ADMModule - STEM - GP12EU-Ia-6

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General Physics1
Quarter 1 – Module 1:
Title: Measurements
Science – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 1: Measurements
First Edition, 2020
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12
General Physics1
Quarter 1 – Module 1:
Measurements
Introductory Message
For the facilitator:
Welcome to the General Physics 1 12 Alternative Delivery Mode (ADM) Module on

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

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

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

Measurements!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
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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
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the module.
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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.
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introduced to you in various ways such as a
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the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More This comprises activities for independent

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

sentence/paragraph to be filled in to
process what you learned from the lesson.
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help you transfer your new knowledge or
3
skill into real life situations or concerns.
Assessment This is a task which aims to evaluate your

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

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

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

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

 Lesson 1 – Uncertainty of Derived Quantity
After going through this module, you are expected to:

1. Estimate the uncertainty of a derived quantity from the estimated values and
uncertainties of directly measured quantities.
5
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. One of the physical quantities which is not a derived quantity

a. acceleration b. force c. length d. velocity
2. This quantity is the combination of fundamental quantities using the

mathematical operations of multiplication and division.
a. base quantity b. derive quantity c. physical quantity d. SI
3. The following are examples of derived quantities EXCEPT

a. electrical quantity b. energy c. momentum d. power
4. The following quantity are examples of fundamental quantity EXCEPT

a. electrical quantity b. luminous intensity c. speed d. time
5. Multiplying width and length, and then height with the answer will give
us the
a. area b. volume c. density d. mass
6. If we multiply length with width, we get the
a. area b. volume c. mass d. weight
7. For large areas such as a town, the unit of area used is
a. sq. m b. sq. km c. sq. ft d. sq. yds.
6
8. If we divide 1km into 1000 equal parts, each part will be equal to
a. 1m b. 1dm c. 1cm d. 1mi
9. From the various combinations of ________ derived units are obtained

a. 2 c. fundamental units
b. electrical quantities d. metric prefixes
10. What is another name for fundamental units?

a. atoms b. base units c. letter symbols d. the metric system
11. Rank the following measurements in order from the most precise to the
least precise based on the relative uncertainty implied by each value: 9.7
m, 13 m, 1.45 m, 2.1 m, 0.005 m (A > B means A is more precise than
B, and A = B indicates equal precision)
a. 0.005 > 1.45 > 9.7 = 2.1 > 13
b. 0.005 > 1.45 > 2.1 > 9.7 > 13
c. 1.45 > 9.7 = 13 = 2.1 > 0.005
d. 1.45 > 9.7 > 2.1 > 13 > 0.005
12. A group of students are told to use a meter stick to find the length of a
hallway. They make 6 independent measurements: 4.402 m, 4.217 m,
4.345 m, 4.925 m, 4.372 m, 4.289 m. How should they report their best
estimate of the length of the hallway?
a. L = 4.33 ± 0.03 m
b. L = 4.43 ± 0.25 m
c. L = 4.325 ± 0.073 m
d. L = 4.425 ± 0.104 m
7
13. A student performs a simple experiment to find the average acceleration

of a falling object. He drops a baseball from a building and uses a string
and meter stick to measure the height the ball was dropped. He uses a
stopwatch to find an average time of fall for 3 trials from the same height
and reports the following data: h = 5.25 ± 0.15 m, t = 1.14 ± 0.06 s. Use the
equation a = 2h/t2 to determine the average acceleration and its
uncertainty.
a) 8.08 ± 0.1 m/s2
b) 8.08 ± 0.88 m/s2
c) 8.08 ± 0.06 m/s2
d) 8.1 ± 0.9 m/s2

and reports the following data: h = 5.25 ± 0.15 m, t = 1.14 ± 0.06 s.
Comment on the accuracy of the acceleration result. Do you think the
student made any mistakes?
a) The uncertainty is high; probably a mistake in height measurement or
reaction time with stopwatch.
b) Although a < g, the result seems reasonably accurate since air resistance
would reduce the ball's acceleration.
c) The result does not agree with 9.8 m/s2, so the student must have made
a mistake.
d) The result can only be as accurate as the measurements; cannot tell if a
mistake was made.
15. A student uses a protractor to measure an angle to be A = 82 o ±

