Senior High School

Academic - STEM
Science, Technology, Engineering
and Mathemtics
General Physics 1
First Quarter – Module 1:
Measurement
General Physics 1-Grade 12
Alternative Delivery Mode
First Quarter – Module 1: Measurement
First Edition, 2020

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Published by the Department of Education

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

Development Team of the Module

Writer: Catalino B. Dael III
Lay-out Artist: Catalino B. Dael III
Editor: Elsie T. Señeris, Perygen R. Mariot
Reviewers: Elsie T. Señeris, Perygen R. Mariot, Glenda T. Catacutan
Ria V. Omana, John Sedric J. Tabio
Management Team:
Ma. Theresa V. Avanzado, CESO VI- SDS
Samuel J. Malayo, ASDS
Milagros S. Mananquil, Chief- CID
Milagros S. Suyo, Chief- SGOD
Glenda T. Catacutan, EPS, LRMS
Arnulfo M. Girasol, Coordinator ADM/ESP
Perygen R. Mariot – Coordinator, SHS
Perygen R. Mariot, Coordinator SHS/CH
Department of Education Region VI – Division of Tanjay City

Office Address: Magallanes St., Brgy XI, Tanjay City, Negros Oriental, Philippines
Telefax: (035) 415- 9360
E-mail Address: depedtanjaycity@yahoo.com
 Senior High School

Academic - STEM
Science, Technology, Engineering
and Mathemtics
General Physics 1
First Quarter – Module 1:
Measurement
Introductory Message
For the facilitator:

Welcome to the General Physics 1 – Grade 12 Alternative Delivery Mode (ADM)

Module.

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.

ii
For the learner:

Welcome to the Alternative Delivery Mode Module on General Physics 1 – Grade 12.

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:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.
This part includes an activity that aims to
What I Know 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.
In this portion, the new lesson will be
What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
What’s More skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.

This section provides an activity which will

What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

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 This contains answers to all activities in the
Answer Key
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!

iv
 Lesson
Measurement
1

This module is crafted and written with you in mind. It is here to help you master the
knowledge and skills that will lead you to become an enthusiast of Physics. The scope of this
module permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of learners. 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.

This module focuses on the effect of instruments on measurements, uncertainties and

deviations in measurement, the sources and types of error, and vectors and vector addition.

After going through this module, you are expected to:

1. solve measurement problems, involving conversion of units, expression of
measurements in scientific notation;
2. differentiate accuracy from precision;
3. differentiate random errors and 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; and
7. rewrite a vector in component form.

1
 Choose the letter of the best answer. Write the letter on a separate sheet of
paper.

1. 500 grams of sugar is equivalent to how many kilograms?

a. 500 kg b. 0.05 kg c. 0.50 kg d. 5.00 kg

2. A line measures 4 inches. How long is this line when measured in centimeters?
a. 1.016 cm b. 10.16 cm c. 0.1016 cm d. 101.6 cm

3. Which of the following is the SI base unit for time?

a. year b. hour c. second d. day

4. Which of the following does not belong in the group?

a. Celsius b. Kelvin c. Fahrenheit d. Rankine

5. In terms of power of 10, which prefix is connotes a value of 10-9?

a. centi b. micro c. pico d. nano

6. The prefix abbreviated by the symbol µ has a power of 10 value of?

a. -2 b. -3 c. -6 d. -9

7. What system of measurement constitutes units based on power of 10?

a. English b. metric c. British d. Scientific

8. How much is 1 calorie in joules?

a. 4.186 b. 14.59 c. 2.540 d. 3.788

9. How many base units are there in the International System of Units?
a. 5 b. 6 c. 7 d. 8

10. This is known to be the conversion of one unit of measurement to another. This
technique is called?
a. Dimensional analysis b. factor c. prefixes d. base unit

11. One cubit when converted to inches, it is equivalent to which value?

a. 12 inches b. 14 inches c. 16 inches d. 18 inches

12. According to the SI unit system, the unit name for luminous intensity is known as?
a. Candela b. Mole c. Seconds d. Kelvin

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 13. The prefix “milli” has a power of 10 value equal to?
a. 0.0001 b. 0.0010 c. 0.0100 d. 0.1000

14. The SI unit “mol” refers to what quantity being measured?

a. Temperature b. Time c. Current d. Amount of substance

15. When conversion is applied 1 atm is equivalent to how many Pascals?

a. 101,325 b. 101,352 c. 101,253 d. 101,225

Way back in Junior High School, you were introduced to the study of Physics. It is a
branch of science that focuses on the nature and properties of matter and energy. You were
acquainted on how everyday occurrences work through the interaction of forces and energy.
You were taught mainly on the basic concepts of Physics in preparation to a complex field of
computational Physics.

In computational Physics you will get to dig in further and make better understanding
of the prior basic concepts that you have learned. You will be able to progress from a concrete
understanding of Physics to an abstract one. Here you will be making sense of the
mathematics and numbers behind each concept to better explain of how reality works.

