Measurements

Module 2 - General Physics (Grade12)

First Quarter

MYRICK Y. AO-ASEN
Developer

Department of Education – Cordillera Administrative Region

 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Wangal,La Trinidad, Benguet

Published by:
Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree N0. 49 provides:

“No copy 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.”

This material has been developed for the probable implementation of

Alternative Delivery Mode of K to 12 Curriculum through the Curriculum
Implementation Division (CID)- Learning Resource Management and Development
System (LRMDS). It can be reproduced for educational purposes and the source must
be acknowledged. Derivatives of the work including creating an edited version, an
enhancement or a supplementary work are permitted provided all the original work is
acknowledged and the copyright is attributed. No work shall be derived from this
material for commercial purposes and profit.

Development Team of the Module

Writer: Myrick Ao-asen
Editors:
Reviewer/Evaluator: Asterio C. Madalla
Illustrator:
Layout Artist:
Management Team: Estela Leon-Cariño, Regional Director
Florante E. Vergara, OIC-Assistant Regional
Director
Carmel F. Meris, Chief ES-CLMD
Rosita C. Agnasi, LRMDS Manager
Gloria Buya-ao
Samuel Egsaen Jr.
Rizalyn A. Guznian
Merlyn Conchita O. De Guzman

ii
 •
What I Need to Know

Measurements for Grade 12 STEM learners is an interactive module designed

to help in developing the learning competencies of General Physics 1 of the K to 12
Enhanced Basic Education Curriculum and to let the students to continue gaining
knowledge and skills amidst homeschooling and no face-to-face encounter with the
teacher.

This module focuses on reading and worded problem-solving activities about:

1. Random and systematic error
2. Least count concept to estimate errors
3. Estimating errors from multiple measurements

These activities are carefully chosen to tailor interest of the students for them to be
able to attain the objectives of this module and gain more skills making them be more
competitive not only inside their classroom but also globally.

LEARNING OBJECTIVES
After completing this module, the learners should be able to:
1. Differentiate random errors from systematic errors,
2. Use the least count concept to estimate errors associated with single
measurements
3. Estimate errors from multiple measurements of a physical quantity using
variance

1
 What I Know

Good day! Before we proceed, please answer the following items below. Your
score will determine if you need to proceed with the module or not. Encircle the letter
of your answer.
1. What type of error is being committed if our measurements vary from one
moment to another moment?
a. Both random and systematic error
b. Not part of the error
c. Random error
d. Systematic error
2. What type of error is being committed if the errors are caused by difficulty in
measurements?
a. Both random and systematic error
b. Not part of the error
c. Random error
d. Systematic error
3. What type of error mainly affects the precision of your measurements?
a. Both random and systematic error
b. Not part of the error
c. Random error
d. Systematic error
4. What type of error mainly affects the accuracy of the measurements?
a. Both random and systematic error
b. Not part of the error
c. Random error
d. Systematic error
5. What type of error is being committed if the measuring device we are using was
not calibrated to zero?
a. Both random and systematic error
b. Not part of the error
c. Random error
d. Systematic error
6. What is the least count for a measuring device if the smallest reading in the
main scale is 1cm and has 3 divisions within it?
a. 0.033
b. 0.33
c. 3.3
d. 3

2
7. What is the least count of a 12 inch measuring device with 8 divisions on it?
a. 0.0125 in
b. 0.125
c. 1.25
d. 96
8. Which of the following least count is more accurate?
a. 0.001
b. 0.01
c. 0.002
d. 0.02
9. What is the least count of the measuring device with resolution as shown in the
diagram below?

a. 0.0125 in
b. 0.125 in
c. 1.25 in
d. 12.5
10. What is the least count of the measuring device with resolutions shown in the
diagram below?

a. 0.001mm
b. 0.01mm
c. 0.1mm
d. 1mm
11. Which of the following variance reflects more needs of improvements probably
in the design of the activity?
a. 1.98
b. 2.08
c. 19.8
d. 21.11
12. Which of the following variance reflects low error committed during measuring
of the physical quantities?
a. 0.78
b. 0.98
c. 7.8
d. 9.8

