APPLYING MEASUREMENTS IN

PHYSICS
for GENERAL PHYSICS 1/ Grade 12
Quarter 1/ Week 1

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 FOREWORD

This learning kit will serve as guide for learners into an in-depth
understanding of measurements in Physics. Physicists make observations
and ask basic questions like how big is an object? How much mass does it
have? How far did it travel? To answer these questions, they make
measurements with various instruments. There is a great deal in the
usefulness of measurements in daily life.

The topics herein include solving measurement problems involving

conversion of units and expression of measurements in scientific notation,
and differentiating accuracy and precision. When making careful
measurements, the goal is to reduce as many sources of error as possible
and to keep track of those errors that cannot be eliminated. Thus, it is useful
to know the types of errors that may occur, so that we may recognize them
when they arise. In understanding vectors, learners are expected to
distinguish a vector from a scalar quantity and perform addition of vectors.

This learning kit is carefully prepared with a set of activities guided

with contextualized discussions and illustrations that meet the standards of
the K to 12 Curriculum. In using this learning kit, learners will realize that
physics is a boundless discipline because it covers almost everything man
can imagine. The activities included herein are simple, readily
understandable, and easy to do. In doing so, learners will be given
opportunity to broaden their knowledge and enhance their resourcefulness
and creativity in performing activities provided to them. This will enable
them to develop their critical thinking skills. The mathematics involved is
simple and does not require students to be math wizards to fit into analyses.
It is hoped that their understanding of the basic concepts will benefit them
in many ways and the skills they acquired in using this kit may help them in
dealing with practical problems.

Learners are expected to learn from this kit and use this with utmost
care while learning from the discussions and tasks which they can apply in
their everyday activities. Everyone is capable of learning Physics especially
if one takes advantage of one’s unique way of learning.

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OBJECTIVES
At the end of the lesson, you should be able to:
K: identify experimental errors and how to estimate errors from multiple
measurements of a physical quantity using variance;
S: solve measurement problems involving conversion of units and
expression of measurements in scientific notation;
: demonstrate how to add vectors graphically and by component
method; and
A: explain the importance of measurements in daily life.

LEARNING COMPETENCIES
The learners solve measurement problems involving conversion of units
and expression of measurements in scientific notation (STEM_GP12EU-
Ia1).

The learners differentiate accuracy from precision (STEM_GP12EU-Ia2).

Differentiate random errors from systematic errors (STEM_GP12EU-Ia-3).

Estimate errors from multiple measurements of a physical quantity using

variance (STEM_GP12EU-Ia-5).

Differentiate vector and scalar quantities (STEM_GP12V-Ia-8).

Perform addition of vectors (STEM_GP12V-Ia-9).

Rewrite vectors in component form (STEM_GP12V-Ia-10).

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I. WHAT HAPPENED
Hi! My name is Rio. I will also be
learning with you as we do the
activities and tasks this week.
We are here to help you learn
so allow us to help you in
completing different activities
Hello STEMates ! we will meet along the way
Welcome to Physics
Can we expect a full blast of
Classroom. How are
energy and active
you today? By the
participation from you?
way, I am Nairobi. I
will help you learn
about
measurements.

That’s good to hear.

Come and let us join
hands in learning
measurements. Let’s
begin this with an
activity! Are you
ready?

PRE-TEST
Let’s test your stock knowledge!

A. Writing Numbers in Different Ways

Directions: Read the statements and write the numbers in scientific

notation on the space provided before each item.
_________ 1. The population of the world is about 7,117,000,000.
_________ 2. The distance from Earth to the Sun is about 92,960,000 miles.
_________ 3. The human body contains approximately 60,000,000,000,000 or
more cells.
_________ 4. The mass of a particle of dust is 0.000000000753 kg.
_________ 5. The length of the shortest wavelength of visible light (violet) is
0.0000004 meters.

Directions: Convert the following measurements. Write your solution on the

space provided. Do this in your Science Notebook/Answer Sheet.
1. 586 cm = ___m

2. 4.28 m = ___mm

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 3. 1396mg = ___kg

4. 1375L = ___kL

5. 12g = ___cg

B. Sorting Out Vectors and Scalars

Directions: Complete the data table below by sorting out the

quantities into scalar and vector. Write the words in their
appropriate boxes. Do this in your Science notebook/Activity Sheet.

