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High
School 
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General Physics 1 – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 1: Measurement and Vectors
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, Division of Palawan

School Division Superintendent:
Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendents:
Loida P. Olavario, Ph.D.
Felix M. Famaran

Development Team of the Module

Writer: Alvin P. Cajiles
Editor: Fe Kenneth Gadiano-Aban
Illustrator: Christian Charles Lester D. Doblados
Management Team: Aurelia B. Marquez
Rodgie S. Demalinao
Rolsayn C. Gadiano

Printed in the Philippines, by ________________________

Department of Education – MIMAROPA Region – Division of Palawan

Office Address: PEO Road, Barangay Bancao-Bancao, Puerto Princesa City

Telephone: (048) 433-6392
E-mail Address: palawan@deped.gov.ph
Website: www.depedpalawan.com

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iii
Introductory Message
For the facilitator:

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

on Measurement and Vectors!

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

In view to the new normal world we are facing, this
module was created to answer that education
should not stop for our learners.
This General Physics 1 Module for Quarter 1
is all about Measurements and Vectors. With this we
are trying to allow our learners to work
independently in discovering through simple and
enjoyable activities/ experimentation that are
aligned to the competencies that they should learn.

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.

1
For the learner:

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

on Measurement and Vectors!

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

2
 In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

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!

3
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the nature 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 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 is divided into three lessons, namely:

• Lesson 1 – Units and Measurement
• Lesson 2 – Errors
• Lesson 3 – Vectors

After going through this module, you are expected to:

1. solve measurement problems involving conversion of units, expression of
measurements in scientific notation;
2. define accuracy from precision;
3. differentiate random errors from systematic errors; and
4. estimate errors from multiple measurements of a physical quantity using
variance.
5. differentiate vector from scalar quantities
6. perform addition of vectors
7. rewrite a vector in component form

1
 What I Know

Directions: Read the following questions carefully. Encircle the letter of the best
answer.

1. Compare three SI units: millimeter, kilogram and microsecond. Which is the

largest?
a. millimeter c. microsecond
b. kilogram ` d. the units are not comparable

2. Data allocation in cellphone load depends on the amount that you pay if you are
using a prepaid sim card. Say, you purchased cellphone load of 99 pesos with data
allocation of 2 Mb. How is this data expressed in scientific notation?
a. 2 x 102 bytes c. 2 x 106 bytes
b. 2 x 10 bytes
3 c. 2 x 109 bytes

3. Given the speed of light as 3 x 108 m/s, how much time would it take for light to
travel 10,000 ft?
a. 0.00001 s c. 0.00100 s
b. 0.00010 s 0.01000 s

4. How is the number 0.009834 expressed in scientific notation?

a. 9.834 x 104 c. c. 9.834 x 103
b. 9.834 x 10-4 d. 9.834 x 10-3

5. How many meters are there in an inch?

a. 0.0254 c. 2.54
b. 0.254 d. 24.5

6. What is the difference between 3.0 and 3.0000?

a. 3.0000 could be the result of an intermediate stop in a calculation; 3.0 has
to result from a final step.
b. 3.0000 represents a quantity that is known more precisely than 3.0.
c. There is no difference.
d. They convey the same information, but 3.0 is preferred for ease of writing.
7. It refers to a measure of how far apart the different measured values are from each
other.
a. Variance c. percent difference
b. Deviation d. percent error

8. Which statement is NOT true?

a. Precise measurements are always accurate.
b. Accurate measurements are always precise.
c. Precise measurements can be inaccurate.
d. Inaccurate measurements can be precise.

2
9. Uncontrolled changes in air pressure while determining the boiling point of a liquid
give rise to _____________________________.
a. personal error c. relative error
b. random error d. systematic error

10. Uncertainty in a measurement may lead to an error getting the correct value that
is being measured. The following are some factors that contribute to uncertainty
EXCEPT:
a. limitations of the measuring device
b. the talent of the person taking the measurement
c. irregularities in the object being measured
d. the skill of the person taking the measurement

11. If A and B are vectors and B = -A, which of the following is true?
a. The magnitude of B is equal to the negative of the magnitude of A.
b. A and B are perpendicular.
c. The direction angle of B is equal to the direction angle of A plus 180˚.
d. A + B = 2A

12. The resultant of two vectors depends on the angle between them. Maximum
magnitude of the resultant is obtained if the angle between them is _________
a. at minimum (not zero). c. 90˚.
b. zero. d. 180˚.

