General Physics I: Quarter 1 - Module 1.1
General Physics I: Quarter 1 - Module 1.1
12
General Physics I
Quarter 1 – Module 1.1
Measurement
COPYRIGHT 2020
“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.”
The original version of this material has been developed in the Schools Division of Surigao del
Norte through the Learning Resource Management and Development Section of the Curriculum
Implementation Division. This material can be reproduced for educational purposes; modified for the
purpose of translation into another language; and creating of an edited version and enhancement of
work are permitted, provided all original work of the author and illustrator must be acknowledged and
the copyright must be attributed. No work may be derived from any part of this material for commercial
purposes and profit.
This material has been approved and published for online distribution through the Learning
Resource Management and Development System (LRMDS) Portal (http://lrmds.deped.gov.ph) and
Division Network Academy (https://netacadsdn.com).
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:
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:
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
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
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
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
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
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
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 -
B. 1.27 x 100 -
C. 1.65 x 105 -
D. 7.65 x 10-5 -
E. 22.3 x 10-3 -
5
ANALYSIS
Answer the question below. (4pts) You will be graded base on the rubric.
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
Systems of Measurement
6
English System – is commonly used in English-speaking countries, also known as
the British System.
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.
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.
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.
Example:
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:
Example:
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
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
Procedures:
1. Using a ruler, take the length of each specified object below. Use
centimeters as a unit of measurement.
2. Using the other side of the ruler which uses an inch as its unit,
records the measurement of each of the above objects.
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
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
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:
14