Force Mass Distance Density Velocity

Acceleration Speed Temperature Time Direction

Scalar Vector

II. WHAT I NEED TO KNOW

DISCUSSION

Scientific Notation
Scientific notation offers a convenient way of expressing very large or
very small numbers. A positive number is written as a product of a number
between I and l0 and a power of 10. For example, 9.63 x 107 and 2.3 x 10-6 are
numbers written in scientific notation.

Standard notation to scientific notation

Convert each number to scientific notation.
a. 580,000,000,000m b. 0.000068g

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Solution:
a. Determine the power of l0 by counting the number of places that the
decimal must move so that there is a single nonzero digit to the left of the
decimal point (11 places). Since 580,000,000,000 is larger than 10, we use a
positive power of 10:
580,000,000,000m = 5.8 x 1011m
b. Determine the power of l0 by counting the number of places the decimal
must move so that there is a single nonzero digit to the left of the decimal
point (five places). Since 0.0000683 is smaller than l, we use a negative power
of l0:
0.0000683g = 6.83x10-5g

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 Accuracy and Precision
Two key aspects of the reliability of measurement outcomes are
accuracy and precision. These terms are often used and even defined
synonymously. By contrast, these terms are consistently differentiated in the
literature of engineering and the “hard sciences.

Accuracy

It refers to the closeness of the measurements to the true or accepted

value. A new spring balance is likely to be more accurate than an old spring
balance that has been used many times.

Figure 1. The accuracy of hits on the dartboards

Precision

It refers to the closeness of the measurements of the results to each

other. A physicist who frequently carries out a complex experiment is likely to
have more precise results than someone who is just learning the experiment.

Figure 2. The precision of hits on the dartboards

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 There are certain factors affecting the precision and accuracy of a
measurement. These are a.) measuring device used, b.) manner of
measurement, and c.) condition of the environment during measurement.

Degree of Accuracy and Precision

The center of the bull’s-eye represents the accepted value. The closer
a dart is to a bull’s-eye, the more accurate the throwing of the dart. The
closer the darts are to each other, the more precise the throws.

High accuracy and precision High accuracy; Low precision

Low accuracy; High precision Low accuracy and precision

It would be impossible to make a very precise measurement because

the instrument is very sensitive but have that same measurement be
inaccurate because the instrument was uncalibrated or you made a wrong
reading.

The precision of an instrument is limited by the smallest division on the

measurement scale while the accuracy of an instrument depends on how
well its performance compares to a currently accepted value.

Experimental Errors

All experimental uncertainty is due to either random errors or

systematic errors. Random errors are statistical fluctuations (in either direction)
in the measured data due to the precision limitations of the measurement
device.

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 Measurement errors may be classified as either random or systematic,
depending on how the measurement was obtained (an instrument could
cause a random error in one situation and a systematic error in another).

Random errors usually result from the experimenter’s inability to take the
same measurement in exactly the same way to get exact the same number.
Random errors are statistical fluctuations (in either direction) in the measured
data due to the precision limitations of the measurement device. Random
errors can be evaluated through statistical analysis and can be reduced by
averaging over a large number of observations.

Systematic errors, by contrast, are reproducible inaccuracies that are

consistently in the same direction. Systematic errors are often due to a
problem which persists throughout the entire experiment.

Systematic errors are reproducible inaccuracies that are consistently in

the same direction. These errors are difficult to detect and cannot be
analyzed statistically. If a systematic error is identified when calibrating
against a standard, applying a correction or correction factor to
compensate for the effect can reduce the bias. Unlike random errors,
systematic errors cannot be detected or reduced by increasing the number
of observations.

Source:https://lawrencekok.blogspot.com/2014/03/ib-chemistry-on-uncertainty-error.html

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 Source: https://lawrencekok.blogspot.com/2014/03/ib-chemistry-on-uncertainty-error.html

When making careful measurements, our goal is to reduce as many

sources of error as possible and to keep track of those errors that we cannot
eliminate. It is useful to know the types of errors that may occur, so that we
may recognize them when they arise. Common sources of error in physics
laboratory experiments are:

Incomplete definition (may be systematic or random) — One reason

that it is impossible to make exact measurements is that the measurement is
not always clearly defined. For example, if two different people measure the
length of the same string, they would probably get different results because
each person may stretch the string with a different tension. The best way to
minimize definition errors is to carefully consider and specify the conditions
that could affect the measurement.

