GENERAL PHYSICS 1

Welcome Student!
This subject for STEM strand students aims to promote literacy on Physical Science which will
help you to understand things around you, make informed decisions, promote sustainable
development and protect our planet. Look at the following topics for the first quarter:
1. Measurements;
2. Vectors and Kinematics;
3, Uniformly Accelerated Motion and Free Fall;
4. Acceleration;
5. Projectile Motion;
6. Newton’s Laws of Motion;
7. Work; and
8. Power
Engaging and interactive activities are in store for you in the
prepared modules. For you to be guided well, view the subject
orientation file saved to your flash drive and take note of the
important things to remember. We hope these topics made you feel
excited to start learning. Happy learning!

Your teacher,
Sir Melvin Mallare

Inclusive Dates: August 25-September 13, 2021

Module
1 Measurements
Learning Objectives
At the end of this module, you should be able to:

A. solve measurement problems involving conversion of units;

B. express measurements in scientific notation correctly;
C. differentiate accuracy from precision; and
D. solve for the percent error of a measurement.

SCAVENGER HUNT MEASUREMENT

Read each task and identify an object you can find at home which meets the indicated
property. Write your answer on the space provided.

Task #1: Task #2: Task #3:

Find an object that is 1 Find an object or part of an Find an object that is as long
centimeter in length. object that is 1 meter in length. as your arm.
___________________________ ___________________________ ___________________________

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 General Physics 1 (STEM 12) Page 2 of 8 pages
Task #4: Task #5: Task #6:
Find an object that is as tall as Find an object that has a Find an object that is 3 inches
your friend. diameter of 20 millimeters. in length.
___________________________ ___________________________ ___________________________

PROCESSING QUESTIONS:
1) What problems have you encountered in the Scavenger Hunt Measurement activity and
how did you overcome them?
_____________________________________________________________________________________
_____________________________________________________________________________________
2) Why do we need to measure things? Cite at least one reason.
_____________________________________________________________________________________
_____________________________________________________________________________________

PHYSICAL QUANTITIES and CONVERSION OF UNITS

In the previous activity, you were given a task wherein you measured different objects
using different tools. You have discovered that we are surrounded by physical quantities
commonly observed through measurements. These are made up of numerical values (number)
and units of measurement. To report accurate measurements, you must make sure that both
the number and the unit are correct. Read pages 3- 6 of your book to learn more about our
topic.
For the discussion, refer to the PowerPoint Presentation entitled “Physical Quantities and
Conversion of Units” saved to your flash drive.

Answer “What Have I Learned So Far?” on page 7 of your book to test how well you
understood the concept learned. Write your answer in your notebook.
Check how many correct answers you got by comparing your answers with the answer
key saved to your flash drive. If you did not get all items correctly, review the learning materials
to figure out why you did not get the correct answer. If you got all items correctly, you may
proceed to the next part of the module.

SCIENTIFIC NOTATION
Scientific notation is a convenient way of writing very large or very small numbers. A
number is written in scientific notation when a number between 1 and 10 is multiplied by a
power of 10. Standard notation is the normal way of writing numbers. On the other hand, very
large and very small numbers need not to be expressed or written in full; therefore, we can use
the scientific notation. In this lesson, you will be learning how to express measurements in
Scientific Notation. Read pages 7- 8 of your book to learn more about our topic.
For the discussion, refer to the PowerPoint Presentation entitled “Scientific Notation”
saved to your flash drive.

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posting and/or uploading of any part of this document and of any form and any means without the prior official written permission of SLC-SFLU, is strictly
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 General Physics 1 (STEM 12) Page 3 of 8 pages

Answer the activities below to test how well you understood the concept learned. Write
your answers in your notebook.

A. Express the following measurements in scientific notation.

1) 0.000 345 kg
2) 392,000 m
3) 40 L

B. Express the following measurements in standard notation.

1) 9 × 104 g/cm3
2) 5.43 x 10-2 km
3) 3.60 x 105 s
C. Express the following measurements in standard scientific notation.

