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General Physics I: Quarter 1 - Module 1.1

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0% found this document useful (0 votes)
8K views20 pages

General Physics I: Quarter 1 - Module 1.1

Uploaded by

Tristan Grey
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Senior High School

12

General Physics I
Quarter 1 – Module 1.1
Measurement
COPYRIGHT 2020

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Tel. No.: (086) 826-8216
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Senior High School

General Physics I
Quarter 1 – Module 1.1
Measurement

ii
Introductory Message
For the facilitator:
Welcome to the General Physics I 12 Self-Learning Module on Measurement.

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.
For the learner:
Welcome to the General Physics I 12 Self-Learning Module on Measurement.

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

ii
This module has the following parts:

Activity : This will bring understanding to what you already know


and experience to what you should learn further.

Analysis : In this phase, you will process and classify what is valid
and not for a more in-depth understanding.

Abstraction : This part leads you in reinforcing what you know and
should know more. Exercises are presented for
independent practice to solidify your understanding and
skills of the topic.

Application : This stage brings you to a more practical way that you are
going to use what you have learned and think new ways
on how it can be improved further.

iii
CONTENTS OF THE MODULE
Page
Content Standards 1
Performance Standard 1
Learning Competency 1
Learning Objectives 1

DAILY LEARNING TASK:

Day Learning Task


1 Introduction 1-5
Pre-Test
Presentation of the Module
Activity
2 Analysis 6-11
Abstraction
Exercise
Application
3 Reflect 11-12
References 13

1
CONTENT STANDARDS
1. Effect of instruments on measurements
2. Uncertainties and deviations in measurement
3. Sources and types of error

PERFORMANCE STANDARD
The learner can solve using experimental and theoretical approaches, multi-
concept, rich-content problems involving measurement.

LEARNING COMPETENCY
• Solve measurement problems involving conversion of units, expression of
measurements in scientific notation; STEM_GP12EU-Ia-1

LEARNING OBJECTIVES:
At the end of the module, you should be able to:
1. explain how to write numbers in scientific notation;
2. differentiate the English system from the Metric System.
3. discuss the significant figure, the steps in converting units, and
the accuracy of a measuring device, and recording of data
4. apply the concepts of a significant figure, scientific notation, and
conversion of units.

INTRODUCTION

In dealing with quantities and measurements, physical sciences involve lots of


work in quantities that are measured and the relations between these quantities are
established using mathematics. These quantities could end up huge or tiny such as
the speed of light or the mass of the proton which has several irregular zeros, and thus
scientific notation is used to make writing quantities easier.

Writing physical quantities concerning magnitude (number and unit) is very


important to all the physical quantities. On several occasions, one needs to convert
from one unit to another, one possible reason is that one is using data obtained from
one discipline and uses it to another.

This module helps you understand the importance of the conversion of units
and expressions of measurements in scientific notation.

1
PRE-TEST

Instructions: Read each item carefully and identify what is asked or described.
Encircle the letter of the correct answer. “This is your first task; I wish you Good Luck!”

1. Mr. Santos’ lot measures 1.5 acres. If an acre is 43560 ft 2, how large
is this in square meter (m 2)? Express the answer in 2 significant
figures. 1 acre = 43560 ft2 1 m2 = 10.76 ft2
2
A. 6.1m
B. 60.72m2
C. 607.25m2
D. 6100 m2

2. You have orders to give a patient 20 mg of a certain medication. The


medication is stored 4 mg per 5-mL dose. How many milliliters will need to be
given? Express the answer in 1 significant figure.
A. 15mL
B. 20mL
C. 25mL
D. 30mL

3. For which value of n is the equation below true?


4,522,800,000= 4.5228x10n
A. 5
B. 8
C. 9
D. 10

4. A virus is viewed under a microscope. Its diameter is 0.0000002 meters. How


would this length be expressed in scientific notation?
A. 2 x 10-7 m
B. 2 x 10-6 m
C. 2 x 106 m
D. 2 x 107 m

