GUBAT NATIONAL HIGH SCHOOL

Senior High Department

1st Semester 2022 - 2023
GENERAL PHYSICS 1

RAISE Plus Weekly Plan for Blended Learning

Learning Area: General Physics 1

Week: 2
Day/Time: Monday to Thursday/August 22, 2022 to August 25,2022/7:30 am to 9:30
am
Lesson Topic: Sources and Types of Error
Grade Level: 12
Strand: STEM
Learning Competency: Differentiate random errors from systematic errors; and
Estimate errors from multiple measurements of physical quantity using
variance
LC Code: (STEM_GP12EU-Ia-3) and (STEM_GP12EU-Ia-5)
Content: The lesson will primarily focus on the following concepts:
 Describe the difference between random and systematic errors
 Give examples of systematic errors and what can be done to avoid such errors.
 Calculate a random error using standard deviation, assuming that the measurements
are normally distributed.

Learning Tasks (Face-to-face):

REVIEW:
A. Directions: List down at least 5 measuring devices available in your home. Discuss how each
of them are used and identify their possible limitations. Write your answer on the table below.

MEASURING DEVICE USES LIMITATIONS

1.
2.
3.
4.
5.
B. The following base units that defines and adopts by the International System of Units will be
posted on the board.
Q1. Based on the definitions given, why are there errors in measurement?
Q2. If you measure 1 meter using a steel tape and 1 meter using a tape measure, do you think
the measurements you will get will be the same? Why or why not?

ACTIVATE:
SOURCES OF ERRORS
Challenge
Get the thickest book you have around your home. Measure the thickness of a single page
from that book.
 Q1.
What measuring device/s did you use? Why did you choose this tool?
Q2. How did you go about this activity? Discuss in detail.
Q3. What were the difficulties you encountered? Why did these pose a challenge to you?
Q4. How did you deal with these difficulties?
Q5. Do you think there are other ways in doing this challenge? Suggest other ways.

IMMERSE:

MINIMIZING ERRORS

Objective
Demonstrate the sources of experimental error
and the effect of replicate measurements in
reducing the size of the error.

Materials: ruler
Task:
Using a ruler, measure the
largest span of your left or right hand in
centimeters (cm) – this is the largest
distance you can reach between the tip
of your smallest finger and end of your
thumb (see figure on the right). Write
down your measurement, relax your
hand, then measure it again. Do this
again until you have a total of ten
measurements.

Trial 1 2 3 4 5 6 7 8 9 10

Measurement
(cm)

Q1. Are the results exactly the same for all ten measurements? If not, what is the largest difference
between the values?
Q2. Why do you think measurements are different?
Q3. What is the importance of taking repeated measurements of a single quantity?
Q4. Do you think you will have a different result if you used a different measuring tool? Why
or why not?
Q5. Suggest ways to minimize the differences in measurements.
SYNTHESIZE: After watching the video lesson about the topics, the learners will do the following
tasks.

EVALUATE:
I. Directions: Label the following as systematic or random error.
1. The gush of air from the electric fan causes a difference in the reading from an electronic balance.
2. During an experiment, you misheard your groupmate so you recorded 40ml instead of 14ml.
3. The ruler you are using is not calibrated correctly such that it measures 1mm shorter than the
actual value.
4. In acid/base titrations it is important to use the minimum volume of indicator - usually 2 or 3 drops
– since acid/base indicators are themselves weak acids or weak bases. In a series of titrations, a
student always used 10 drops of indicator per titration. Would this lead to a random or systematic
error in his volumes?
5. Two students determined the concentration of a hydrogen peroxide solution by the same
volumetric technique. They each carried out the analysis in triplicate and obtained the results you see
in the data table. The true concentration of the hydrogen peroxide solution is 0.893 mol L -1. What type
of error did Student B most likely had?

II. Determine the error in measurements of students A and B by solving for the SD and SEM. Show
your complete solution.
PLUS:
SITUATIONAL ANALYSIS
Directions: Analyze the situations below and using the concepts discussed in this module,
discuss your answer briefly.

1. Two friends wanted to try the

recipe for cake that they got
from a video tutorial. Both of
them carefully followed the
recipe but their cakes turned
out to be different from what
they saw in the video. Cite
specific reasons that may have
caused this.

2. A group of students made the

observations shown. If you were
a part of the group, how will you
handle the different
observations given?

Learning Tasks (Home-based):

Quarter 1 – Self Learning Module 2/LAS

Prepared by: Checked by: Noted by:

JOEBERT E. ESCULTURA LEO J. HUBILLA AZALEA L. NARVAD

Senior High School Teacher Subject Group Head Asst. School Principal