13. A student adds two displacements with magnitudes of 3.0 m and 4.0 m,
respectively. Which could NOT be a possible choice for the magnitude of the
resultant?
a. 1.3 m b. 5.0 m c. 6.08 m d. 7.0 m

14. On an axis in which moving from right to left is positive, what is the displacement
and distance of a student who walks 32 m to the right and then 17 m to the left?
a. Displacement is -15 m and distance is -49 m.
b. Displacement is -15 m and distance is 49 m.
c. Displacement is 15 m and distance is -49 m.
d. Displacement is 15 m and distance is 49 m.

15. Juan jogs 1.5 km along a straight path and then turns and jogs 2.4 km in the
opposite direction. He then turns back and jogs 0.7 km in the original direction. Let
Juan’s original direction be the positive direction. What are the displacement and
distance he jogged?
a. Displacement is 4.6 km and distance is -0.2 km.
b. Displacement is -0.2 km and distance is 4.6 km.
c. Displacement is 4.6 km and distance is 0.2 km.
d. Displacement is 0.2 km and distance is 4.6 km.

And your journey will now officially begin. You will surely have fun time
working on this module. Go and work on discovering everything that can be
measured, just not dare to measure the patience of your guide. So be diligent and
start working.

3
 Lesson

1 Units and Measurement

Physics is a field of science that deals with the interaction of matter, force and
energy. Many disciplines are anchored on fundamental physics concepts.
Transportation, land and air, even outer space, rely on the concepts in physics. The
very core of matter which is the atom can be studied with physics. Modern
technologies are made possible because of physics. Physics is both an exact and
experimental science that leads to many useful discoveries thru testing hypotheses
where conclusions can be derived using precise measurements of physical
quantities. These physical quantities can be described using single number or may
require more than one number to describe.

What’s In

Body Mass Index

Remember that you are being asked every year to take note of your age, height
and weight to determine your body mass index (BMI). Your BMI will be used to
determine whether your weight and height are appropriate to your current age.

Indicate your details on the space provided.

Age : ____________________
Height (in meters) : ____________________
Weight (in kilogram): ____________________

Let’s play with your age, height and weight.

Express your age in seconds. _______________________

What is your height in terms of centimeters and inches, respectively?
__________________________________
What is your weight in terms of grams and pounds? ___________________________

4
 What’s New

Physicists, like other scientists, make observations and ask basic questions.
For example, how big is an object? How much mass does it have? How far did it
move? How fast was the movement? To answer these questions, they make use of
various instruments such as meter stick, balance, stopwatch among others.

How heavy is the barbell?

If you will use just the power of your legs, how

long will it take you to run from your place to
Puerto Princesa?

During summer, it is expected that the weather is

hot. How hot is hot?

5
 What is It

Physical Quantities and Units

We use a number to describe a physical phenomenon quantitatively and this
number is called physical quantity. In physics, physical quantities are expressed in
terms of units of measurement which are defined by standards. These standards are
listed in the metric system, officially termed as International Standard or Systéme
International (SI).

The fundamental units, or base units, for the fundamental physical quantities
are meter, kilogram, second, kelvin, ampere, candela, and mole.

Table 1. SI Fundamental Units

Quantity Unit Symbol Definition

Length meter M This is distance travelled by light in a vacuum in

1/299,792,458 second.

Mass kilogram Kg It is the actual mass of platinum-iridium cylinder

kept at the International Bureau of Weights and
Measures in Sévres, France.

Time second S This refers to the duration for 9,192,631,770

cycles of the microwave radiation corresponding to
the transition between two lowest states of cesium
atom.

Temperature kelvin K It means fraction of 1/273.16 of the triple point of

water.

Electric ampere A This is the constant current flowing in each of two

current long parallel wires, 1.0m apart, that produce
between these wires a force equal to 2 x 10-7
newton per meter length of each wire.

Luminous candela Cd One candela is the luminous intensity in a given

intensity direction of a source that emits a monochromatic
radiation of frequency 540 x 1012 Hz and that has
a radiant intensity in that direction of 1/683 watts
per steridian.

Amount of mole Mol It refers to amount of substance that contains as

substance many atoms or molecules as there are atoms in
0.012 kg of carbon-12.

6
Conversion of Units
If the fundamental unit for time is second, why is the speed of a moving vehicle
expressed in kilometers per hour (kph)? This is further complicated in other
countries, like UK or Australia, where speed is expressed in miles per hour (mph) or
feet per second. How do we resolve this? This can be done thru conversion of units.

It is important to note that there is another system of measurement being

utilized by other countries, and it is called the English system. Some basic units in
this system are 1 inch = 2.54 cm and 1 pound = 4.448221615260 newtons.

You often hear that the prevailing speed in our national highway here in
Palawan is 60 km/hr (kph) but some vehicles go even faster. Let us express 60 kph
in meters per second.

60 km/hr x 1 km/1000 m x 1 hr/3,600 s =

Try to express 60 kph in mph. Solve it on your own paper.