5. A commercial drone usually flies at a height of 10 ft, this is equivalent


to 120 inches, hence conversion factor between ft. to inches is ____.
A. 10
B. 11
C. 12
D. 13

2
6. The Earth has an average distance of 9.3 x 10 7 miles from the sun.
How far is this in kilometers? Express the answer in 2 significant
figures
A. 1.5 x 105 km
B. 1.5 x 108 km
C. 3.0 x 106 m/s
D. 3.5x 108 mi

7. The coefficient part of a number written in scientific notation is between which


numbers?
A. 1 and 10
B. -1 and -10
C. both A and B
D. none of these

8. One inch equals 2.54 cm, How many centimeters tall is a 76- inch man?.
Express the answer in 2 significant figures.
A. 20 cm
B. 29. 92 cm
C. 190 cm
D. 300.04 cm

9. The length of the Enchanted River in Surigao del Sur is 0.27 kilometers.
What is the length written in scientific notation? Express the answer in 2
significant figures.
A. 2.7 x 101 km
B. 2.7 x 10 -1 km
C. 270 x 104 km
D. 2700 x 105 km

10. Which zeros are significant in the number 0.01030?


A. All zeros are significant.
B. Only zero after 3 is significant.
C. Only zero between 1 and 3 is significant
D. The zero between the 1 and 3, and the zero after 3 is significant.

11. Three different people weigh a standard mass of 2.00 g on the same balance.
Each person obtains a reading of exactly 7.32 g for the mass of the standard.
These results imply that the balance that was used is:
A. accurate but not precise
B. both accurate and precise
C. precise but not accurate
D. neither accurate nor precise

3
12. The mass of a sample of copper nitrate is 3.82 g. A student measures the mass
and finds it to be 3.81 g, 3.82 g, 3.79 g, and 3.80 g in the first, second, third,
and fourth trials, respectively. Which of the following statements is true for his
measurements?
A. accurate but not precise
B. both accurate and precise
C. precise but not accurate
D. neither accurate nor precise

13. The volume of a liquid is 20.5 mL. Which of the following sets of measurement
represents the value with good accuracy?
A. 16.3 mL, 17.5 mL, 18 mL, 19 mL
B. 18.9 mL, 19.6 mL, 19.3 mL, 19.5 mL
C. 19.3 mL, 19.0 mL, 18.9 mL, 19.1 mL
D. 20.3 mL, 20.5 mL, 20.4 mL, 20.2 mL

14. The volume of a sample of concentrated hydrochloric acid is 10.5 mL. A


student measures the volume and finds it to be 8.6 mL, 8.8 mL, 8.2 mL, and
8.6 mL in the first, second, third, and fourth trials, respectively. Which of the
following statements is true for his measurements?
A. They are neither precise nor accurate.
B. They have good accuracy and precision.
C. They have good precision but poor accuracy.
D. They have good accuracy but poor precision.

15. Which statement is not true?


A. Precise measurements are accurate.
B. Accurate measurements are precise.
C. Precise measurements can be inaccurate.
D. Inaccurate measurements cannot be precise.

4
PRESENTATION OF THE MODULE

How would you answer questions such as: How much? How far? And How
long? Yup! Measurement would be the answer to that and today we will learn and
understand the concept of measurement and how are these concepts be helpful in
daily living. Furtherly, you will discover the answer to the question, why do you have
to measure

ACTIVITY 1
1. Express the following numbers in scientific notation, retaining three digits
(significant figures) in the multiplying factor.
A. 345000 -
B. 0.0076200 -
C. 4700 -
D. 36500.00 -
E. 0.000123 -

2. Express the following numbers as their decimal equivalents.


A. 0.25 x 102 -

B. 1.27 x 100 -

C. 1.65 x 105 -

D. 7.65 x 10-5 -

E. 22.3 x 10-3 -

3. Identify how many significant figures of the following decimal numbers.


A. 0.00250 -
B. 35000 -
C. 1.015 -
D. 10.00 -
E. 90003.00 -

5
ANALYSIS

Answer the question below. (4pts) You will be graded base on the rubric.