Failure to account for a factor (usually systematic) — The most

challenging part of designing an experiment is trying to control or account for
all possible factors except the one independent variable that is being
analyzed. For instance, you may inadvertently ignore air resistance when
measuring free-fall acceleration, or you may fail to account for the effect of
the Earth's magnetic field when measuring the field near a small magnet. The

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best way to account for these sources of error is to brainstorm with your peers
about all the factors that could possibly affect your result.

Environmental factors (systematic or random) — Be aware of errors

introduced by your immediate working environment. You may need to take
account for or protect your experiment from vibrations, drafts, changes in
temperature, and electronic noise or other effects from nearby apparatus.

Instrument resolution (random) — All instruments have finite precision

that limits the ability to resolve small measurement differences. For instance, a
meter stick cannot be used to distinguish distances to a precision much
better than about half of its smallest scale division (0.5 mm in this case). One
of the best ways to obtain more precise measurements is to use a null
difference method instead of measuring a quantity directly.

Calibration (systematic) — Whenever possible, the calibration of an

instrument should be checked before taking data. If a calibration standard is
not available, the accuracy of the instrument should be checked by
comparing with another instrument that is at least as precise, or by consulting
the technical data provided by the manufacturer.

Zero offset (systematic) — When making a measurement with a

micrometer caliper, electronic balance, or electrical meter, always check
the zero reading first. Re-zero the instrument if possible, or at least measure
and record the zero offset so that readings can be corrected later. It is also a
good idea to check the zero reading throughout the experiment. Failure to
zero a device will result in a constant error that is more significant for smaller
measured values than for larger ones.

Physical variations (random) — It is always wise to obtain multiple

measurements over the widest range possible. Doing so often reveals
variations that might otherwise go undetected. These variations may call for
closer examination, or they may be combined to find an average value.

Parallax (systematic or random) — This error can occur whenever there

is some distance between the measuring scale and the indicator used to
obtain a measurement. If the observer's eye is not squarely aligned with the
pointer and scale, the reading may be too high or low (some analog meters
have mirrors to help with this alignment).

Instrument drift (systematic) — Most electronic instruments have

readings that drift over time. The amount of drift is generally not a concern,
but occasionally this source of error can be significant.

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 Lag time and hysteresis (systematic) — Some measuring devices
require time to reach equilibrium, and taking a measurement before the
instrument is stable will result in a measurement that is too high or low. A
common example is taking temperature readings with a thermometer that
has not reached thermal equilibrium with its environment. A similar effect is
hysteresis where the instrument readings lag behind and appear to have a
"memory" effect, as data are taken sequentially moving up or down through
a range of values. Hysteresis is most commonly associated with materials that
become magnetized when a changing magnetic field is applied.

Personal errors come from carelessness, poor technique, or bias on the

part of the experimenter. The experimenter may measure incorrectly, or may
use poor technique in taking a measurement, or may introduce a bias into
measurements by expecting (and inadvertently forcing) the results to agree
with the expected outcome.

For example, if you are trying to use a meter stick to measure the
diameter of a tennis ball, the uncertainty might be ± 5 mm, but if you used a
Vernier caliper (measuring tool), the uncertainty could be reduced to maybe
± 2 mm. The limiting factor with the meter stick is parallax, while the second
case is limited by ambiguity in the definition of the tennis ball's diameter (it's
fuzzy!). In both of these cases, the uncertainty is greater than the smallest
divisions marked on the measuring tool (likely 1 mm and 0.05 mm
respectively).

Unfortunately, there is no general rule for determining the uncertainty in

all measurements.
Experimental Errors

Systematic Random
Errors Errors

Reduces Accuracy Reduces Reliability

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

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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.

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).

Observation Width (cm)

#1 31.33
#2 31.15
#3 31.26
#4 31.02
#5 31.20

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?

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 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.

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.

To calculate the standard deviation for a sample of N measurements:

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 𝑥̅ . Then each deviation is given by 𝛿𝑥𝑖 = 𝑥𝑖 − 𝑥,
̅ 𝑓𝑜𝑟 𝑖 = 1,2, . . . , 𝑁. The
standard deviation is:

In our previous example, the average width 𝑥̅ is 31.19 cm. The

deviations are:

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 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.

Identifying Scalars and Vectors

Physical quantities can be specified completely by giving a single

number and the appropriate unit. For example, “a TV program lasts 40 min” or
“the water tumbler holds 500 mL” or “the distance between two posts is 50
m.” A physical quantity that can be specified completely in this manner is
called a scalar quantity. A scalar is a quantity that is completely specified by
its magnitude and has no direction. Examples of scalars are mass, volume,
distance, temperature, energy, and time.