We begin our task by tackling a brief review on systems of measurement and

conversion of units.

What is the difference between the British system and metric system?

What is a conversion factor?

SYSTEM OF MEASUREMENT

Length is the most necessary measurement in daily situations and in many countries,
units of length still reflect its first basic strategies of human civilization.

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 In relation to body parts, the inch is approximately the
size of a thumb. The foot speaks for itself. The yard relates
closely to a human pace, but also derives from two cubits (the
measure of the forearm). The mile on the other hand originates
from the Roman word “mille passus” meaning a 'thousand
paces', approximating to a mile because the Romans define a
pace as two steps, bringing the walker back to the same foot.
With these measurements, it is easy to explain how far away the
next village is and to work out whether an object will get through
a doorway.
Figure 1. The measure of foot

For complicated measuring problems such as

surveying land to register property rights, or selling a
commodity by length, a more precise unit is required. The
solution is a rod or bar, of an exact length, kept in a central
public place. From this 'standard' other identical rods can be
copied and distributed through the community. In Egypt and
Mesopotamia, these standards are kept in temples. The basic
unit of length in both civilizations is the cubit, based on a
forearm measured from elbow to tip of middle finger. When a
Figure 2. 1 cubit measure length such as this is standardized, it is usually the king's
dimension which is first taken as the norm.

1. What unit measure of length is mostly used nowadays?

2. What other units of measure do you know aside from foot, inch, yard, and cubit?

A measurement is composed of a magnitude/number and a unit. Take for example

measuring the length of a table. The length measures 3 meters long. The number three (3) is
the magnitude/number and “meters” is the unit of measurement. In order for you to have
accurate measurements, you must make sure that both the number and units are correct.

The units pound (for force), yard (for length), and ounce (for volume) is part of the
British system or English system of units. Meanwhile, the units based on the powers of 10 and
is a preferred system in science is the metric system. For example, 1 kilometer (km) is equal
to 103 meters (m), and 1 megaohms (M) is equal to 106 ohms (). The metric system was
first introduced by an international conference in France in 1960. The said conference created
the SI, which stands for Système international d’unités or the International System of Units.

It is based on a set of seven metric units, commonly called base units.

4
 Examine the presented table below on the different Units and their corresponding
physical quantity and symbol.

Physical Quantity Unit Name Symbol

Mass Kilogram kg

Length Meter m

Time Second s

Amount of substance Mole mol

Temperature Kelvin K

Electric Current Ampere A

Luminous Intensity Candela cd

Table 1. The SI base units

When multiple base units are combined from the seven base units, they form the
derived units. Examples of derived units are volume (m3), which is the product of length, width,
and height.

Unit Prefixes

A prefix is a letter or combination of letters attached at the beginning of a base word to

change its meaning. In measurement, a unit prefix or metric prefix is applied to make a unit
larger or smaller than the base unit.

Power of
Prefix Abbreviation Power of
Prefix Abbreviation
Ten Ten
1012 tera T 10-2 centi c
9
10 giga G 10-3 milli m
6
10 mega M 10-6 micro µ
3
10 kilo k 10 -9
nano n
Table 2. Prefixes for powers of 10

Example 1: The mass of sodium ascorbate in a capsule is 7540 cg. Express this mass in
grams.

Solution: Recall that c is the abbreviation for centi (10-2).

Therefore 7540 cg = 7540(10-2) g

= 7540(0.01) g

= 75.4 grams

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Dimensional Analysis

Many problems in physics require the conversion of one unit to another. This process
is called dimensional analysis. In order to start dimensional analysis, one must establish a unit
equality or conversion factor that shows the equivalent amounts of different units.

Equivalent Equivalent Equivalent

Unit Unit Unit
Unit Unit Unit
1 inch 2.54 1 101,325 1 slug 14.59 kg
(in) centimeters atmosphere pascals
(cm) (atm) (Pa)
1 3.788 liters 1 foot (ft) 12 inches 1 newton 0.2248 lb
gallon (L) (N)
(gal)
1 4.186 1 mile (mi) 5,280 feet 1 1.602x10-19
calorie joules (J) electronvolt J
(cal) (eV)
Table 3. Common SI -English unit equalities

Most of the time, multiple conversion factors are needed to complete aa unit
conversion. Some examples are presented below.

Example 2: How many inches are there in 12 m?

Solution: You must first identify the conversion factor that relates inches and meters.
From the table, you find the conversion factor:
1 inch = 2.54 centimeters and 1 meter = 100 centimeters

From this, we can form the following conversion factors:

1 in 2.54 cm
and
2.54 cm 1 in
100 cm 1m
and
1m 100 cm
Applying some of these conversion factors, we find that:
12 m  inches
100 cm 1 in
12 m ( )( ) = 472 inches
1m 2.54 cm

Therefore, 12 m is equal to 472 inches.

