I.

Title: Lesson - Prefixes and Conversion of Units

II. Objectives:
After accomplishing this part of the module, you must be able to:
A. determine the different prefixes of fundamental quantities;
B. appreciate the importance of different conversion factors used in converting one quantity to
another; and
C. perform conversion of units using different conversion factors.

III. Material/s:
A. Scientific Calculator

IV. Time Frame: 40 minutes

V. Concept:

Sometimes it is necessary to convert units from one measurement system to another or convert
within a system (for example, from kilometers to meters). Conversion factors between SI and US
customary units of length are as follows:

TABLE 2: Conversion factors for length, mass, and time.

Retrieved from: Serway, R., Jewett, J. (2014), Physics for Scientists and Engineers (9th Edition), USA, Appendix A.

Like dimensions, units can be treated as algebraic quantities that can cancel each other. For
example, suppose we wish to convert 15.0 in. to centimeters. Because 1 in. is defined as exactly 2.54
cm, we find that
Where the ratio in parentheses is equal to 1, we express 1 as 2.54 cm/1 in. (rather than 1 in./2.54 cm) so
that the unit “inch” in the denominator cancels with the unit in the original quantity. The remaining unit is
the centimeter, our desired result.

WORKED OUT EXAMPLES! (Conversion of Units)

PROBLEM # 1:
The length of your physics book is 37.0 cm. Convert this measurement in inches.
STEP 1: Identify the desired unit for conversion.
The given length must be converted to inches.
STEP 2: Write the quantity to be converted.
The quantity to be converted is 37.0 cm.
STEP 3: Determine the conversion factor to be used.
The conversion factor to be used is 1 in = 2.54 cm.
STEP 4: Perform the conversion on the quantity using the factor label method.

STEP 5: Write the converted quantity.

The length of the Physics book in inches is 14.57 in.

PROBLEM # 2:
Your house’s storage room has an area of 100,000 cm2. What is this area in square meters?
STEP 1: Identify the desired unit for conversion.
The given area must be converted to square meters (m2).
STEP 2: Write the quantity to be converted.
The quantity to be converted is 100,000 cm2.
STEP 3: Determine the conversion factor to be used.
The conversion factor to be used is 1 m = 100 cm.
STEP 4: Perform the conversion on the quantity using the factor label method.

*Take note that we squared the conversion factor because our desired unit is in square
meters.
 STEP 5: Write the converted quantity.
The area of your house’s storage room in square meters is 10 m2.

PROBLEM # 3:
A sports car runs at a maximum speed of 300 km/h along a straight highway. What is this speed in
meters per second?
STEP 1: Identify the desired unit for conversion.
The given speed must be converted to meters per second (m/s).
STEP 2: Write the quantity to be converted.
The quantity to be converted is 300 km/h.
STEP 3: Determine the conversion factor to be used.
The conversion factors to be used are 1 km = 1000 m and 1h = 3600 s.
STEP 4: Perform the conversion on the quantity using the factor label method.

STEP 5: Write the converted quantity.

The speed of the sports car in meters per second is 83.33 m/s.

In addition to the fundamental SI units of meter, kilogram, and second, we can also use other units,
such as millimeters and nanoseconds, where the prefixes milli- and nano- denote multipliers of the basic
units based on various powers of ten. Prefixes for the various powers of ten and their abbreviations are
listed in the table below. For example, 1023 m is equivalent to 1 millimeter (mm), and 103 m corresponds
to 1 kilometer (km). Likewise, 1 kilogram (kg) is 103 grams (g), and 1 megavolt (MV) is 106 volts (V).

TABLE 3: Prefixes for powers of ten.

Retrieved from: Serway, R., Jewett, J. (2014), Physics for Scientists and Engineers (9th Edition), USA, p.6.

WORKED OUT EXAMPLES! (Prefixes on Powers of Ten)

PROBLEM # 1:
You bought a flash drive with a data capacity of 2,000,000,000 bytes (B). How much is this capacity in
Gigabytes (GB)?
STEP 1: Identify the desired unit for conversion.
The given data capacity must be converted to Gigabytes (GB).
STEP 2: Write the quantity to be converted.
The quantity to be converted is 2,000,000,000 bytes (B).
STEP 3: Determine the conversion factor/prefix to be used.
The conversion factor to be used is 1 × 109 B = 1 GB.
STEP 4: Perform the conversion on the quantity using the factor label method.

STEP 5: Write the converted quantity.

The data capacity of the flash drive in Gigabytes is 2 GB.

PROBLEM # 2:
It is said that the blink of an eye happens as fast as 0.40 seconds. How much is this time in
milliseconds? How about microseconds?
STEP 1: Identify the desired unit for conversion.
The given time must be converted to milliseconds (ms) and microseconds (µs).
STEP 2: Write the quantity to be converted.
The quantity to be converted is 0.4 seconds.
STEP 3: Determine the conversion factor /prefix to be used.
The conversion factors to be used are 1 × 10-3 s = 1 ms and 1 × 10-6 s = 1 µs.
STEP 4: Perform the conversion on the quantity using the factor label method.

STEP 5: Write the converted quantity.