When giving someone directions to your house, you must include both
the distance and the direction. The information “two kilometers north” is an
example of a vector. A vector is a quantity that includes both a magnitude
and a direction. Other examples of vectors are velocity, acceleration, and
force.

Vectors are arrows that represent two pieces of information: a

magnitude value (the length of the arrow) and a directional value (the way
the arrow is pointed). In terms of movement, the information contained in the
vector is the distance traveled and the direction traveled. Vectors give us a
graphical method to calculate the sum of several simultaneous movements.

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 We draw a vector from the initial point or origin (called the “tail” of a
vector) to the end or terminal point (called the “head” of a vector), marked
by an arrowhead. Magnitude is the length of a vector and is always a positive
scalar quantity.
To sum it up, a vector quantity has a direction and a magnitude, while
a scalar has only a magnitude. You can tell if a quantity is a vector by
whether it has a direction associated with it.

Adding Vectors Using Pythagorean theorem

Consider the following examples below.

Example 1: Blog walks 35 m East, rests for 20 s and then walks 25 m East.
What is Blog’s overall displacement?
Solve graphically by drawing a scale diagram.

1 cm = 10 m

Place vectors head to tail and measure the resultant vector.

Solve algebraically by adding the two magnitudes. We can only do

this because the vectors are in the same direction.
R= 35 m East + 25 m East = 60 m East
Example 2: Blog walks 35 m [E], rests for 20 s and then walks 25 m [W].
What is Blog’s overall displacement?

x + x
1 2

Using algebraic solution, we can still add the two magnitudes. We can
only do this because the vectors are parallel. We must make one vector
negative to indicate opposite direction.

R= 35 m East + 25 m West
= 35 m East + – 25 m East
= 10 m East (Note that 25 m West is the same as – 25 m East)
If the vectors occur such that they are perpendicular to one another,
the Pythagorean theorem may be used to determine the resultant.

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 Example 3: Eric leaves the base camp and hikes 11 km, north and
then hikes 11 km east. Determine Eric's resulting displacement.

This problem asks to determine the result of adding two displacement

vectors that are at right angles to each other. This can be added together
to produce a resultant vector that is directed both north and east. When the
two vectors are added head-to-tail as shown below, the resultant is the
hypotenuse of a right triangle. The resultant can be determined using the
Pythagorean theorem; it has a magnitude of 15.6 km.

Source: https://www.physicsclassroom.com

The Pythagorean theorem works when the two added vectors are at
right angles to one another - such as for adding a north vector and an east
vector.

Consider the vector addition problem:

Example 4:
A student drives his car 6.0 km, North before making a right-hand turn
and driving 6.0 km to the East. Finally, the student makes a left-hand turn and
travels another 2.0 km to the north. What is the magnitude of the overall
displacement of the student?
When these three vectors are added together in head-to-tail fashion,
the resultant is a vector that extends from the tail of the first vector (6.0 km,
North, shown in red) to the arrowhead of the third vector (2.0 km, North,
shown in green). The head-to-tail vector addition diagram is shown below.

Source: https://www.physicsclassroom.com

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 The resultant vector (drawn in black) is not the hypotenuse of any right
triangle yet it would be possible to force this resultant vector to be the
hypotenuse of a right triangle. To do so, the order in which the three vectors
are added must be changed. The vectors above were drawn in the order in
which they were driven. But if the three vectors are added in the order 6.0 km,
N + 2.0 km, N + 6.0 km, E, then the diagram will look like this:

Source: https://www.physicsclassroom.com

After rearranging the order in which the three vectors are added, the
resultant vector is now the hypotenuse of a right triangle. The lengths of the
perpendicular sides of the right triangle are 8.0 m, North (6.0 km + 2.0 km)
and 6.0 km, East. The magnitude of the resultant vector (R) can be
determined using the Pythagorean theorem.