3
13. Which of the following data below has the lowest error?
a. 11, 13, 13.4, 14.4 14.6
b. 11, 13, 13, 14, 14.6
c. 11, 12, 14,14,14.6
d. 11, 11,12, 13, 14.6
14. Which of the following data below has the biggest error?
a. 11, 13, 13.4, 14.4 14.6
b. 11, 13, 13, 14, 14.6
c. 11, 12, 14,14,14.6
d. 11, 11,12, 13, 14.6
15. Which of the following random errors has the lowest variance?
a. 12.56%
b. 13.11%
c. 14.45%
d. 16.11%

So, here’s the deal, if you got 100% in your score then you may not
continue with the module and report to your teacher for further instruction or
activities, but if you got a score from 1-99% you need to complete this module
to check your progress!

4
 LESSON PROPER

What’s In

How are you today? I hope that you are having a good day! For this part of your
module, we will be recalling the important keys discussed in module 1 by completing
the word hunts below.
Here is the deal, identify what is being describe in each item below. Write your
answers on the spaces provided and look for your answer in the word hunt. Best of
luck!
Check Up:
1. A notation where a very small or very large number is written in a single digit to
be multiply in the power of 10.________________________________
2. A process where a unit is changed to different but has the same value
___________________________
3. A unit equivalent to 10 mm. _______________________________________
4. A unit equivalent to 10 cm.________________________________________
5. Set of measurements that are very close to each other. ___________________
6. Set of measurements that are close to the true value. ____________________
7. The difference between the highest and the lowest measurements. _________
8. This is used determine the precision of measurements. __________________
9. A unit used to describe the factor of 10-9. _____________________________
Word Hunt

5
 What’s New

Good day! I am glad to see you in this part of your module. Before we proceed
further, I just want to remind you to always double check your outputs before
proceeding to the next part and better to ask assistance if you did not understand
something.
In this section, there are two (2) activities prepared and aligned with our
competencies as follows:
• Differentiate random errors from systematic errors STEM_GP12EU-Ia-3
• Use the least count concept to estimate errors associated with single
measurements STEM_GP12EU-Ia-4
• Estimate errors from multiple measurements of a physical quantity using
variance STEM_GP12EU-Ia-5

Activity 1: Differentiate random errors from systematic errors:

Classification of Idea: Classify the statements below whether it is under systematic
or random error. If the statement is systematic error write SE, but if you think it is under
random error, then write RE but if you think the statement applies to both of the errors
then write SE/RE. write your answer on the spaces provided after each item.
1. A piece of equipment is not calibrated correctly. ________________________
2. A piece of instruments used has an offset. ____________________________
3. Making a measurement by comparing an indicator against scale at which the
angle affects the reading. _________________________
4. Uncontrollable variables keep on changing thus affecting your readings _____
5. Your measurement is affected by your reaction time. ________________
6. Your measurement lies between two marking. ______________________

Activity 2: Least Count Concept and Estimating Error of Multiple Measurements

of Physical Quantities using variance:
Multiple Choice: This part of your activity is about least count concept which we
are to discuss further as we continue with this module. But for now, may you read each
question or statement below and encircle the letter that corresponds to your answer.
1. What is the possible smallest unit of measurement that we can obtain using the
main scale of a foot ruler?
a. 1mm
b. 10mm
c. 10 dc
d. 1 in