The blink of an eye happens as fast as 400 ms or 400,000 µs.

PROBLEM # 3:
Neutron stars are created when giant stars die in supernovas and their cores collapse, with the protons
and electrons essentially melting into each other to form neutrons. The masses of these stars is
measured approximately 1.9891 × 1030 kg. Convert this mass into yottagrams (Yg).
STEP 1: Identify the desired unit for conversion.
 The given mass must be converted to yottagrams (Yg).
STEP 2: Write the quantity to be converted.
The unit to be converted is 1.9891 × 1030 kg.
STEP 3: Determine the conversion factor/prefixes be used.
The conversion factors to be used are 1000 g = 1 kg and 1 × 1024 g = 1 Yg.
STEP 4: Perform the conversion on the quantity using the factor label method.

STEP 5: Write the converted quantity.

The mass of the neutron star in yottagram is 1.989 × 109 Yg.
I. Title: Lesson – Scientific Notation

II. Objectives:
After accomplishing this part of the module, you must be able to:
A. describe what scientific notation is;
B. recognize the importance of writing figures in scientific notation; and
C. solve problems with regards to scientific notation.

III. Material/s:
A. Textbook/s for General Physics 1
1. Giancoli, D. C. (2005), Physics: Principles with Applications (6th Edition), USA
2. Arevalo, R. (n.d.), General Physics 1, Diwa Publishing House, Philippines.
B. Scientific Calculator

IV. Time Frame: 40 minutes

V. Concept:

You commonly write numbers in “powers of ten,” or scientific notation - for instance, 36,900 as 3.69
× 104 or 0.0021 as 2.1 × 10-3. One advantage of scientific notation is that it allows the number of
significant figures to be clearly expressed (to be discussed in the next module). Another advantage also
is that you can write large numbers in an easy format such as 12,000,000,000 as 1.2 × 10 10 or
0.00000000052 as 5.2 × 10-9. This kind of notation can be expressed in the format:

Where A is a digit between zero to nine (1-9), and n is an integer. Take note that the digits represented
by A cannot be zero or greater than 9.

To convert a number into scientific notation, you move the decimal point of a number until the new
form is a number from 1 up to 9 (A), and then record the exponent (n n) as the number of places the
decimal point was moved. Whether the power of 10 is positive or negative depends on whether you move
the decimal to the right or the left. Moving the decimal to the right makes the exponent negative; moving
it to the left gives you a positive exponent.

TABLE 4: Sample of figures and scientific notation.

FIGURES SCIENTIFIC NOTATION

The distance between the Sun and Earth is 149,600,000 km. 1.49 × 108 m

Light can go as fast as 299,792,458 m/s. 3.00 × 108 m/s

Earth has a mass of 5,973,600,000,000,000,000,000,000 kg. 5.97 × 1024 kg

The approximate diameter of a hair strand is 0.000017 m. 1.70 × 10-5 m

A typical human cell has a size of 0.0001 m in diameter. 1.00 × 10-4 m

The blink of an eye happens as fast as 0.3 seconds. 3.00 × 10-1 s

A virus is as small as 0.000000020 m in diameter. 2.00 × 10-8 m

I. Title: Lesson – Significant Figures and Rounding Off Numbers

II. Objectives:
After accomplishing this part of the module, you must be able to:
A. identify the rules in determining significant figures in a quantity;
B. appreciate the importance of the rules in rounding off numbers; and
C. solve fundamental operations among different quantities by applying rules of significant
figures and rounding off numbers.

III. Material/s:
A. Textbook/s for General Physics 1
1. Giancoli, D. C. (2005), Physics: Principles with Applications (6th Edition), USA
2. Arevalo, R. (n.d.), General Physics 1, Diwa Publishing House, Philippines.
B. Scientific Calculator

IV. Time Frame: 40 minutes

V. Concept:

When specific quantities are measured, the measured values are known only to within the limits of
the experimental uncertainty. The value of this uncertainty can depend on various factors, such as the
quality of the apparatus, the skill of the experimenter, and the number of measurements performed. The
number of significant figures in a measurement can be used to express something about the
uncertainty—the number of significant figures on a quantity depending on the value given. To determine
the number of significant figures, the following rules are followed.

TABLE 5: Rules in Determining Significant Figures

RULES EXAMPLES*
545 has three (3) significant figures
1. Non – zero digits are always significant.
98,158 has five (5) significant figures

2. Any zeros between two non-zero digits are 2007 has four (4) significant figures
significant. 80,582 has five (5) significant figures

3. A final zero or trailing zeros in the decimal 200.0 has four (4) significant figures
portion only are significant. 0.00500 has three (3) significant figures

4. Space holding zeros on numbers less than one is 0.01 has one (1) significant figure
not significant. 0.00012 has two (2) significant figures

5. Zero to the left of the decimal point on numbers 0.00036 has two (2) significant figures
less than one is not significant. 0.984 has three (3) significant figures

6. Trailing zeroes in a whole number is not 20,000 has one (1) significant figure
significant. 11,000,000 has two (2) significant figures

7. Leading zeroes in the whole number are not 00205 has three (3) significant figures
significant. 0003456 has four (4) significant figures

*Numbers in boldface are those which are considered as significant figures.