Scientific Notation
Have you ever tried writing a very big number? How would you write the total
population of the world in numbers? Imagine writing the number seven billion, how
many places would that be? It is tedious to do! This is where scientific notation
comes in handy. It is a product of a number (mantissa) greater than or equal to 1
and less than 10 and a power (or exponent) of 10. As an example, the approximate
current population of the world, is 7.5 billion = 7.5 x 109.
Table 2. Metric Prefixes for Powers of 10

Factor Prefix Symbol Factor Prefix Symbol

1024 yotta- Y 10-24 yocto- y

1021 zetta- Z 10-21 zepto- z

1018 exa- E 10-18 atto- a

1015 peta- P 10-15 femto- f

1012 tera- T 10-12 pico- p

109 giga- G 10-9 nano- n

106 mega- M 10-6 micro- µ

103 kilo- K 10-3 milli- m

102 hecto- H 10-2 centi- c

101 deka- Da 10-1 deci- d

7
 What’s More

Problem 1.1 Sharing the land area of the Philippines

The total surface area of the Philippines is 300,000 km2. Assuming there are
110 million Filipinos in our country, what is the available surface area per person?
__________________________________________________________________________________

Problem 1.2 The speed of light

The speed of light is approximately measured at 300,000,000 meters per
second. How is this number expressed in scientific notation?

__________________________________________________________________________________

What I Have Learned

1. There are two systems of measurements and these are: _________________ and
_________________________.

2. Meter, kilogram, second, kelvin, ampere, candela, and mole are called
fundamental units or ______________________ that are being used for
quantification of fundamental quantities.

3. ___________________________ is a number that represents a product of a number

greater than or equal to one and a power of 10.

What I Can Do

Suppose you solve a problem and your calculator’s display reads 0.0000000036.
Why not just write this down on your paper? Is there any advantage to using scientific
notation?
__________________________________________________________________________________
__________________________________________________________________________________

8
 Assessment

Directions: Read the following questions carefully. Encircle the letter of the best
answer.

1. Compare three SI units: millimeter, kilogram and microsecond. Which is the

largest?
a. millimeter c. microsecond
b. kilogram d. the units are not comparable

2. Data allocation in cellphone load depends on the amount that you pay if you are
using a prepaid sim card. Say, you purchased cellphone load of 99 pesos with data
allocation of 2 Mb. How is this data expressed in scientific notation?
a. 2 x 102 bytes c. 2 x 106 bytes
b. 2 x 103 bytes d. 2 x 109 bytes

3. Given the speed of light as 3 x 108 m/s, how much time would it take for light to
travel 10,000 ft?
a. 0.00001 s c. 0.00100 s
b. 0.00010 s d. 0.01000 s

4. How is the number 0.009834 expressed in scientific notation?

a. 9.834 x 104 c. 9.834 x 103
b. 9.834 x 10-4 d. 9.834 x 10-3

5. How many meters are there in an inch?

a. 0.0254 c. 2.54
b. 0.254 d. 24.5

6. A reliable internet speed in Mbps (megabytes per second) is required before a

player can play Mobile Legends. Mega if expressed as a power of ten is __________.
a. 102 c. c. 106
b. 103 d. 109
7. The following are fundamental quantities EXCEPT
a. time c. c. temperature
b. speed d. electric current

8. If a basketball player stands as six feet tall, how tall is the player in inches?
a. 6 c. 72
b. 60 d. 90

9
9. The fastest land animal is the cheetah, which has a recorded speed of up to 120
kph (kilometers per hour). What is this speed in miles per hour (mph)? (Hint: 1 mile
= 1.6 km)
a. 55 mph c. 75 mph
b. 65 mp d. 85 mph

10. Which of the following is a derived unit?

a. mass c. luminous intensity
b. weight d. time

11. What is the unit symbol for the fundamental quantity temperature?
a. m c. s
b. K d. cd

12. The size of a proton is known to be 1 femtometer. How is this expressed in

scientific notation?
a. 1 x 10-3 m c. 1 x 10-12 m
b. 1 x 10-6 m ` d. 1 x 10-15 m

13. The speed limit on some highways is roughly 100 km/h. How many miles per
hour is this if 1 mile is about 1.609 km?
a. 0.1 mi/h c. 62 mi/h
b. 27.8 mi/h d. 160 mi/h

14. Which of the following would describe a length that is 2.0 x 10-3 of a meter?
a. 2.0 kilometers c. 2.0 millimeters
b. 2.0 megameters d. 2.0 micrometers

15. Calculate the approximate number of atoms in a bacterium. Assume that the
average mass of an atom in the bacterium is ten times the mass of a hydrogen atom.
(Hint: The mass of a hydrogen atom is on the order of 10-27 kg and the mass of a
bacterium is on the order of 10-15 kg.)
a. 1010 atoms c. 1012 atoms
b. 1011 atoms d. 1013 atoms

10
 Lesson

2 Errors

Have you ever tried cooking rice in your household? What was the result?
Were you able to produce the same outcome after numerous occasions with the same
rice variety and quantity (both rice and water)?