6
2. What is the possible smallest unit of measurement that we can obtain using a
Vernier caliper?
a. 0.002mm
b. 0.002cm
c. 0.02cm
d. 0.2cm
3. Which of the following units is more accurate or precise to consider in
measuring physical quantities?
a. 0.002cm
b. 0.010 cm
c. 0.1000cm
d. 1.000cm
4. Which of the following Is more accurate in measuring length of a pen?
a. Foot ruler
b. Meter stick
c. Tape measure
d. Vernier Caliper
5. The number of divisions of the least scale is more accurate and precise to use
in measuring physical quantities.
a. False
b. Maybe
c. True
6. Which of the following measurement may have lesser error?
a. 21,22,24,24,25,26,27
b. 21,22,22,24,24,25,27
c. 21,23,23,23,23,24,27
d. 21,24,24,24,23,23,27
7. Consider that the following are the computed variance of the whole populations
of measurements, which variance do you think is less precise?
a. 2.78
b. 2.82
c. 3.67
d. 3.84
8. What measures the variability of your measurements?
a. Random error
b. Systematic error
c. True value
d. Variance
9. What will happen to the random error if variance is minimized?
a. becomes low
b. becomes negligible
c. becomes constant
d. becomes higher

7
 What Is It

Something to search on!

Based on your previous activity, answer the following questions. Brief and
concise answer is more powerful than a very long one, so observe KISS and do KISS,
Keep It Short and Simple. For that, please be guided by the rubric found on page 8.
1. Differentiate random error from systematic error? ___________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Which error causes greater impact in doing experiments? Why? ______________
___________________________________________________________________
___________________________________________________________________
3. What is least count? ________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Why do we need to consider the least count? ____________________________
__________________________________________________________________
__________________________________________________________________
5. What is variance? __________________________________________________
___________________________________________________________________
___________________________________________________________________
6. How important variance is in performing multiple measurements of physical
quantities?__________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

We are not in a horse or in any race for you to write your answers so
fast. You may reflect and go back to your previous activity to compose your
thought properly. Also, complete this activity before advancing to the next part.

8
 MINI-LESSON

Measurement is finding a number that shows the size or amount of something.

However, in measuring a physical quantity, it is not safe to say that the measurements
we obtained are exact one or near to what we call true value. According to Khillar
(2019), It is important to give some sort of indication of how close the result is likely to
be the true value, that is to say, some indication of the precision of reliability of the
measurements. In physics, we do this by including an estimate of the error along with
the result value. When analyzing the results, it is important to consider the sources of
error and how these sources affected the results.
There are two types of error:
1. Random error is the one that varies in a random manner and which is produced
by unpredictable and unknown variations in the total experimental process.This will
affect reliability and primarily affects precision but may not affect the accuracy of the
result. Typically, random error affects the last significant digit of a measurement and
may caused by:
A. limitations of instruments
B. environmental factors
C. slight variations in procedure
D. Observer’s inability to interpret the instrumental reading
2. Systematic error shift measurements from their true value by the same amount
or fraction. Systematic error is predictable and either constant or else proportional to
the measurement. Systematic errors primarily influence a measurement's accuracy
and may cause by:
A. incorrect use of equipment
B. poor calibration of equipment
C. flaw in the experimental apparatus
D. flawed experimental design
Errors can be minimized thus maintaining the reliability or precision and the
accuracy of the measurements. One to consider in minimizing the error in our
measurements is using the least count. Least count is the resolution of the device or
the smallest value up to which an instrument can measure accurately. For example,
least count of meter rule is up to 1 mm and least count of Vernier caliper is 0.01 cm.
Let us study the sample on how to use the least count concept with the use of
a foot ruler. A foot ruler can be used to measure length using the following units:
a. millimeter
b. centimeter which is composed of ten divisions
c. inches which has 8 divisions
d. foot which has 12 divisions using the inches units.

9
 Least count (LC) for foot rule can be determined or computed using the formula,
𝑆𝑚𝑎𝑙𝑙𝑒𝑠𝑡 𝑟𝑒𝑎𝑑𝑖𝑛𝑔 𝑜𝑛 𝑚𝑎𝑖𝑛 𝑠𝑐𝑎𝑙𝑒
𝐿𝐶 =
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑑𝑖𝑣𝑖𝑠𝑖𝑜𝑛

LC of foot rule using the unit cm:

The shortest reading, we can have from the main scale of a foot rule is 1 cm and in 1
cm there are 10 mm. where this 10 mm is considered as 10 divisions removing the
units mm, therefore, a foot rule’s LC could be express as follows:

Main scale
LC for vernier Caliper:
For vernier caliper, the LC may
vary according to the scale to
be used.