𝑅2 = (8.0 𝑘𝑚)2 + (6.0 𝑘𝑚)2

𝑅2 = 64.0 𝑘𝑚 + 36.0 𝑘𝑚
𝑅2 = 100.0 𝑘𝑚
√𝑅2 = √100.0 𝑘𝑚2
𝑹 = 𝟏𝟎. 𝟎 𝒌𝒎

The size of the resultant was not affected by this change in order. This
illustrates that the resultant is independent by the order in which they are
added. Adding vectors A + B + C gives the same resultant as adding
vectors B + A + C or even C + B + A as long as all three vectors are included
with their specified magnitude and direction, the resultant will be the same.
This means that vector addition is commutative (the order of addition is
unimportant).
The direction of a resultant vector can often be determined by use of
trigonometric functions. Recall the meaning of the useful mnemonic SOH CAH
TOA of the three common trigonometric functions - sine, cosine, and tangent
functions. These three trigonometric functions can be applied to the hiker
problem to determine the direction of the hiker's overall displacement. The
process begins by the selection of one of the two angles (other than the right
angle) of the triangle. Once the angle is selected, any of the three functions
can be used to find the measure of the angle. Write the function and
proceed with the proper algebraic steps to solve for the measure of the
angle. The work is shown below.

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 Source: https://www.physicsclassroom.com

Vector Addition: Component Method

When vectors to be added are not perpendicular, the method of

addition by components described below can be used. To add two or more
vectors A, B, C, … by the component method, follow this procedure:

1. Draw each vector.

2. Find the x- and y- components of each vector.

3. Find the sum of the x- components.

⃗𝒙= 𝒗
∑𝒗 ⃗ 𝟏𝒙 + 𝒗
⃗ 𝟐𝒙 + 𝒗
⃗ 𝟑𝒙

4. Find the sum of the y- components.

⃗𝒚= 𝒗
∑𝒗 ⃗ 𝟏𝒚 + 𝒗
⃗ 𝟐𝒚 + 𝒗
⃗ 𝟑𝒚

5. Use the sum of the x- components and the sum of the y- components
to find the resultant (magnitude) and its angle (direction).

• Magnitude: (𝒗
⃗ 𝑹 )𝟐 = (∑𝒗
⃗ 𝒙 )𝟐 + (∑𝒗
⃗ 𝒚 )𝟐

• Direction: Use any of the trigonometric functions: sine, cosine,

tangent

Example 5: An ant crawls on a tabletop. It moves 2 cm East, turns 3 cm

400 Northof East and finally moves 2.5 cm North. What is the ant’s total
displacement?

Given: ⃗𝒅𝟏 = 𝟐 𝒄𝒎 𝑬 ⃗𝒅𝟐 = 𝟑 𝒄𝒎 𝟒𝟎𝟎 𝑵𝑬 ⃗𝒅𝟑 = 𝟐. 𝟓 𝒄𝒎 𝑵

Find: 𝒅𝑹

19
Solution:

Step 1: Draw the vectors

Step 2: The 2-cm vector has no component along the y-axis and the
2.5 cm has no component along the x- axis. The components
of the 3 cm vector are found this way,

⃗𝒅𝟐𝒚
𝐬𝐢𝐧 𝟒𝟎𝟎 =
𝟑 𝒄𝒎
⃗𝒅𝟐𝒚 = (𝟑 𝒄𝒎)(𝐬𝐢𝐧 𝟒𝟎𝟎 )
= (𝟑 𝒄𝒎)(𝟎. 𝟔𝟒)
⃗ 𝟐𝒚 = 𝟏. 𝟗𝟐 𝒄𝒎
𝒅

⃗𝒅𝟐𝒙
𝐜𝐨𝐬 𝟒𝟎𝟎 =
𝟑 𝒄𝒎
⃗ 𝟐𝒙 = (𝟑 𝒄𝒎)(𝐜𝐨𝐬 𝟒𝟎𝟎 )
𝒅
= (𝟑 𝒄𝒎)(𝟎. 𝟕𝟕)
⃗ 𝟐𝒙 = 𝟐. 𝟑𝟏 𝒄𝒎
𝒅

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To show the components of the vectors, you may present them in a table.

Vector dx dy

2 cm E 2.00 cm 0

3 cm 40O NE 2.31 cm 1.92 cm

2.5 cm N 0 2.50 cm

∑ dx = 4.31 cm ∑ dy = 4.42 cm

Step 3: If the sum of the components on each axis is drawn, we get

this figure

Use the Pythagorean theorem to solve for the magnitude of the

resultant.