1o. What should she report for sin(A)?
a) sin(A) = 1.0 ± 0.2
b) sin(A) = 0.99 ± 0.02
8
c) sin(A) = 0.990 ± 0.002

d) sin(A) = 0.9903 ± 0.0024
Lesson
1 Measurement
Derived quantities, are defined in terms of the seven base quantities via a system of
quantity equations. The SI derived units for these derived quantities are obtained
from these equations and the seven SI base units.
What’s In
Illustrate the accepted value, experimental value and percentage error of

measurement.
Notes to the Teacher

It is significant that learners had background on fundamental
quantities.
9
What’s New
Derived Quantities
Derived quantities are quantities that are calculated from two or more
measurements. Derived quantities cannot be measured directly. They can only be
computed. Many derived quantities are calculated in physical science. Three
examples are area, volume, and density.
Table of Derived Quantities
Expression in terms
Derived Quantity Name
of SI units
area square meter m2
volume cubic meter m3
speed, velocity meter per second m/s
acceleration meter per second squared m/s2
mass density kilogram per cubic meter kg/m3
force newton (N) m·kg·s2
pressure pascal m-1·kg·s2
energy, work joule (J) N-m m2·kg·s2
electric potential volt (V) m2·kg·s-3·A-1
current density ampere per square meter A/m-2
electric resistance Ohm m2·kg·s3·A-2
dynamic viscosity pascal second m-1·kg·s3
surface tension newton/meter m·kg·s-2/m
magnetic field strength ampere per meter A/m
electric charge Coulomb (C) s·A
10
Calculating Area
The area of a surface is how much space it covers. It’s easy to calculate the area of
a surface if it has a regular shape, such as the blue rectangle in the sketch below.
You simply substitute measurements of the surface into the correct formula. To
find the area of a rectangular surface, use this formula:
Area (rectangular surface) = length × width (l × w)
Download from https://flexbooks.ck12.org/cbook/ck-12-middle-school-physical-science-flexbook-

2.0/section/1.27/primary/lesson/calculating-derived-quantities-ms-ps
What is the area of the blue rectangle?

Substitute the values for the rectangle’s length and width into the formula for area:
Area = 9 cm × 5 cm = 45 cm2
Can you use this formula to find the area of a square surface?
Yes, you can. A square has four sides that are all the same length, so you would
substitute the same value for both length and width in the formula for the area of a
rectangle.
Calculating Volume
The volume of a solid object is how much space it takes up. It’s easy to calculate
the volume of a solid if it has a simple, regular shape, such as the rectangular solid
pictured in the sketch below. To find the volume of a rectangular solid, use this
formula:
Volume (rectangular solid) = length × width × height (l × w × h)
11
https://flexbooks.ck12.org/cbook/ck-12-middle-school-physical-science-flexbook-
2.0/section/1.27/primary/lesson/calculating-derived-quantities-ms-ps
What is the volume of the blue rectangular solid?

Substitute the values for the rectangular solid’s length, width, and height into the
formula for volume:
Volume = 10 cm × 3 cm × 5 cm = 150 cm 3
Calculating Density
Density is a quantity that expresses how much matter is packed into a given space.
The amount of matter is its mass, and the space it takes up is its volume. To
calculate the density of an object, then, you would use this formula:
Density = mass / volume
The volume of the blue rectangular solid above is 150 cm3. If it has a mass of 300
g, what is its density?
The density of the rectangular solid is:
Density = 300 g / 150 cm3 = 2 g/cm3
Suppose you have two boxes that are the same size but one box is full of feathers
and the other box is full of books. Which box has greater density?
Both boxes have the same volume because they are the same size. However, the
books have greater mass than the feathers. Therefore, the box of books has greater
density.
12
Units of Derived Quantities