A. Main Scale Reading = 1 cm

Number of Divisions in main
Scale = 10 Vernier scale

Main Scale L.C. = 1 / 10

= 0.1 cm

B. Number of Divisions in secondary Scale = 50

Vernier Scale L.C. = 0.1 / 50 = 0.002 cm
Vernier Scale Least Count = 0.1 / 50 = 0.02 mm

Why is Least count so important?

Least count is very important in precision since the smaller the least count the
more precise your measurements are, and the smaller the least count the more
accurate our measurement are. Thus, random error and systematic error would be
minimized as well.

10
 But how errors are being estimated from multiple measurement of physical
quantities? Errors from multiple measurement of physical quantities can be estimated
using variance. Variance is a statistical measure that tells us how measured data vary
from the average value of the set of data. In other words, variance measures the
distributions of the measurements, the variability of the measurements and how each
measurement relates to each other. Variance as express using the lower-case sigma
(σ) can be calculated using the formula:
∑(𝑥 − 𝑥̅ )2
𝜎² =
𝑁
Where: Note that, if we are looking for
σ = variance
2 SAMPLE variance, we will use the
X= individual measurement ∑(𝑥−𝑥̅ )2
formula 𝜎² = 𝑛−1
𝑥̅ = Mean of all the
And for population variance we will
measurements
∑(𝑥−𝑥̅ )2
N= Population size use the formula 𝜎² =
𝑁

Let us try to study the examples

below:
Measurements of the height of a table in terms of meter.
Data: 1.10, 1.0, 0.97, 1.02, 1.15, 1.20, 1.10, 1.15

∑(𝑥−𝑥̅ )2
X 𝑥̅ X-𝑥̅ ( X-𝑥̅ )2 𝜎² =
𝑁
2 2 2 2 2 2 2 2
(1.10−1.09) + (1.0 −1.09) (0.97−1.09) + (1.02−1.09) + (1.15−1.09) + (1.20−1.09) + (1.10−1.09) + (1.15−1.09)
1.10 1.09 0.01 0.0001
1.0 1.09 -0.09 0.0081 =
0.97 1.09 -0.12 0.0144 σ² =0.0059
8
1.02 1.09 -0.07 0.0049
1.15 1.09 0.06 0.0036
Therefore, the variance of the recorded
1.20 1.09 0.11 0.0121 measurements of the table is 0.0059. What does
1.10 1.09 0.01 0.0001 this mean?
1.15 1.09 0.06 0.0036 A variance is a single value that is the best
estimate of the true unknown parameter; a confidence interval is a range of values and
indicates the uncertainty of the estimate. A larger estimate reflects less precision. Thus,
in this sample, we can say that our estimates are more precise and as discussed
previously, more precise reflects low random error. One more to consider, finding out
the variance between these errors is a vital part of the learning to design it with better
experiments and to try to minimize any sort of errors that do creep through.

We can also determine the variance of multiple measurements

using the standard deviation. Variance is equal to the square of
standard deviation!!