(dR)2 = (∑ dx)2 + (∑ dy)2

= (4. 311 cm) 2 + (4.42 cm)2

dR = √ 18.58 cm 2 + 19.54 cm 2

= √ 38. 12 cm2

dR = 6.17 cm

To solve for the direction, Θ,

tan Θ = 4.42 cm
4.31 cm
= 1.03
Θ = 45.85 o

Therefore, the final displacement is … dR = 6.17 cm 45.85 o NE.

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 To add vectors that are not in the same or perpendicular directions, we
use method of components. All vectors can be described in terms of two
components called the x component and the y component. Adding the
vectors graphically using their components produces the same result.
Components can be added using math methods because all x components
are in the same plane as are all y components. Furthermore, x and y
components are perpendicular and can be added to each other using
Pythagorean theorem.

Activity:

A. Brain Exercises. Perform these operations using scientific notation. Write

your solutions in your notebook.
1. 4.35cm – 0.615cm + 33.7cm
2. 14.08N x 0.52m
3. 50N ÷ (2.4m x 0.008m)
B. Solve the following problem and write your answer in your notebook.
1. How heavy in kilogram is a 180lb football player?
2. How many mL are in 0.037 quartz?

C. Distinguishing between Vector and Scalar Quantities

Directions: Classify each quantity as either a vector or a scalar quantity.
Put a check mark in the appropriate box. Do this in your Science
notebook/Answer Sheet.

VECTOR SCALAR
10 meters
1600 calories
20 degrees Celsius
40 m/sec, East
520 bytes
5 mi., South
Northwest

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 D. Adding Vectors Using the Component Method

Directions: Solve the given problem. Show your solution in your

notebook.

Problem: Vicky walks 8 km East, then 5 km South and finally 6 km West.

Find her final displacement.

The table below shows the components of the vectors.

Vector dx dy

8 km E 8 km 0

5 km S 0 - 5 km

6 km W -6 km 0

∑ dx = ?? ∑ dy = ??

Performance Task:

Activity 1: Measurements
Directions: Do the activities below. Write your answers of the questions
given in your Science notebook.

Materials
Book
Ruler

Procedure
1. Measure the length, width, and thickness of a book, and record the
results on the following table.

Questions
1. How many significant figures did you use in reporting your
measurements?

23
 2. Are the results of each measurement (length, width or thickness) close
to each other?
3. Were the measurements accurate or precise?

Measure the actual length, width, and thickness of the book, and compare
the results with this value.

1. Are the results of each measurement (length, width, or thickness) close

to the true value?
2. Were the measurements accurate or precise?

Activity 2:

Materials Needed:
• Small Ball (You can use paper ball)
• Stop watch (You can use stop watch of the cellphone, watch)
• Paper and pen
Procedure:
1. Prepare the necessary materials.
2. Get a pen and paper and copy the table below.
3. Get the initial data. Throw the ball upward and use the stop
watch to get the time in which the ball reaches the ground.
4. Input the initial data per second.
Initial Data:_________seconds

Trial 1 Trial 2 Trial 3 Trial 4 Trial 5

5. After 3 minutes, throw the ball again to get the data for Trial 1.
6. Repeat the step 5 for the succeeding trials.
Example:
Initial Data: 6 seconds

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 Trial 1 Trial 2 Trial 3 Trial 4 Trial 5

5 seconds 4 seconds 7 seconds 3 seconds 6 seconds

*Please observe the data on the table.

Guide Questions:
1. What can you observe on the data you’ve gathered?
2. Why do you think the data is not consistent?

III. WHAT I HAVE LEARNED

EVALUATION/POST TEST

A. Directions: Read the statements and write the numbers in scientific

notation on the space provided before each item. Write your answers
in your notebook.
_________ 1. The population of the world is about 7,117,000,000.
_________ 2. The distance from Earth to the Sun is about 92,960,000 miles.
_________ 3. The human body contains approximately 60,000,000,000,000 or
more cells.
_________ 4. The mass of a particle of dust is 0.000000000753 kg.
_________ 5. The length of the shortest wavelength of visible light (violet) is
0.0000004 meters.

B. Convert the following measurements. Write your solutions in your

notebook.
1. 586 cm = ___m
2. 4.28 m = ___mm
3. 1396mg = ___kg
4. 1375L = ___kL
5. 12g = ___cg

C. List down at least 2 common sources of errors and how to prevent

them.
Example of Systematic Error Example of Random Error
(1) (1)

(2) (2)

D. Solve the given problem below. Write your answers in your notebook.
Merly leaves her house, drives 26 km due North, then turns onto a street
and continues in a direction 30O NE for 35 km and finally turns onto the
highway due East for 40 km. What is her total displacement from her house?