A given derived quantity, such as area, is always expressed in the same type of
units. For example, area is always expressed in squared units, such as cm 2 or m2.
If you calculate area and your answer isn’t in squared units, then you have made
an error.
What units are used to express volume?
Volume is expressed in cubed units, such as cm 3 or m3.
A certain derived quantity is expressed in the units kg/m 3. Which derived quantity
is it?
The derived quantity is density, which is mass (kg) divided by volume (m 3).
13
What is It
Best Estimate ± Uncertainty

When scientists make a measurement or calculate some quantity from their data,
they generally assume that some exact or "true value" exists based on how they
define what is being measured (or calculated). Scientists reporting their results
usually specify a range of values that they expect this "true value" to fall within.
The most common way to show the range of values is:
measurement = best estimate ± uncertainty
Example: a measurement of 5.07 g ± 0.02 g means that the experimenter is
confident that the actual value for the quantity being measured lies between 5.05 g
and 5.09 g. The uncertainty is the experimenter's best estimate of how far an
experimental quantity might be from the "true value." (The art of estimating this
uncertainty is what error analysis is all about).
How many digits should be kept?

Experimental uncertainties should be rounded to one significant
figure. Experimental uncertainties are, by nature, inexact. Uncertainties are almost
always quoted to one significant digit (example: ±0.05 s). If the uncertainty starts
with a one, some scientists quote the uncertainty to two significant digits (example:
±0.0012 kg).
Wrong: 52.3 cm ± 4.1 cm
Correct: 52 cm ± 4 cm
Always round the experimental measurement or result to the same decimal place
as the uncertainty. It would be confusing (and perhaps dishonest) to suggest that
you knew the digit in the hundredths (or thousandths) place when you admit that
you unsure of the tenths place.
Wrong: 1.237 s ± 0.1 s
Correct: 1.2 s ± 0.1 s
Comparing experimentally determined numbers

Uncertainty estimates are crucial for comparing experimental numbers. Are the
measurements 0.86 s and 0.98 s the same or different? The answer depends on
how exact these two numbers are. If the uncertainty too large, it is impossible to
say whether the difference between the two numbers is real or just due to sloppy
measurements. That's why estimating uncertainty is so important!
Measurements don't 0.86 s ± 0.02 s and 0.98
14
agree s ± 0.02 s
0.86 s ± 0.08 s and 0.98

Measurements agree
s ± 0.08 s
If the ranges of two measured values don't overlap, the measurements

are discrepant (the two numbers don't agree). If the ranges overlap, the
measurements are said to be consistent.
Estimating uncertainty from a single measurement

In many circumstances, a single measurement of a quantity is often sufficient for
the purposes of the measurement being taken. But if you only take one
measurement, how can you estimate the uncertainty in that
measurement? Estimating the uncertainty in a single measurement
requires judgement on the part of the experimenter. The uncertainty of a single
measurement is limited by the precision and accuracy of the measuring
instrument, along with any other factors that might affect the ability of the
experimenter to make the measurement and it is up to the experimenter to
estimate the uncertainty.
15
What’s More
1. The radius of a solid sphere is measured to be (6.5 ± 0.2) cm. Determine the
volume of the sphere with its uncertainty.
2. A resistor is marked as having a value of 5.9 Ω ± 2%. The power P dissipated
in the resistor, when connected in a simple electrical circuit, was to be
calculated from the current in the resistor, which measured as (1.40 ± 0.05)
mA. What is the value of calculated P together with its associated
uncertainty?
3. A car accelerates uniformly from rest and travels a distance of (100 ± 1) m.
If the acceleration of the car is (6.5 ± 0.5) m/s2, what would be its final
velocity, together with its associated uncertainty, at the end of the distance
covered?
16
What I Have Learned
1. Derived quantities are quantities that are calculated from two or more
measurements. Derived quantities cannot be measured directly. They can
only be computed.
2. Experimental uncertainties should be rounded to one significant figure.
3. Estimating the uncertainty in a single measurement
requires judgement on the part of the experimenter.
4. The uncertainty of a single measurement is limited by the precision and
accuracy of the measuring instrument, along with any other factors that
might affect the ability of the experimenter to make the measurement and it
is up to the experimenter to estimate the uncertainty.
17
What I Can Do
Relate the topic on uncertainty in derived quantities on estimation of time as