11
 What’s More

To be able to attain our objectives for this module specified on page 2 let us try
to complete the activities below:
Activity 1: Let us work on the activity below to further differentiate the
random and systematic error:
Decoding Time!
Your teacher has a message for you to decipher! The best way to know the
message is to properly determine whether the statements below are under random
error or systematic error. Write your answer on the answer box.
1. The result of your measurements affect the reliability of your work. If this is
under random error, then write G in number 1, otherwise, write N.
2. The recorded measurements are affected by the perception of the observer.
If this is under random, write W in numbers 3 and 11, otherwise, write I in numbers 3
and U in number 11.
3. Your measurements during the first trial are different from the second trial. If
this is under random error, write E in number 10, otherwise, write Y.
Answer
4. The error can be minimized if you perform more
Box!
measurements and get the mean of all your measurements. If this is
1.
true to random error, then write A in number 2 and number 8,
2.
otherwise, write A in number 2 and T in number 8.
3.
5. The error that you encountered from the first observation up
4.
to the last observation never change. If this is true to systematic error,
5.
then write S in number 5 and A in number 6, otherwise, write B in
6.
number 5, A in number 6.
7.
6. This error will lessen the accuracy of your measurements. If
8.
this is under random error. Write G in number 7 and A in number 9.
9.
Otherwise, Y in number 7 and G in number 9.
10.
7. The error in our activity was caused by incorrect calibration
11.
of our instruments. If this is true to systematic error, write I in number
4, otherwise, M.

What was the hidden message of your teacher? ______________________________

That message is for you!!!! Keep Up!! Proceed to the next page!!!

12
 Activity 2: Least count concept:
In Relation with!!
A 1 liter graduated cylinder’s main scale reflects a 1 ml interval calibration. What
is the least count of the graduated cylinder if each 1 ml has
a) 4 divisions
b) 10 division

For Letter a.
𝑆𝑚𝑎𝑙𝑙𝑒𝑠𝑡 𝑟𝑒𝑎𝑑𝑖𝑛𝑔 𝑜𝑛 𝑚𝑎𝑖𝑛 𝑠𝑐𝑎𝑙𝑒
𝐿𝐶 =
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑑𝑖𝑣𝑖𝑠𝑖𝑜𝑛
1 𝑚𝑙
𝐿𝐶 =
4
𝐿𝐶 = 0.25 𝑚𝑙

Lead the Way!

Please work on letter b and show your solution below.

Thoughts to Ponder:
1. What happens to LC as the number of division increases? ____________________
2. Base on this activity, what can we infer about the LC of a measuring device? ______
___________________________________________________________________
___________________________________________________________________

Activity 3: Estimating error from multiple measurements of a

physical quantity using variance:
The students in STEM 12 were divided into 4 groups and measured the length
of their building. Each group obtained measurements as shown on the table below:
Group Measurements in ascending order (ft)
1 45, 45.7, 45.8, 45.9, 46, 46.6, 47, 47.5, 48, 48.9
2 45, 46, 46, 46.8, 47, 47, 47.2, 48.7, 48.8, 48.9
3 45, 45, 45, 45, 46.2, 46.9, 47, 47, 47, 48.9
4 45, 45, 45.5, 45.9, 46, 46.8, 47, 47, 47.9, 48.9
Questions to Answer:
1. Which group do you think have the most precise measurements of the length
of the building? Why?
______________________________________________________________
___________________________________________________________________

13
 2. Which group has the least error? Largest error? What would be your basis
here? ______________________________________________________________
___________________________________________________________________
___________________________________________________________________

You can answer these two questions by calculating the variance

of the recorded measurements of each group!

a. Variance for group 1:

Step 1. Create a data table showing the quantities needed in calculating the
variance of the data.

X 𝑥̅ X-𝑥̅ (X-𝑥̅ )2
45 46.64 -1.64 2.6896
45.7 46.64 -0.94 0.8836
45.8 46.64 -0.84 0.7056
45.9 46.64 -0.74 0.5476
46 46.64 -0.64 0.4096
46.6 46.64 -0.04 0.0016
47 46.64 0.36 0.1296
47.5 46.64 0.86 0.7396
48 46.64 1.36 1.8496
48.9 46.64 2.26 5.1076
Step 2. Calculate the value of the mean of all the measurements (𝑥̅ ) and record
it on your data table. Remember in determining the mean of all the measurement, we
add all the measurements and divide it by the number of measurements.
45+45.7+45.8+45.9+46+46.6+47+47.5+48+48.9
𝑥̅ = 10
= 466.4/10
=46.64, record your answer on the second column of your data table.
Step 3. Simply subtract 𝑥̅ from X and record your computations on your data
table. Example,
45-46.64= -1.64, record your computed values to the third column of your data
table. Take note, it is possible that you may obtain a negative answer on this part like
the first sample but do not worry just record your answer on your data table.
Step4. Get the square of your answers in step 3. In doing so, just multiply your
answers in step 3 to itself. Example,
-1.64 x -1.64 = 2.6896, you may round your answer into four (4) decimal places
to consider the very small values. Record your answer on the fourth column of your
data table.