25
REFERENCES

College Physics Labs Mechanics, The University of North Carolina at Chapel

Hill, accessed July 16, 2020,
https://www.webassign.net/question_assets/unccolphysmechl1/measur
ements/manual.html

Lawrence Kok, “IB Chemistry on Uncertainty, Error Analysis, Random and

Systematic Error”, accessed July 16, 2020,
https://lawrencekok.blogspot.com/2014/03/ib-chemistry-on-uncertainty-
error.html

Padua, A., and Crisostomo, R. (2003). Practical and Explorational Physics.

Vibal Publishing House Inc.: Quezon City.

https://www.physicsclassroom.com/class/vectors/Lesson-1/Component-
Addition

https://courses.lumenlearning.com/suny-osuniversityphysics/chapter/2-1-
scalars-and-vectors/

26
 DEPARTMENT OF EDUCATION
Division of Negros Oriental

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

FAY C. LUAREZ, TM, Ed.D., Ph.D.

OIC - Assistant Schools Division Superintendent Acting CID Chief

ADOLF P. AGUILAR
Assistant Schools Division Superintendent

NILITA L. RAGAY, Ed.D.

Assistant Schools Division Superintendent

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ARNOLD R. JUNGCO
PSDS – Division Science Coordinator

MARICEL S. RASID
Librarian II (LRMDS)
ELMAR L. CABRERA
PDO II (LRMDS)
ROSEWIN P. ROCERO
THOMAS JOGIE U. TOLEDO
ANDRE ARIEL B. CADIVIDA
Writers

ROSEWIN P. ROCERO
Illustrator/Lay-out Artist
_________________________________

BETA QA TEAM
ZENAIDA A. ACADEMIA
DORIN FAYE D. CADAYDAY
MERCY G. DAGOY
RANJEL D. ESTIMAR
MARIA SALOME B. GOMEZ
JUSTIN PAUL ARSENIO C. KINAMOT
ARJIE T. PALUMPA

ALPHA QA TEAM
LIEZEL A. AGOR
EUFRATES G. ANSOK JR.
JOAN Y. BUBULI
MA. OFELIA I. BUSCATO
DEXTER D. PAIRA
LIELIN A. DE LA ZERNA

DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible learning
modality to the teachers and learners of the Division of Negros Oriental. The contents of this module are carefully
researched, chosen, and evaluated to comply with the set learning competencies. The writers and evaluator were
clearly instructed to give credits to information and illustrations used to substantiate this material. All content is subject
to copyright and may not be reproduced in any form without expressed written consent from the division.

27
SYNOPSIS ANSWER KEY
This self-learning kit discusses
the following topics: estimating errors
from multiple measurements of a
physical quantity using variance,
differentiating accuracy from
precision, and systematic from
random errors, vector from scalar
quantities. Further, learners are
expected to develop their scientific
abilities and critical thinking skills as
they perform various problem-solving
activities involving conversion of units
and scientific notation and addition
of vectors.

This Self-Learning Kit is

developed to help learners on their
self-study habit. The discussions herein
are contextualized and thus meet the
standards of the K12 curriculum.
Hence, this learning kit serves as their
way of expanding their knowledge of
the things in nature and apply these
in daily lives.

Come and let us make learning fun.

THE AUTHORS
ROSEWIN P. ROCERO is a Senior High School teacher of Sta. Catalina
Science High School. She is a part-time instructor of NORSU- Bayawan-
Sta. Catalina Campus. She earned her Bachelor of Science in Bilogy from
NORSU Main Campus and she is currently finishing her post-graduate
studies in Master of Arts in Science Teaching.

THOMAS JOGIE U. TOLEDO finish his course at Negros Oriental State

University with a degree of Bachelor of Secondary Education major in
Biological Science last 2015. A Senior High Teacher II at Sumaliring High
School and District Planning Coordinator of Siaton 1 District. Currently, he
is finishing his master’s degree, Masters of Art in Science Teaching at
Negros Oriental State University.

ANDRE ARIEL B. CADIVIDA finished Bachelor of Science in Biology at

Negros Oriental State University Main Campus in 2013. He is currently
teaching at Cansal-ing Provincial Community High School as a senior
high teacher, library designate and the focal person of the senior high
department. He is currently completing Master of Arts in Science
Teaching at Negros Oriental State University.

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