What’s In

Measuring your foot size

You will need three different measuring tools, preferably a ruler, tape measure
and meter stick. If a meter stick is not available, you
may use a carpenter’s measuring tool ‘metros’. To
obtain your foot size, take the tip of your longest toe as
your reference point and then go all the way to the end
of your foot which is your heel. Take the measurement
using a ruler followed by the other two measuring tools.
Record your measurements in centimeters.

Were you able to record the same result using

three different measuring tools? What do you think is
the reason why you got those results? Convert your measurements into inches.

What’s New

Did you know?

From 1972 to 2016, there were 28 times that a minute became 61 seconds.

The time indicated by atomic clocks and the mean solar time differ because of
the irregularities in Earth’s rate of rotation about its axis. When the difference
between the two times approaches 0.9 seconds, the International Earth Rotation and
Reference System (IERS) based in France issues an order to add a second in all time

11
pieces worldwide to keep the time of day close to the mean solar time. This one-
second adjustment is termed as leap second.

Leap second is not related to leap year, in which

one day is added to the calendar every four years. Leap
years are necessary because Earth revolves around the
sun in 365.25 days. The extra day is February 29. On
the other hand, by convention, leap second happens at
the end of either June or December. Unlike leap year,
the addition of a leap second is not at regular intervals
because of the variations in Earth’s rotational speed about its axis.

What is It

Accuracy and Precision

Science is based on experimentation that requires good measurements.
Measurement and experimentation are fundamental to physics. To test whether the
recognized patterns are consistent, physicists perform experiments with numerous
measurements, leading to new ways of understanding observable phenomena in
nature. The validity of a measurement can be described in terms of its accuracy and
precision.

Accuracy is how close a measurement is to the correct value for that

measurement. On the other hand, precision states how well repeated measurements
of something generate the same or similar results.

A B C D

In the figure above, A shows low accuracy, low precision; B shows low
accuracy, high precision; C shows high accuracy, low precision; and, D high
accuracy, high precision.

12
Random versus Systematic Errors
An error results because of the deviation of measured data from being precise.
Random errors are results unpredictable or inevitable changes during data
measurement. Noise from an electronic device, temperature variation during volume
of gas measurement, and uncontrollable presence of wind at determination of the
simple pendulum’s period are some examples of random errors.

On the other hand, systematic errors usually come from the measuring
instrument or in the design of the experiment itself. These errors limit the accuracy
of results.

Estimation of Error
When there is an expected or true value of a quantity, percentage error or
simply percent error is usually calculated. To obtain percent error, the formula is
|𝑥 − 𝑥𝑇 |
𝑝𝑒𝑟𝑐𝑒𝑛𝑡 𝑒𝑟𝑟𝑜𝑟 = 𝑥 100
𝑥𝑇

where xT is the true or accepted value and x is the measured value. Percent error is
usually considered in judging the accuracy of a measurement.

Percent difference is a measure of how far apart the different measured values
are from each other, and is therefore an indication of precision. Percent difference is
given by the equation
|𝑥1 − 𝑥2 |
𝑝𝑒𝑟𝑐𝑒𝑛𝑡 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 = 𝑥1 +𝑥2 𝑥 100
2

where x1 and x2 are two measured values in an experiment.

Variance
Variance, which is derived from the word vary, measures the squared deviation
of each number in the set from the mean. This statistical measurement is another
way to estimate errors from multiple measurements of a physical quantity. Variance
is calculated step-by-step as follows:
∑𝑥
1. Calculate the mean of the set of measurements, 𝑥 = .
𝑁
2. Obtain the deviation of each measurement from the mean, x – x.
3. Square each deviation, (x – x)2.
4. Take the sum of all the squares of each deviation, ∑(𝑥 − 𝑥)2 .
5. Divide the sum of the squares by the number of measurements in the set,
∑(𝑥−𝑥)2 ∑(𝑥−𝑥)2
. Variance (𝛿 2 ) is obtained by the formula 𝛿 2 = .
𝑁 𝑁
If the calculated variance results to zero, it means that all measurements are
identical. If the variance is so small, it means that the values are close to one another
and they are said to be precise.

13
 In addition to variance, it is also important to note standard deviation 𝛿 (SD),
which is the square root of variance. Standard deviation is a measure of how diverse
or spread out a set of measurements is from their mean or average. A small value of
SD means that the measurements are close to their average, while a large value
signifies that measurements are diverse. The measured quantity in a set of
measurement is usually reported as 𝑥 = 𝑥 ± 𝛿, where x is the average and 𝛿 is the
SD.