14
 Step 5. Calculate the variance using the formula,
∑(𝑥−𝑥̅ )2 notice that this is the fourth column of your data table.
𝜎² = 𝑁
2.6896+ 0.8836+ 0.7056+ 0.5476+ 0.4096+ 0.0016+ 0.1296+ 0.7396+ 1.8496+ 5.1076
= 10
= 1.31, round your final answer to 2 decimal places.
So the variance of the data collected by the group 1 is 1.31.

Lead the Way!

Please study the steps on how the variance of group 1 was calculated and
determine the variance of groups 2,3, and 4 to be able to answer the two questions
given for this activity. You may use the spaces provided for your solutions.

How did you find the activities? You can do better! Cheer Up!
Complete this part for you to be able to move to the next part of your module!!

15
 What I Have Learned

How did you feel about the activities? In this part, we will then state what we
have learned, or what conclusion can we draw about the topic based on your activities.
In making your generalization always base it on our learning objectives on page 2 of
this module. We will start your work with the phrase,
“THEN, I DISCOVERED….”
A. For the difference of random and systematic error:
Then, I discovered _______________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
B. For the Least Count Concept:
Then, I discovered _______________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
C. For the Estimate error from multiple measurements of a physical quantity
using variance
Then, I discovered _______________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Great!! That is a great progress!! If you think you do not

have anything to improve in your answers, then let us proceed to
the next page!!!

16
 What I Can Do

This part of your module will guide you on how to connect or apply the things
you have learned about Measurement to other subjects or to your daily routine.
Example, how could you apply the concept of measurements in going to school? How
are errors being applied in playing basketball? how least count concept is applied in
simply fetching water? and how estimating error affects our performance in doing
things we are good at?
Complete the statements below. Remember that you must complete this part
before proceeding to the next part of your module. So, this time we will start our
statement with the phrase,
“AFTER LEARNING (TOPIC DISCUSSED) I CAN DO BETTER….”
A. For the difference of random and systematic error:
After learning the differences of random and systematic error, I can do better _
___________________________________________________________________
because ____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

B. For the Least Count Concept:

After learning the Least count concept, I can do better __________________
___________________________________________________________________
because ____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

C. For the Estimate error from multiple measurements of a physical quantity

using variance
After learning how to estimate error from multiple measurements of a physical
quantity using variance, I can do better __________________________________
___________________________________________________________________
because ____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Thank you for sharing!!! Since you are done with this
activity, I think you are now ready for some assessment!! Let us
proceed!!

17
 ASSESSMENT

Congratulations you made this far!! I hope that after you complete this module,
you will then be able to understand, to attain and to perform the learning objectives of
this module. This part of your module will serve as your assessment. This will measure
if you were able to understand the activities you have performed in this module.
Let us then proceed! Encircle the letter of your choice!
1. What situation will cause random error?
a. Your measurement changes every time you perform another
observation
b. Your measuring device is not calibrated properly
c. Your measuring device is not the required one
d. Your design is not appropriate

2. What error is occurring if the fractions of error in your measurements are the
same from the first measurement to nth measurement?
a. Both random and systematic
b. Cannot determine
c. Random error
d. Systematic error

3. What error is observed if the students gather measurements that are very
close to each other but too far from the true value of being measured?
a. Combination of random and systematic error
b. Random error only
c. Systematic error only
d. Hard to determine

4. What error is committed if the accuracy of the activity was compromised due
to incorrect apparatus used?
a. Combination of random and systematic error
b. Random error only
c. Systematic error only
d. Hard to determine

5. Which statement about the least count is true?

a. The bigger the smallest measurement from the main scale, the lower
the LC
b. The lesser divisions, the lesser the LC
c. The more divisions, the lesser the LC
d. The bigger LC the more accurate the measurements are.