you go to school everyday to avoid being late from the class or the habitual
tardiness in you class or any event in your life. Cite techniques to apply
uncertainty in derived quantities.
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. One of the physical quantities which is not a derived quantity

a. acceleration b. force c. length d. velocity
2. This quantity is the combination of fundamental quantities using the

mathematical operations of multiplication and division.
a. base quantity b. derive quantity c. physical quantity d. SI
3. The following are examples of derived quantities EXCEPT

a. electrical quantity b. energy c. momentum d. power
4. The following quantity are examples of fundamental quantity EXCEPT

a. electrical quantity b. luminous intensity c. speed d. time
5. Multiplying width and length, and then height with the answer will give
us the
a. area b. volume c. density d. mass
18
6. If we multiply length with width, we get the
a. area b. volume c. mass d. weight
7. For large areas such as a town, the unit of area used is
a. sq. m b. sq. km c. sq. ft d. sq. yds.
8. If we divide 1km into 1000 equal parts, each part will be equal to
a. 1m b. 1dm c. 1cm d. 1mi
9. From the various combinations of ________ derived units are obtained

a. 2 c. fundamental units
b. electrical quantities d. metric prefixes
10. What is another name for fundamental units?

a. atoms b. base units c. letter symbols d. the metric system
11. Rank the following measurements in order from the most precise to the
least precise based on the relative uncertainty implied by each value: 9.7
m, 13 m, 1.45 m, 2.1 m, 0.005 m (A > B means A is more precise than
B, and A = B indicates equal precision)
a. 0.005 > 1.45 > 9.7 = 2.1 > 13
b. 0.005 > 1.45 > 2.1 > 9.7 > 13
c. 1.45 > 9.7 = 13 = 2.1 > 0.005
d. 1.45 > 9.7 > 2.1 > 13 > 0.005
19
12. A group of students are told to use a meter stick to find the length of a
hallway. They make 6 independent measurements: 4.402 m, 4.217 m,
4.345 m, 4.925 m, 4.372 m, 4.289 m. How should they report their best
estimate of the length of the hallway?
a. L = 4.33 ± 0.03 m
b. L = 4.43 ± 0.25 m
c. L = 4.325 ± 0.073 m
d. L = 4.425 ± 0.104 m

and reports the following data: h = 5.25 ± 0.15 m, t = 1.14 ± 0.06 s. Use the
equation a = 2h/t2 to determine the average acceleration and its
uncertainty.
a. 8.08 ± 0.1 m/s2
b. 8.08 ± 0.88 m/s2
c. 8.08 ± 0.06 m/s2
d. 8.1 ± 0.9 m/s2

and reports the following data: h = 5.25 ± 0.15 m, t = 1.14 ± 0.06 s.
Comment on the accuracy of the acceleration result. Do you think the
student made any mistakes?
a. The uncertainty is high; probably a mistake in height measurement or
reaction time with stopwatch.
b. Although a < g, the result seems reasonably accurate since air resistance
would reduce the ball's acceleration.
c. The result does not agree with 9.8 m/s2, so the student must have made
a mistake.
20
d. The result can only be as accurate as the measurements; cannot tell if a

mistake was made.
15. A student uses a protractor to measure an angle to be A = 82 o ±