1. What is the importance of discussing the topic of measurements in physics or


rather science in general?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. Suppose you measure the position of a chair with a meterstick and record the
center of the seat is 1.043 860 564 2 meter from a wall. What would a reader
conclude from this recorded measurement?
________________________________________________________________
________
___________________________________________________________
___________________________________________________________
___________________________________________________________

ABSTRACTION

Measurement is defined as the process of comparing a property of an object


to a well-defined and agreed upon referent. It usually involves counting or reading
numbers from some instruments. Equipment like meter stick, beaker, and graduated
cylinder provide measurements that can be determined directly.

Systems of Measurement

Metric System – is accepted worldwide which was originally described as MKS


System (meter-kilogram-second) and later recognized as SI Systeme International in
1960.
Some SI Metric Basic Units
Quantity SI Unit Symbol
Base units
Length meter m
Mass Kilogram kg
time Second s
Electric current ampere A
Amount of substance mole mol
Luminous intensity candela cd
Derived units
Work joule J
Force newton N
Pressure pascal Pa
Power watt W

6
English System – is commonly used in English-speaking countries, also known as
the British System.

Scientific Notation, Unit Conversion, and Significant Figures

Scientific notation is a convenient and widely used method of expressing large and
small numbers. Any quantity may be expressed in the form of N x 10n, where N is any
number between 1 and 10 and n is the appropriate power of 10. In other physics
problems, some quantities have units that are combinations of the units and thus
require conversion.
The simplest way to convert one unit to another is to form a conversion ratio
that is equal to 1 with the desired unit on the numerator and the unit to be converted
at the denominator. The original quantity is multiplied by this conversion ratio. Units
may be multiplied or divided just like any ordinary algebraic factors.

Parts of a Scientific Notation

Exponent – the number of times you move the decimal point from its original position.
a. A positive exponent is obtained when you move the decimal point from right
to left.
b. A negative exponent is obtained when you move the decimal point from left
to right.
Multiplying Factor – all the digits in the multiplying factor in front of the power of ten
are considered significant.

Steps in Converting Decimal Notation into Scientific Notation


1. Identify the original location of the decimal point. Express the multiplying factor
to a one-digit whole number, move the decimal point to the left and place it
before the leftmost non-zero digit (if the original number is equal or greater than
one). Move the decimal point to the right and place it after the first non-zero
digit (if the original decimal number is less than one).

Examples:
250000.00 = 2.50 x 105
0.230 0 x 10-4
2. To find the power of ten the scientific notation, the exponent is the number of
places from its original position, from which, the sign of the exponent depends
on whether you have converted off places to the right or the left.
Examples:
24300.00 = the exponent is +4
0.00150 = the exponent is -3

7
Steps in Converting Scientific Notation into Decimal Notation
1. Identify the sign of the exponent.
2. The sign of the exponent depends on whether you count off places to the right
(+) or left (-).
Examples:
3.60 x 104 = 36000.00
4.7 x 10-5 = 0.000047

Decimal Notation- the way expressing numerical quantities into decimal numbers.
Significant Figures- these are figures that are found by counting the doubtful digit
and all the digits to the left including the last digit that is not zero.

Rules in Identifying the Number of Significant Digits


1. All non-zero digits are significant

Example:

223 = 3 significant digits


112.22 = 5 significant digits

2. Zeros are significant if they were obtained by actual measurement and were found
at the right end of a measured number and after the decimal point.