18
 6. Which statement of least count is correct?
a. The lesser the LC the more precise your measurements are
b. The lesser the LC the lesser precise our measurements are
c. The bigger the LC the more precise our measurements are.
d. The bigger the LC has less effect on the precision of our
measurements.

7. Determine the LC of a graduated cylinder with 1 ml as the lowest reading on

main scale and has 4 division?
a. 0.025
b. 0.25
c. 1.25
d. 12.5

8. Which of the following LC has possibly had the least error committed?
a. 0.02
b. 0.2
c. 2.0
d. 20.0

For n0. 9 to 12

TEST 1 TEST 2 TEST 3 TEST 4

49 50 46 46
50 49 48 47
50 47 47 45
47 49 50 48
49 50 50 45
49 48 46 50
47 47 46 50
45 50 45 45
50 45 49 48
47 49 47 46

9. What test has the least Variance?

a. Test 1
b. Test 2
c. Test 3
d. Test 4

19
10. Which Test has the biggest Variance?
a. Test 1
b. Test 2
c. Test 3
d. Test 4

11. Which test has the least error?

a. Test 1
b. Test 2
c. Test 3
d. Test 4

12. Which test has the biggest error?

a. Test 1
b. Test 2
c. Test 3
d. Test 4

If you got a score of 90-100% then you may submit your paper to
your teacher.
If you got a score of 80-89% then you may opt to answer or not the
additional activities on page 22.
If you got a score of 79 and below, you must do the additional
activities on page 22.

20
 ADDITIONAL ACTIVITIES

Complete this page then we can have a rest! Do not worry, you can do it!

1. Complete the Venn diagram below to show the difference between the random and
systematic error. So, here is the score, under random, write three things you
understand about random error same through systematic error. Between the two
errors, just identify one that you think these errors are in common.

Random Error Systematic Error

2. Determine the Least Count of a measuring device shown in the diagram.

0 1

3. Infer about the error committed in a test having a measurement as follows:

49 50 49 48 50 49 48 48

21
 Work Cited

n.d. https://vectorified.com/did-you-know-icon#did-you-know-icon-1.jpg.
n.d. https://www.haystack.mit.edu/edu/pcr/Data/pdf/Worksheet-
Accuracy%20and%20Precision-Final.pdf.
Accessories, Grand. n.d. Question Mark Png-Quesion Man, Transparent Png.
https://www.kindpng.com/imgv/xwTiJ_question-mark-png-question-man-
transparent-png/.
Analyse-it. 2020. Variance components. April 27. Accessed May 2, 2020.
https://analyse-it.com/docs/user-guide/measurement-systems-
analysis/precision/variance-components.
franckreporter. 2015. iStockphoto.com. June 26. Accessed April 14, 2020.
https://www.istockphoto.com/photo/abstract-fast-car-motion-blur-in-singapore-
gm478812936-68006575.
German Embassy New Delhi. n.d. The German Startup Landscape. Accessed April
16, 2020. https://whatsupgermany.de/wp-content/uploads/2016/05/did-you-
know-icon.jpg.
Helmenstine, Anne Marie. 2019. Random Error vs. Systematic Error. June 24.
Accessed April 26, 2020. https://www.thoughtco.com/random-vs-systematic-
error-4175358.
Johnson, Lee. 2018. The Difference Between Systematic & Random Errors. April 27.
Accessed April 28, 2020. https://sciencing.com/difference-between-systematic-
random-errors-8254711.html.
JoyImage. 2014. 3d guy thinking stock illustration. Accessed April 15, 2020.
https://www.istockphoto.com/vector/3d-guy-thinking-gm462978567-32821912.
JoyImage. 2014. 3d person watching a clipping note pad and check list with a
magnifying glass. Accessed April 15, 2020.
https://media.istockphoto.com/vectors/vector-illustration-of-magnified-
checklist-vector-id486707797.
JoyImage. 2014. 3d person watching the question box stock illustration. Accessed
April 17, 2020. https://www.istockphoto.com/vector/isometric-3d-people-
young-casual-persons-vector-set-gm803014962-130286425.
Khillar, Sagar. 2019. Difference Between.Net. October 18. Accessed April 26, 2020.
http://www.differencebetween.net/science/difference-between-systematic-
error-and-random-error/.
—. 2019. Difference Between.Net. October 18. Accessed April 26, 2020.
http://www.differencebetween.net/science/difference-between-systematic-
error-and-random-error/.
Matrix Education. 2020. Physics Practical Skills Part 3: Systematic VS Random Errors.
https://www.matrix.edu.au/the-beginners-guide-to-physics-practical-
skills/physics-practical-skills-part-3-systematic-vs-random-errors/.

