis.
Sio, Janina Andrea et.al. Experiments: Errors, Uncertainties and Measurements

Laboratory Report. Manila, Philippines.
Tabujara Jr., Geronimo D. K-12 Compliant Worktext for Senior High School
General Physics 1. Manila, Philippines: JFS Publishing Services.
25
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

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SENIOR

Published by the Department of Education

Development Team of the Module

Printed in the Philippines by ________________________

Department of Education – Region IV-A

Office Address: Capitol Compound, Brgy. Luciano

Welcome to the General Physics 1 12 Alternative Delivery Mode (ADM) Module on

This module was collaboratively designed, developed and reviewed by educators

Notes to the Teacher

For the learner:

Welcome to the General Physics 1 12 Alternative Delivery Mode (ADM) Module on

This module has the following parts and corresponding icons:

What I Know This part includes an activity that aims to

What’s In This is a brief drill or review to help you link

What’s New In this portion, the new lesson will be

What is It This section provides a brief discussion of

What’s More This comprises activities for independent

What I Have Learned This includes questions or blank

What I Can Do This section provides an activity which will

skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

Additional Activities In this portion, another activity will be given

Answer Key This contains answers to all activities in the

At the end of this module you will also find:

References This is a list of all sources used in

The following are some reminders in using this module:

What I Need to Know

The module has one lesson, namely:

After going through this module, you are expected to:

1. Evaluate the percentage error of the following measurement:

a. 15.87 b. 17.14 c. 41.98 d. 293.67

a. increase c. stay the same

b. decrease d. both increase & decrease

For numbers 4-5.

4. The experimental value is_____ g/cm3.

8. Olivia measured the length and width of a rectangular garden, each to

9. Garth wanted to find the area of a square. He measured the length of

11. In an experiment, the temperature of a solution is measured by a

13. The period of oscillation of a simple pendulum is given by

a. 0.1% b. 0.2% c. 0.8% d. 1%

15. While measuring the acceleration due to gravity by a simple

 Compare and contrast:

1. scientific notation and significant figure

2. random and systematic error

 Illustrate scientific notation and significant figure through an example.

Notes to the Teacher

Absolute, Relative and Percentage Error

In the example above the Absolute Error is 0.05 m

We don't know the actual measurement, so the best we can do is use

Relative Error = Absolute Error Measured Value

The Percentage Error is the Relative Error shown as a percentage.

Example: a fence is measured as 12.5 meters long, accurate to 0.1 of a meter

Length = 12.5 ±0.05 m

Absolute Error = 0.05 m

Relative Error = 0.05 m 12.5 m = 0.004

Percentage Error = 0.4%

Example: The thermometer measures to the nearest 2 degrees. The

Relative Error = 1°38° = 0.0263...

Percentage Error = 2.63...%

Estimating Uncertainty in Repeated Measurements

Consider, as another example, the measurement of the width of a piece of paper

stick to the nearest tenth of a millimeter (0.01 cm).

sum of observed widths 155.96 cm