1) 2844 x 10-2 g/cm3

2) 0.0067 x 103 km
Check how many correct answers you got by comparing your answers with the answer
key saved to your flash drive. If you did not get all items correctly, review the learning materials
to figure out why you did not get the correct answer. After that, you may look for similar
example/s in other references then try to solve them on your own without looking at the given
solution. If you got all items correctly, you may proceed to the next activity.

CONVERSION OF METRIC PREFIXES

Sometimes, physical measurements in scientific notation are further expressed in simpler
form with the use of unit prefixes. The powers of 10 in scientific notation can be written as prefixes
to the base units. In this section, you will learn how to convert unit prefixes.
Conversion of metric prefixes is just a continuation of the topic conversion of units. To
learn how to convert metric prefixes, refer to the PowerPoint Presentation entitled “Conversion
of Metric Prefixes” saved to your flash drive.

Answer the activity below to evaluate how well you understood the concept learned.

Convert the following measurements. Express your answer in proper scientific notation.
Write your answer on your notebook.
1. How many km are there in 628 nm?
2. How many mm are there in 800 µm?
3. How many cm2 are there in 23 m2?
4. How many mm3 are there in 4 cm3?

Check how many correct answers you got by comparing your answers with the answer
key saved to your flash drive. If you did not get all items correctly, review the learning materials
to figure out why you did not get the correct answer. After that, you may look for similar
example/s in other references then try to solve it on your own without looking at the given
solution. If you got all items correctly, you may proceed to the next activity.

Property and exclusive use of SAINT LOUIS COLLEGE BASIC EDUCATION SCHOOLS. Reproducing, storing, distributing, photocopying, recording,
posting and/or uploading of any part of this document and of any form and any means without the prior official written permission of SLC-SFLU, is strictly
PROHIBITED and is subjected to any form of consequences.
 General Physics 1 (STEM 12) Page 4 of 8 pages

ACCURACY and PRECISION

A physical measurement is never exact. Its accuracy depends on the degree of
refinement of the measuring device and is limited by the skill of the observer doing the
measurement. It doesn’t matter whether the apparatus being used is the best in the world or
the observer is the most skilled. To a certain degree, the measurement will still be uncertain.
Every reported measurement of a certain property or characteristic of a material is just a BEST
ESTIMATE of the correct value. (Caintic H.E., 2017)
Read pages 10-13 of your book to learn more about accuracy and precision.
For the discussion, refer to the PowerPoint Presentation entitled “Accuracy and Precision”
saved to your flash drive.

To check how well you understood the concept learned, answer the following activities
in your notebook.

A. Read and analyze the following questions. Do necessary calculations to answer them
correctly.
1. Who is more accurate when measuring a book that has a true length of 17.0 cm?
a. Susan: 17.0 cm, 16.0 cm, 18.0 cm, 15.0 cm
b. Amy: 15.5 cm, 15.0 cm, 15.2 cm, 15.3 cm
2. Which set is more precise?
a. 18.2 cm, 18.4 cm, 18.35 cm
b. 17.9 cm, 18.3 cm, 18.85 cm
c. 16.8 cm, 17.2 cm, 19.44 cm
3. Who is more precise when measuring the same 17.0 cm book?
a. Susan: 17.0 cm, 16.0 cm, 18.0 cm, 15.0 cm
b. Amy: 15.5 cm, 15.0 cm, 15.2 cm, 15.3 cm

B. Solve the following problems. Express your final answer in two decimal places.
1. Working in the laboratory, a student finds the density of a piece of pure aluminum to be
2.85 g/cm3. The accepted value for the density of aluminum is 2.699 g/cm 3. What is the
student's percent error?
2. A student takes an object with an accepted mass of 200.00 grams and weighs it on his own
balance. He records the mass of the object as 196.5 g. What is his percent error?