Example:

23.00 = 4 significant digits


2.300 = 4 significant digits

3. Zeros are significant if they were found in between non-zero digits.

Example:

780020 = 5 significant digits


200100 = 4 significant digits

4. Zeros to the right of a non-zero digit but the left of an understood decimal point
are not significant unless indicated as significant

Example:
___
45000 = 5 significant digits
45000 = 2 significant digits

8
5. All zeros found at the right of a decimal point but to the left of a non-zero digit are
not significant.
Example:
0.00123 = 3 significant digits
0.0001212 = 4 significant digits

6. Exponents in a scientific notation do not affect the number of significant digits.

Examples:
2.23 x 10-2 = 3 significant digits
2.330 x 103 = 4 significant digits

In other physics problems, some quantities have units that are combinations of
the units and thus require conversion.
The simplest way to convert one unit to another is to form a conversion ratio
that is equal to 1 with the desired unit on the numerator and the unit to be converted
at the denominator. The original quantity is multiplied by this conversion ratio. Units
may be multiplied or divided just like any ordinary algebraic factors.
Example:
How many feet does a car go in a 100 m dash? Conversion ratio: 1 m =
3.28ft

Solution:
100 m x 3.28ft = 328 ft
1m
If such conversion information cannot be found directly/easily, you may use all
known conversion ratio so that all necessary cancellations of units will take place.

9
APPLICATION

Activity Title: Convert Me!

Materials: Foot ruler/tape measure Bond


Paper (Long) Egg (medium)
Slipper
Basketball ball
Softdrink Bottle ( 1 L)

Procedures:

1. Using a ruler, take the length of each specified object below. Use
centimeters as a unit of measurement.

A) Soft drink bottle (1 L)


B) A sheet of bond paper (long)
C) A slipper (size 10)
D) An egg (medium size)
E) A basketball b a l l

2. Using the other side of the ruler which uses an inch as its unit,
records the measurement of each of the above objects.

Record your answers on the table below:


Object/Thing Metric Unit (cm) English Unit (in)

1. Softdrink Bottle (1L)


2. A sheet of bond paper (long )
3. A slipper( size 10)
4. An egg (medium size)
5. A basketball ball

Want some more? Try this


Instruction: A. In each of the following statements below, evaluate whether it is
TRUE or FALSE and write your answer on the space provided.

1. An inch is equal to 2.54 cm.


2. A kilometer is shorter than a meter.
3. A 6-foot coconut tree is taller than 3.1 m objects.
4. Earth ‘s diameter is longer than the diameter of its orbit.
5. The diameter of a Hydrogen atom is larger than a millimeter.

10
B. Convert the following magnitudes to the units indicated in the second
column.

Magnitude convert to
1. 45-kilometer meter
2. 21milligram gram
3. 9.00 centimeter inches
4. 63.0 pounds ounces
5. 8.00 square foot square inches
6. 1000.0 acres square meter
7. 24 calories joules
8. 5.4 square miles square kilometer
9. 7.5 Liter cubic meter
10. 2,160kg/m3 g/mL

REFLECTION

1. What you have learned in the lesson about Measurement?

2. How can measurement affect the quality of life?

11
ENRICHMENT

Instruction: Given the conversion ratio below, what is the velocity of an automobile in
meter per second that travels 12 kilometers east in three hours?
Conversion ratio: 1 hr = 3600 s
1 km = 1000 m

12
REFERENCES

Angelina A. Silverio (2017) General Physics 1 Exploring Life Through Science Series

Ryan G. Malenab (2006) Essentials of Physical Science

Cherryll A.Bogacia, Maureen Marie F. Flame, Sheree P. Estrada, Rosamar L.


Pagulong, Florencio M. Ruaya Jr. (2020) General Physics 1 Module
General Physics 1 Module (2020) Retrieved from tiny.cc/GCDriveR10Modules
ONLINE:
https://www.sophia.org/concepts/accuracy-and-precision--2

https://www.webassign.net/question_assets/unccolphysmechl1/measurements/manu
al.html

https://www.kentschools.net/ccarman/cp-chemistry/practice-quizzes/quiz-2-2/

https://www.mlbgsd.k12.pa.us/cms/lib/PA09000085/Centricity/Domain/83/lab_-
_accuracy_and_precision.pdf

13
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Surigao del Norte


Peñaranda St., Surigao City
Surigao del Norte, Philippines 8400
Tel. No: (086) 826-8216
Email Address: [email protected]

14

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