What’s More

Problem 2.1 Recording a measurement

In an experiment done in a physics laboratory class, ten students were tasked
to record the period of a simple pendulum using identical time pieces. The following
measurements were recorded: 2.1s, 2.1s, 2.2s, 2.4s, 2.3s, 2.2s, 2.4s, 2.2s, 2.5s, and
2.3s. Determine the (a) mean, (b) variance, (c) standard deviation, and (d) the
measured period of the pendulum.

What I Have Learned

Directions: Indicate if the following statements are either TRUE or FALSE.

a. Precision states how much repeated measurements generate the same or

closely similar results, while accuracy states how close a measurement is to
the true value of the measurement. Answer: ____________

b. Precision states how close a measurement is to the true value of the

measurement, while accuracy states how much repeated measurements
generate the same or closely similar result. Answer: ____________

c. Precision and accuracy are the same. They state how much repeated
measurements generate the same or closely similar results. Answer: _________

d. Precision and accuracy are the same. They state how close a measurement is
to the true value of the measurement. Answer: _____________

14
 What I Can Do

Note: This activity can be done at a later time.

Perhaps your family consumes sugar as part of your daily diet. Suppose in a
month, your family consumes one kilo of sugar at an average. For a period of six
months, calculate the actual mass of the sugar you consume in a month by getting
the (a) mean, (b) variance, and (c) standard deviation.

Assessment

Directions: Read the following questions carefully and choose the letter of the best
answer. Encircle the letter of the best answer.

1. What is the difference between 3.0 and 3.0000?

a. 3.0000 could be the result of an intermediate stop in a calculation; 3.0 has
to result from a final step.
b. 3.0000 represents a quantity that is known more precisely than 3.0.
c. There is no difference.
d. They convey the same information, but 3.0 is preferred for ease of writing.

2. It refers to a measure of how far apart the different measured values are from each
other.
a. Variance c. percent difference
b. Deviation d. percent error

3. Which statement is NOT true?

a. Precise measurements are always accurate.
b. Accurate measurements are always precise.
c. Precise measurements can be inaccurate.
d. Inaccurate measurements can be precise.

4. Uncontrolled changes in air pressure while determining the boiling point of a liquid
give rise to _____________________________.
a. personal error c. relative error
b. random error d. systematic error

15
5. Uncertainty in a measurement may lead to an error getting the correct value that
is being measured. The following are some factors that contribute to uncertainty
EXCEPT:
a. limitations of the measuring device
b. the talent of the person taking the measurement
c. irregularities in the object being measured
d. the skill of the person taking the measurement

6. Suppose your actual mass is 55 kg and the weighing scale at the school registers
your mass as 57 kg. What is the percentage error for this measurement?
a. 2.5 % c. 4.5 %
b. 3.5 % d. 5.5 %

For item Nos. 7-15:

Problem Solving: A grocery store sells 5 kg bags of rice. You purchased four bags of
rice over the course of a month and weigh the rice each time. You obtained the
following:
Week 1: 4.9 kg
Week 2: 4.7 kg
Week 3: 5.1 kg
Week 4: 5.2 kg

7-10. What is the percentage error for each measurement?

11-13. What are the percent differences of the measured values between weeks 1 &
2, 2 & 3, and 3 & 4?

14. Calculate the mean of the four measured values.

15. What is the standard deviation for the four values?

16
 Lesson

3 Vectors

Vectors are mathematical descriptions of quantities that have both magnitude

and direction. The magnitude of a vector is a non-negative number, often combined
with a physical unit. Many vector quantities are important in physics, as well as in
all of science.

What’s In

Help someone who is lost!

Palawan, undoubtedly, is considered as one of the top tourist destinations
both by local and foreign visitors. It is a common scenario that we see foreigners
roaming around who seem to enjoy the beauty of
our province. But there are some occasions that
these foreigners seem to be lost and need direction.

We always want to show our hospitality and

friendliness to our visitors. Say, you stumble upon
a foreigner who wishes to go to El Nido but he does
not know how to get there. This encounter happens
in your locality and the visitor wanted to know how
far El Nido is from the current place as well as what
direction he does need to take to get there. What
will be the details you will give?

What’s New

Time to Review Basic Trigonometry and Geometry

Recall your knowledge on right triangle relations SOH-CAH-TOA-COTAO-
SECHA-COSECHO. SOH means Sine = Opposite over Hypotenuse. Can you still
remember the other relations?

What is a parallelogram? What are the basic properties of a parallelogram?