Check how many correct answers you got by comparing your answers with the answer
key saved to your flash drive. If you did not get all items correctly, review the learning materials
to figure out why you did not get the correct answer. After that, you may look for similar
example/s in other references then try to solve it on your own without looking at the given
solution. If you got all items correctly, you may proceed to the next activity.

Few years from now, you may have landed in your dream job or career. How will the
concepts you have learned in this module be of help to you in your future career or job? Cite
concrete examples. Write your answer on the answer sheet provided.

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posting and/or uploading of any part of this document and of any form and any means without the prior official written permission of SLC-SFLU, is strictly
PROHIBITED and is subjected to any form of consequences.
 General Physics 1 (STEM 12) Page 5 of 8 pages

Accomplish this task in the answer sheet by choosing the number that corresponds to
your learning experiences. Encircle the rating that corresponds to your choice.

To check how much you have learned from the entire module, close your notes then
answer the given items found in the answer sheet. Be honest in answering the test. This will be
recorded as a Summative Test. Please be guided by the following rubric in giving your answers.

General Rubric for Problem Solving (GUFSA/GUSA Procedure)

CRITERIA 1 2 3
A. Understanding The solution is not The solution shows that The solution shows a
complete indicating the student has broad deep understanding
(Identifying the that some parts of the understanding of the of the problem
Given Facts and problem are not problem and the including the ability
Unknown in the understood. major concepts to identify the
problem.) necessary for its appropriate Physics
solution. concepts and
information
necessary for its
solution.
Ex: Majority of the Ex: All the given facts, Ex: The given facts,
given facts and and unknown are unknown and
unknown in the correctly identified. If formula are correctly
problem are correctly applicable, there may identified. If
identified. be inaccurate applicable, accurate
illustrations presented. illustrations/diagrams
are included
indicating a very
clear understanding
of the problem.
B. Accuracy in Using Uses a strategy that is
Uses a strategy that Uses a very efficient
Strategies and partially useful,
leads to a solution of strategy leading
Procedures leading some way the problem. A few directly to a solution.
toward a solution but errors in the use of Computations and
(Identifying the not to a full solution of
concepts and solutions are correct,
formula and the problem. Some computations were and concepts were
carrying out the errors in the use of noted. correctly applied.
procedure/solution concepts and
Ex: The formulas or Ex: The formulas or
to solve the computations were equations are correct, equations are
problem.) noted. and the solution may correct, and the
Ex: The formulas or contain few minor solution is very
equations may be errors such as accurate. The
appropriate to solve typographical and solution may be
the problem, but the rounding-off errors. unique and creative
solution contains
The errors have thinking and
many major errors. minimal effect on the problem-solving skills
accuracy of the final are highly evident.
answer.
C. Conclusion The final answer is The final answer is The final answer is
incomplete/incorrect. complete, and the complete, and the
Property and exclusive use of SAINT LOUIS COLLEGE BASIC EDUCATION SCHOOLS. Reproducing, storing, distributing, photocopying, recording,
posting and/or uploading of any part of this document and of any form and any means without the prior official written permission of SLC-SFLU, is strictly
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 General Physics 1 (STEM 12) Page 6 of 8 pages
(Stating the final The conclusion does conclusion directly conclusion is clearly
answer or not directly answer answers the problem. stated and correctly
conclusion.) the problem. Ex: There may be few answers the problem.
Ex: The final answer errors like rounding Ex: No error in the final
may have no unit of errors with very answer and
measurement, minimal discrepancy conclusion.
direction, etc. There and typographical
may be no conclusion errors in the final
stated. answer and
conclusion.
D. Organization, The presentation of The presentation of The presentation of
Presentation and solution is incomplete solution is clear solution is very clear
Neatness and unclear. Major generally easy to and very easy to
errors on the use of follow. There may be follow. If needed,
Physics terminologies few minor errors on the additional
(This criterion is to be and/or mathematical use of Physics explanations are
measured in the notations are noted. terminologies and included detailing
Summative Test as a The solution has many mathematical how the problem is
whole, not per item.) obvious erasures. notations. The solution solved. There is a
is neat and there are precise and
few erasures which appropriate use of
are almost Physics terminologies
unnoticeable. and mathematical
notations. The
solution is very neat
and has no erasure.