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Example 3: Tanjay water district uses cubic meter (m3) as the unit of a volume of water
used in each household. Determine how many cubic meters are there in a 20-
liter tank of water.

Solution: You must first identify the conversion factor that relates cubic meter and liter.
From the table, you find the conversion factor:
1 L = 1000 mL then 1mL = 1cm3 and 1m = 100 cm
Applying some of these conversion factors, we find that:

20 L  m3

1000 mL 1 cm3 1m 3
20 L ( )( )( ) = 0.02 m3
1L 1 mL 100 cm

Therefore, 20 L is equal to 0.02 m3.

Example 4: A Ceres bus’ speedometer reads 85 kilometers per hour (km/h). What is this
speed equivalent to when expressed to centimeters per second (cm/s).

Solution: You must first identify the conversion factor that relates cubic meter and liter.
From the table, you find the conversion factor:

1km L = 1000 m then 1m = 100cm and 1h = 3600 seconds

Applying some of these conversion factors, we find that:
85 km/h  cm/s
𝑘𝑚 1000 m 100 cm 1h
85 ( )( )( ) = 2,400 𝑐𝑚
ℎ 1 km 1m 3600 s 𝑠

𝑘𝑚 𝑐𝑚
Therefore, 85 is equal to 2,400
ℎ 𝑠

Convert the following quantities into the desired units. Show the complete
series of conversion factors needed.

1. (volume) 30.7 L = _____________ µm3

2. (speed) 40 km/h = ____________ ft/s
3. (time) 42.5 mins = ___________ days
4. (mass) 600 mg = _____________ lb
5. (length) 920 cubits = __________ mi

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 6. (temperature) 100C = _____________ K
7. (mass) 250 lb = _____________ kg
8. (time) 33 days = ___________ hr
9. (length) 140 miles = __________ km
10. (length) 1200 mm = ___________mi
11. (speed) 320 ft/sec = __________ m/s
12. (acceleration) 12 m/sec2 = _________ ft/sec2
13. (mass) 2000 lbs = ___________ mg
14. (length) 850 cubits = __________ mm
15. (volume) 480 mm3 = __________ cm3

Measurement is a very important aspect of survival. In this module, I learned that

_________________________________________________________________________
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_________________________________________________________________________.

Find an area in your place where you could perform a 100-m, 200-m, and 300-m dash.
Complete the table below using the data that you have in this activity.
Distance Time Accomplished Speed
100 meters (record in seconds) (m/s)
200 meters (record in minutes) (km/hr)
300 meters (record in hours) (mi/min)

8
 Convert the following measurements. Attach the complete solution for each item.

A. Prefixes
1. 4234 mm  m
2. 23.8 g  cg
3. 512,800 µsec Gsec

B. Dimensional analysis
1. 168 cubits  cm
2. 55.4 hours  nsec
3. 120,650 J  cal
4. 65cm2  m2
5. 1.7 hectares  mm2
6. 3000cm2  ft2
7. 15.4 cm3  L
8. 600 L  ft3
9. 0.005 cm3  mm3
10. 12.5 km/h2  m/s2

Read and answer the following questions below.

1. What is the importance of measurement in your daily activities?

____________________________________________________________________
____________________________________________________________________
________________

2. Cite one personal experience where you applied conversion of unit. Explain how the
knowledge of conversion has been beneficial in your part/experience.
____________________________________________________________________
____________________________________________________________________
________________

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 10
What I Know What's More Assessment
1. C 1. 3.07x1016 µm3 A.
2. B 2. 36.5 ft/s 1. 4.234 m
3. C 3. 0.0295 days 2. 2380 cg
4. B 4. 0.00132 lb 3. 5.128x10-10 Gsec
5. D 5. 0.261 mi B.
6. C 6. 373.15 K 1. 7681 cm
7. B 7. 113.40 kg 2. 1.994x1014 nsec
8. A 8. 792 hours 3. 28.84 cal
9. C 9. 225.31 km 4. 0.0065 m2
10. A 10. 7.46 X 10-4 5. 1.700x1010 mm2
11. D 11. 97.54m/s 6. 3.229 ft2
12. A 12. 39.37 ft/sec2 7. 15400 L
13. B 13. 9.07 X 108 mg 8. 56.40 ft3
14. D 14. 388620 mm 9. 5 mm3
15. A 15. 0.48 cm3 10. 0.0009645 m/s2
References

Hewitt, Paul G., and Phillip R. Wolf. 2008. Conceptual physics fundamentals. San Francisco:
Pearson Addison Wesley.

Young, Hugh D., Roger A. Freedman, A. Lewis Ford, and Francis Weston Sears. 2004. Sears
and Zemansky's university physics: with modern physics. San Francisco: Pearson
Addison Wesley.

11
For inquiries, please write or call :

Department of Education., Tanjay City Division

Office Address: Barangay IX, Opao, Tanjay City, Negros Oriental
Telefax: 035-415-9360
E-mail Address: depedtanjaycity@yahoo.com