17
 What is It

Vector and its Representation

Physical quantities can either be scalar or vector. Scalar quantities are those
that can be described with magnitude only. Time and temperature are scalar
quantities. On the other hand, vector quantities are quantities that can be described
by both magnitude and direction. Examples of vector quantities are velocity, force,
displacement, and acceleration.

In notation, a vector is denoted by an italicized capital letter in bold face with

a small horizontal half arrow pointing to the right above it.

F = 30 N, east

Vector Addition
There are mathematical operations that can be performed on vectors but this
module will only cover addition of vectors. The sum of two or more vectors is called
resultant vector. Generally, vectors can be added graphically and analytically.
Graphical method can be done thru (a) parallelogram method or (b) polygon method.
Analytical method, on the other hand, can be done using (a) laws of sines and
cosines, and (b) component method.

Parallelogram Method: Steps

Two vectors, A and B, are used for this method.

1. Use a scale and draw the vectors (as arrows) from a common point. (a)

2. Make a parallelogram using the two vectors as sides. (b)

3. Draw a diagonal line from the common points. (c) This line is the resultant vector.

4. Measure the length of the resultant vector using the scale that was initially used.
This is the magnitude of the resultant.

5. With the use of a protractor, determine the direction.

A A A R

R=A+B
B B B
(a) (b) (c)

The parallelogram method can be used to add three or more vectors. The
process starts with the first two vectors to determine the resultant vector. The first
resultant vector will be added to the third vector to obtain the next resultant vector.
The process continues until all the vectors are added.

18
Polygon Method

This method is also called head-to-tail method. This is more convenient to use
if you are adding three or more vectors. All vectors to be added are still represented
by arrows.
1. Starting from the origin, draw the first vector on Cartesian Coordinate System,
with its proper direction.
2. Connect the tail of the second vector to the head of the first vector. Then, connect
the tail of the third vector to the head of the second vector. Continue connecting
the vectors following the process up to the last vector.
3. The resultant vector will close the figure formed by the vectors. The resultant is
drawn from the tail of the first vector to the head of the last vector.
4. The magnitude of the resultant is measured using the scale that was initially used.
5. With the aid of a protractor, the direction of the resultant can be determined.
A
B

R
C
D

R = A + B +C+D

Laws of Sines and Cosines

It is quite easy to add two vectors if the triangle formed is a right triangle. The
laws of sines and cosines are being used if the triangle formed by adding two vectors
is not a right triangle.
𝑎 𝑏 c
Law of Sines or Sine Rule is given by the equation = = .A, B, and
sin 𝐴 sin 𝐵 sin C
C are angles while a, b and c are sides.

Law of Cosines or Cosine Rule is given by the equations

𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐 cos𝐴; 𝑏 2 = 𝑎2 + 𝑐 2 − 2𝑎𝑐 cos𝐵; 𝑐 2 = 𝑎2 + 𝑏 2 − 2𝑎𝑏 cos𝐶

When do we use Sine or Cosine Rule? Sine Rule is used when you are given
with (a) two angles and one side (AAS), or (b) two sides and an unknown angle
(SSA). Cosine Rule is used when you are given with (a) three sides (SSS), or (b) two
sides and a known angle (SSA).

19
Component Method

A single vector V is usually divided into two vectors called components that
are perpendicular to each other. These components normally lie along the x-axis
(horizontal component, Vx) and y-axis (vertical component, Vy).

V V is the vector

Vy Vy = VsinƟ

Ɵ x Vx = VcosƟ
Vx
The signs of the horizontal and vertical components of a given vector vary
depending on the quadrant of the Cartesian coordinate system where the vector lies.
Thus, to represent a vector in component, it is written as V = (Vx, Vy).
Component method is used when more than two vectors are to be added.
Adding vectors using the component is achieved thru the following steps:
1. Express the given vectors into their horizontal and vertical components.
2. Obtain the algebraic sum of all the horizontal components, ∑ 𝑉𝑥 , as well as the sum
of all the vertical components, ∑ 𝑉𝑦 .
∑ 𝑉𝑥 = 𝑉𝑥1 + 𝑉𝑥2 + 𝑉𝑥3 + ⋯ + 𝑉𝑥𝑛

∑ 𝑉𝑦 = 𝑉𝑦1 + 𝑉𝑦2 + 𝑉𝑦3 + ⋯ + 𝑉𝑦𝑛

3. The magnitude of the resultant can be calculated using the Pythagorean Theorem
since the horizontal and vertical components are perpendicular to each other.
2 2
𝑅 = √(∑ 𝑉𝑥 ) + (∑ 𝑉𝑦 )

4. To solve for the angle that the resultant makes with the horizontal, use
∑ 𝑉𝑦 ∑ 𝑉𝑦
∅ = arctan |∑ | or ∅ = 𝑡𝑎𝑛−1 |∑ |
𝑉𝑥 𝑉𝑦

What’s More

Problem 3.1 Taking the Components

Yuri walks 50 m, 48˚ south of west. Find the (a) horizontal and vertical
components of his movement.
__________________________________________________________________________________
__________________________________________________________________________________

20
Problem 3.2 Exploring Mount Mantalingajan
__________________________________________________________________________________
__________________________________________________________________________________

You are hiking in Mount Mantalingajan, the highest peak in Palawan. You are
heading northeast from your base camp for 2.52 km. Then, you reach a river that is
too deep to cross, so you make a 90˚ left turn and hike another 3.17 km to reach a
bridge. How far away are you from your base camp?