Santos G., General Physics 1. Rex Book Store, Inc.

Arevalo R., General Physics 1. DIWA Learning System, Inc.
Caintic H.,General Physics 1. C&E Publishing, Inc.
http://d68curriculum.weebly.com/uploads/2/1/3/5/21352546/measurement_conversions_word
_problems.pdf
https://www.dummies.com/wp-content/uploads/common-english-measurement-units.png
https://in.pinterest.com/pin/424393964879165560/?autologin=true
https://sites.google.com/site/largenumbers/home/2-2/1
https://www.statisticshowto.com/percent-error-difference/
https://www.thoughtco.com/random-vs-systematic-error-4175358
http://luckasavitch.weebly.com/uploads/3/7/3/8/37384789/percent_error_practice.pdf

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 General Physics 1 (STEM 12) Page 7 of 8 pages
CN: ____ Name: ________________________________ Grade and Section: ____________________

ANSWER SHEET
Module 1: Measurements
August 25 – September 13, 2021

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

Choose the number that corresponds to your learning experiences. Encircle the rating
that corresponds to your choice.
Excellent Good Fair Poor
1. The learning activities in the module helped me in
4 3 2 1
attaining the objectives.
2. The content of the module was organized and easy
4 3 2 1
to understand.
3. The lessons learned are useful in real-life situations. 4 3 2 1
4. The given videos/tutorials were helpful in facilitating
4 3 2 1
learning especially in the discussion part.

Post the reasons for items rated fair and poor here.

Solve the following sets of problems correctly. Write all the complete GUSA procedure for
items 1, 5a and 5b. For the remaining items, criteria A, B and C will be merged as one making
the rubric holistic since the given and unknown is directly stated, and you are no longer required
to state your final answer/conclusion in complete sentence.
1) Josh and his sister Trish are riding their bikes. Josh covered 3000 meters while Trish covered 2
kilometers. Who rode farther and how far are they from each other? Express your answer in km.
(9 pts)

2) How many m2 are there in 9 dm2? (3 pts)

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 General Physics 1 (STEM 12) Page 8 of 8 pages
3) Express the following in standard/decimal notation: a) 3.19 x 104 kg; and b) 4.8 x 10-10 mm.
(6 pts)

.
4) Express the following in proper/standard scientific notation: a) 9573 x 103 s; and b) 0.163404 x
10-5 g. (6 pts)

5) Thrif Ty went to market to buy her weekly supply of foods. She got into a little argument with
the fish vendor about the mass of the fish as displayed in the 10-kg weighing scale. She claimed
that its mass is 1.52 kg because the hand of the weighing scale is pointing to the second tick
after the 1½ - kg tick. On the other hand, the fish vendor asserted that the mass of the fish is 1.7
kg because 1 ½ is equal to 1.5 then add 0.2 for the additional 2 ticks. Assume that the weighing
scale is properly calibrated and 100% accurate.

a) Suppose that they ask for your help to determine the

correct weight of the fish. What is the correct/actual
weight of the fish as displayed in the weighing scale?
How would you explain it clearly to both? Show your
complete solution below. (9 pts)

b) Who claimed a more accurate weight of the fish, Thrif Ty or the fish vendor? Prove your
answer by showing your calculation of the percent errors of their estimates? (9 pts)

Organization, Presentation and Neatness (____ / 3 pts)

-------------------------------------------------------------------------------------------------------------
This is to certify that I have reviewed the entries in the answer sheet of my child.

___________________________________________________________
Parent’s/Guardian’s Signature over Printed Name/Date
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posting and/or uploading of any part of this document and of any form and any means without the prior official written permission of SLC-SFLU, is strictly
PROHIBITED and is subjected to any form of consequences.