1o. What should she report for sin(A)?
a. sin(A) = 1.0 ± 0.2
b. sin(A) = 0.99 ± 0.02
c. sin(A) = 0.990 ± 0.002
d. sin(A) = 0.9903 ± 0.0024
21
Additional Activities
Downloaded from
https://www.google.com.ph/search?q=activities+on+uncertainty+of+derived+quantities&tbm=isch&so
urce=iu&ictx=1&fir=rHYX6RtUSlXrnM%253A%252CK9CP6tM6nNLq0M%252C_&vet=1&usg=AI4_-
kRBcHdR-
O2MgISQazL0etYixmxKwQ&sa=X&ved=2ahUKEwiXqK6I6Z7pAhXW7GEKHfpzA1oQ9QEwAnoECAkQC
Q#imgrc=6MpToAzhW0vtwM
22
23
What I Know What's More Assessment
1. C 1. V = 4/3  6.5 ± .02 1. C
2. B 2. B
2. P = (1.40  .05 mA)2 3. A
3. A
4. C (5.9 .02) 4. C
5. B 3. Vf2 = 2 (6.5  .05) (100 5. B
6. A  1) 6. A
7. B 7. B
8. A 8. A
9. C 9. C
10. B 10. B
11. D 11. D
12. A 12. A
13. D 13. D
14. B 14. B
15. C 15. C
Answer Key
References
Chhetri, Khadka Bahadur. Computation of Errors and their Analysis on Physics
Experiments. Tribhuvan University, Nepal.
Giancoli. Physics 215: Experiment 1 Measurement, Random Error, Error Analysis.
Sio, Janina Andrea et.al. Experiments: Errors, Uncertainties and Measurements

Laboratory Report. Manila, Philippines.
Tabujara Jr., Geronimo D. K-12 Compliant Worktext for Senior High School
General Physics 1. Manila, Philippines: JFS Publishing Services.
24
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

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

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SENIOR HIGH SCHOOL

Published by the Department of Education

Development Team of the Module

Printed in the Philippines by ________________________

Department of Education – Region IV-A

Office Address: Capitol Compound, Brgy. Luciano

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

This module was collaboratively designed, developed and reviewed by educators

Notes to the Teacher

For the learner:

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

This module has the following parts and corresponding icons:

What I Know This part includes an activity that aims to

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

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

What is It This section provides a brief discussion of

What’s More This comprises activities for independent

What I Have Learned This includes questions or blank

What I Can Do This section provides an activity which will

skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

Additional Activities In this portion, another activity will be given

Answer Key This contains answers to all activities in the

At the end of this module you will also find:

References This is a list of all sources used in

The following are some reminders in using this module:

What I Need to Know

The module has one lesson, namely:

After going through this module, you are expected to:

1. One of the physical quantities which is not a derived quantity

2. This quantity is the combination of fundamental quantities using the

3. The following are examples of derived quantities EXCEPT

4. The following quantity are examples of fundamental quantity EXCEPT

a. area b. volume c. density d. mass

6. If we multiply length with width, we get the

a. area b. volume c. mass d. weight

7. For large areas such as a town, the unit of area used is

a. sq. m b. sq. km c. sq. ft d. sq. yds.

a. 1m b. 1dm c. 1cm d. 1mi

9. From the various combinations of ________ derived units are obtained

10. What is another name for fundamental units?

13. A student performs a simple experiment to find the average acceleration

14. A student performs a simple experiment to find the average acceleration

15. A student uses a protractor to measure an angle to be A = 82 o ±

c) sin(A) = 0.990 ± 0.002

Illustrate the accepted value, experimental value and percentage error of

Notes to the Teacher

Table of Derived Quantities

Download from https://flexbooks.ck12.org/cbook/ck-12-middle-school-physical-science-flexbook-

What is the area of the blue rectangle?

What is the volume of the blue rectangular solid?

Density = mass / volume

Density = 300 g / 150 cm3 = 2 g/cm3

Units of Derived Quantities

Best Estimate ± Uncertainty

How many digits should be kept?

Comparing experimentally determined numbers

Measurements don't 0.86 s ± 0.02 s and 0.98

0.86 s ± 0.08 s and 0.98

If the ranges of two measured values don't overlap, the measurements

Estimating uncertainty from a single measurement

volume of the sphere with its uncertainty.

2. A resistor is marked as having a value of 5.9 Ω ± 2%. The power P dissipated