What I Have Learned

Directions: Identify the following whether they are scalar or vector quantities. Write
your answer on the space provided
_____________1. 15 minute before lunch time

_____________2. 80˚ Fahrenheit

_____________3. 60 km/h due north

_____________4. 10 m away from the public market

_____________5. 300 N

Challenge Questions: (1) What is the main difference between scalar and vector
quantities? (2) Is it possible for a moving object to have a negative magnitude?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

What I Can Do

Getting to School: Starting from your house as your point of origin, trace your way
going to school. Perform an approximation for the displacement (distance with
direction) from one point to another. Take note of all the displacements you take
every time you change a direction. Using the polygon method in adding vectors,
calculate your resultant vector from your house to school. Do it in your notebook

21
 Assessment

Directions: Read the following questions carefully and choose the letter of the best
answer. Encircle the letter of the best answer.

1. If A and B are vectors and B = -A, which of the following is true?

a. The magnitude of B is equal to the negative of the magnitude of A.
b. A andB are perpendicular.
c. Thedirection angle of B is equal to thedirection angle of A plus 180˚.
d. A + B = 2A

2. The resultant of two vectors depends on the angle between them. Maximum
magnitude of the resultant is obtained if the angle between them is _______
a. at minimum (not zero) c. 90˚.
b. zero. d. 180˚.

3. A student adds two displacements with magnitudes of 3.0 m and 4.0 m,

respectively. Which could NOT be a possible choice for the magnitude of the
resultant?
a. 1.3 m c. 6.08 m
b. 5.0 m d. 7.0 m

4. On an axis in which moving from right to left is positive, what is the displacement
and distance of a student who walks 32 m to the right and then 17 m to the left?
a. Displacement is -15 m and distance is -49 m.
b. Displacement is -15 m and distance is 49 m.
c. Displacement is 15 m and distance is -49 m.
d. Displacement is 15 m and distance is 49 m.

5. Juan jogs 1.5 km along a straight path and then turns and jogs 2.4 km in the
opposite direction. He then turns back and jogs 0.7 km in the original direction. Let
Juan’s original direction be the positive direction. What are the displacement and
distance he jogged?
a. Displacement is 4.6 km and distance is -0.2 km.
b. Displacement is -0.2 km and distance is 4.6 km.
c. Displacement is 4.6 km and distance is 0.2 km.
d. Displacement is 0.2 km and distance is 4.6 km.

6. What is the difference between distance and displacement?

a. Distance has both magnitude and direction, while displacement has
magnitude but no direction.
b. Distance has magnitude but no direction, while displacement has both
magnitude and direction.
c. Distance has magnitude but no direction, while displacement has only
direction.
d. There is no difference. Both distance and displacement has magnitude have
magnitude and direction.
22
For Nos. 7-11. Name physical quantities that are scalar other than time and
temperature.
7. ____________________________________________________________________
8. ____________________________________________________________________
9. ____________________________________________________________________
10. ___________________________________________________________________
11. ___________________________________________________________________

For Nos. 12-13. A force of 20 N makes an angle of 30˚ with the x-axis. Find the
horizontal and vertical components.

For Nos. 14-15. A vector of 20 N makes an angle of 60˚ with the positive y-axis and
on the 2nd quadrant of the Cartesian system. What are the horizontal and vertical
components of the vector?

Additional Activities

Speed Limit: In the Philippines, the speed limit set on most highways is 60 km/h
while it is 100 km/h maximum on express ways. Convert these speed limits in meters
per second. Why is it that speed limit is higher in expressways?

Length Description: Which of the following describes a length that is 4.0 x 10-6 of a
meter?
a. 4.0 kilometers
b. 4.0 megameters
c. 4.0 decimeters
d. 4.0 micrometers
The Speed of Sound: Sound is measured at 342 m/s on a certain day. What is this
in km/h? Express your answer in scientific notation.
Keeping Yourself Fit: You are out for an early jog. You run 500 m north and 1200
m east. Then you decide to run farther and go 400 m southwest and 600 m west.
How far are you from your starting point and in what direction?