22
Nasir, and Fatima. 2017. The Concepts of Least Count, Significant Figures, and
Uncertainty - A Level Physics. February 14.
https://www.youtube.com/watch?v=4tFMx6pQfbI&t=457s.
Nikolova, Inna. 2013. Cuando la calidad se convierte en tu mejor aliado. December
22. https://digitalisthub.com/wp-content/uploads/calidad2.jpg.
Pierce, Rod. 2019. Measurement Index. MArch 22. Accessed April 27, 2020.
https://www.mathsisfun.com/measure/index.html.
pohasabs. 2018. 3d Small People - Discrete Manufacturing Production Industry
Management PNG. Accessed April 15, 2020.
https://img.favpng.com/13/24/19/discrete-manufacturing-production-industry-
management-png-favpng-EG1idneyN3TM9Wb4R7VKMXQ4Q.jpg.
srthuy1. n.d. https://www.pinterest.ph/pin/726698089844039406/.
srthuy1. n.d. white man. https://www.pinterest.ph/pin/726698089844048331/.
Stephanie. ND. How to Find a Coefficient of Variation.
https://www.statisticshowto.com/probability-and-statistics/how-to-find-a-
coefficient-of-variation/.
Tekniy. 2013. https://www.flickr.com/photos/100130123@N08/9474556648/.
Unknown. ND. What is Least Count and how to calculate it.
https://www.smlease.com/entries/mechanical-design-basics/what-is-least-
count-and-how-to-calculate-least-count/.
wallstreetmojo. ND. Random vs Systematic Error. Accessed April 28, 2020.
https://www.wallstreetmojo.com/random-vs-systematic-error/.

23
 24
Assessment: What’s New What I Know:
1. a Act 1. Act 2: 1. c
2. d 1. SE 1. b 2. c
3. b 2. SE 2. c 3. c
4. c 3. RE 3. a 4. d
5. c 4. RE 4. d 5. d
6. a 5. RE 5. c 6. b
7. b 6. RE 6. d 7. b
8. a 7. d 8. a
9. b 8. d 9. b
10. d 9. a 10. b
11. b What’s More: 11. d
12. d A. 1. G 12. a
2. A 13. b
Additional Activity: 3. W 14. c
1. 4. I 15. b
5. S
6. A What’s In
7. Y 1. Scientific
8. A 2. Conversion
9. G 3. centimeter
10. E 4. decimeter
11. W 5. precise
Message: 6. accurate
GAWIS AY AGEW 7. range
8. range
LEAD THE WAY: 9. nano
B. 0.1 ml
Thoughts To Ponder:
1. LC will decrease
2.The lower the LC the
more precise our
measurements are.
Act 3.
1. Group 1
2. LC= 0.1 2 Least error: Group 1
3. the error is very low Greatest error: Group2
Basis: Computed
Variance
ANSWER KEY
 FEEDBACK

For comments and feedback you may visit or call the management team.

SDO Benguet-Learning Resource Management and Development System

Wangal, La Trinidad, Benguet

25