23
Additional Reading: Significant Figures

In reporting the final answer for a solved problem involving two or more quantities,
it is important to note the correct number of digits to keep. Things to remember in
dealing with significant figures:
• The number of significant figures is the number of reliably known digits.
• If a given number is an integer, it is with infinite precision. When someone
says he has two siblings, this means exactly two, no more and no less.
• Leading zeroes do not count as significant digits. 5.6 has the same significant
digits as 0.0000056. Significant digit is counted from the first non-zero digit.
• Trailing zeroes do count as significant digits. 400000000 has nine significant
digits. It implies greater precision.
• Numbers in scientific notation have as many significant figures as their
mantissa. The exponent has no influence.
• You can never have more significant figures in a result than you start with in
any of the factors of a multiplication or division.
• You can only add or subtract when there are significant figures for that place
in every number.

24
 25
Lesson 1
What’s In
Answers will vary according to the student’s details.
To convert age in seconds, age in years multiplied by
365 𝑑𝑎𝑦𝑠 24 ℎ𝑟𝑠 3600 𝑠𝑒𝑐𝑜𝑛𝑑𝑠
𝑥 𝑥 .
1 𝑦𝑒𝑎𝑟 1 𝑑𝑎𝑦 1 ℎ𝑟
100 𝑐𝑚
To convert height in centimeters, height in meters multiplied by .
1𝑚
To convert height in inches, height in meters multiplied by
100 𝑐𝑚 2.54 𝑖𝑛
𝑥 .
1𝑚 1 𝑐𝑚
1000 𝑔
To convert weight in grams, weight in kilograms multiplied by .
1 𝑘𝑔
2.2 𝑙𝑏𝑠
To convert weight in pounds, weight in kilograms multiplied by .
1 𝑘𝑔
What’s More
Problem 1.1. 0.0027 km2/person
Problem 1.2. Speed of light is 3 x 108 m/s.
What I Have Learned
1. British and Metric (SI)
2. Base units
3. Scientific notation
What I Can Do
Scientific notation enables us to write large numbers in a more
convenient way.
Assessment
1. D 6. C 11. B
2. C 7. B 12. D
3. A 8. C 13. C
4. D 9. C 14. C
5. A 10. B 15. C
What I Know
1. D 11. C
2. C 12. C
3. A 13. A
4. D 14. B
5. A 15. B
6. B
7. C
8. A
9. B
10. B
Answer Key
 26
Lesson 3
What’s In
Answers will vary depending on the
geographical location of the students.
What’s New
CAH is Cosine = Adjacent over Hypotenuse
TOA is Tangent = Opposite over Adjacent
COTAO is Cotangent = Adjacent over
Opposite
SECHA is Secant = Hypotenuse over
Adjacent
COSECHO is Cosecant = Hypotenuse over
Opposite
What’s More Lesson 2
Problem 3.1 Horizontal component Vx = What’s In
33.46 m; Vertical componennt Vy = 37.16 m The answers on the activity will vary
Problem 3.2 4.05 m (use phythagorean depending on the details of the
theorem since angle between the two vectors student.
is 90 degrees)
What I Have Learned What’s More
1. Scalar
Mean = 2.27
2. Scalar
Variance = 0.031
3. Vector
4. Vector Standard deviation = 0.176 or 0.18
5. Vector Measured period of the pendulum =
Challenge Questions 2.27 ± 0.18
1. Scalar quantity has magnitude while
vector quantity has both magnitude What I Have Learned
and direction. A. TRUE
2. No, magnitude can be zero but not B. FALSE
negative. C. FALSE
What I Can Do
D. FALSE
Answers will vary depending on the
geographical set-up of the students from
house to school. What I Can Do
Assessment The answers on the activity will vary
1. C depending on the details of the
2. C student.
3. A
4. B Assessment
5. B 1. B 11. 4%
6. B 2. C 12. 8%
7-11. Energy, Luminous intensity, Mass, 3. B 13. 2%
Amount of substance (mole), Electric
4. B 14. 4.98
current, Length
5. B 15. 0.0013
12. horizontal: 17.32 N
13. vertical: 15 N
6. B
14. horizontal: -15 N 7. 2%
15. vertical: 17.32 N 8. 6%
9. 2%
10. 4%
References
Bauer, W. & Westfall, G. (2016). General Physics 1. McGraw-Hill.

Esguerra, J. P. (2018). General Physics 1. Department of Education.

Urone, P. et.al. (

27
For inquiries or feedback, please write or call:

Department of Education – SDO Palawan

Curriculum Implementation Division Office

2nd Floor Deped Palawan Building
Telephone no. (048) 433-3292

Learning Resources Management Section

LRMS Building, PEO Compound
Telephone No. (048) 434-0099