 
 In problem-solving, we often combine quantities mathematically through multiplication, division,
addition, subtraction, and so forth. When doing so, you must make sure that the result has the
appropriate number of significant figures. The following rules are followed in determining the number of
significant figures in adding, subtracting, multiplying, and dividing different quantities or values.

TABLE 6: Fundamental operation involving significant figures.

OPERATION PROCESS EXAMPLE

When numbers are added or

subtracted, the number of
decimal places in the result
Addition / Subtraction should equal the smallest
number of decimal places of Since 23.2 is the number with the
any term in the sum or lowest number of decimal places
difference. (3), the final answer should be
28.4.

When multiplying several

quantities, the number of
significant figures in the final
answer is the same as the
Multiplication / Division Since 6.0 cm is the number with
number of significant figures in
the lowest number of significant
quantity having the smallest
figures (2), the final answer
number of significant figures.
should be 1.1 × 102 cm2
The same rule applies to
(transformed in scientific notation
division.
to obtain 2 significant figures).

If the number of significant figures in the result of a calculation must be reduced, there are general
rules for rounding numbers which are given as follows:

TABLE 7: Rules in Rounding Off Numbers

RULES EXAMPLES
1. The last digit retained is increased by 1 if the last
1.346 rounded off becomes 1.35
digit dropped is greater than 5.

2. If the last digit dropped is less than 5, the last

1.343 rounded off becomes 1.34
digit retained remains as it is.
3. If the last digit dropped is equal to 5, the
remaining digit should be rounded to the nearest 1.345 rounded off becomes 1.34
even number.
I. Title: Lesson – Uncertainties in Measurement

II. Objectives:
After accomplishing this part of the module, you must be able to:
A. describe how uncertainties in measurements occur;
B. appreciate the significance of accuracy and precision of results in experiments; and
C. perform actual measurements to analyze the occurrence of different types of errors.

III. Material/s:
A. Scientific Calculator
B. Ruler

IV. Time Frame: 40 minutes

V. Concept:

Accurate, precise measurements are an essential part of Physics, but no measurement is precise.
There is uncertainty associated with every measurement. Measurements can be accurate but not precise
or the other way around. By technical definition, accuracy refers to how close a measurement is to the
real value. On the other hand, precision in a strict sense refers to the repeatability of the measurement
using a given measurement. To illustrate the difference between the two, analyze the given figure below.

Retrieved from: http://kaffee.50webs.com/Science/labs/Lab-Precision.vs.Accuracy.html (May 22, 2020; 11:56 AM)

Figure 1: Accuracy and precision demonstrated using a dartboard.

As shown in the figure, accuracy is achieved only when darts hit close to the target (high accuracy).
This is the same for measurements if your values are close to the true value; therefore, it is considered
accurate. On the other hand, darts either far or near the target as long as they are very close with each
other represents precision. If measurements made are very close in terms of values; therefore, it is
considered precise. This kind of measurement is given by the table below, in which a set of students tried
to measure the length of a string in several trials.

TABLE 8: Accuracy and precision of measurements in a 1.50-m long string.

TRUE VALUE TRIAL 1 TRIAL 2 TRIAL 3
STUDENT MEASUREMENT
(cm) (cm) (cm) (cm)
1 1.48 1.49 1.50 Accurate and precise
2 1.25 1.28 1.26 Precise but not accurate
1.50
3 1.45 1.42 1.40 Accurate but not precise
4 1.11 1.21 1.29 Neither accurate nor precise
 Measurements being not accurate or precise brings errors in an experiment. These errors can be
classified as random or systematic errors. The table given below discusses the difference between the
two.

TABLE 9: Types of errors and their causes.

TYPES OF ERRORS DEFINITION EXAMPLES
Random Error A type of error is caused by  Electronic noise in the circuit
unknown and unpredictable of an electrical instrument;
changes in the experiment. These and
changes may occur in the  irregular changes in the heat
measuring instruments or
loss rate from a solar collector
environmental conditions.
due to changes in the wind.
Systematic Error A type of error usually comes from  There is something wrong
the measuring instruments. with the instrument or its data
handling system, or
 because the experimenter
wrongly uses the instrument.

Due to this kind of error that may occur in measurements, it is essential to state the estimated
uncertainty on it. For example, the width of a board might be written as 8.8 ± 0.1 cm. The ± 0.1 cm (read
as “plus or minus 0.1 cm”) represents the estimated uncertainty in the measurement so that the actual
width most likely lies between 8.7 and 8.9 cm. The percent uncertainty is simply the ratio of the
uncertainty to the measured value multiplied by 100. In a mathematical expression, it can be written as:

(EQ. 8)

EXAMPLE CALCULATION:
What is the percent uncertainty if the measurement is 8.8 cm, and the estimated uncertainty is 0.1 cm?
STEP 2: Identify the quantity that is required to find the problem.
You are asked to find the percent uncertainty of a measurement.
STEP 3: Determine the given quantities.
You are given the uncertainty and the measured value.

STEP 4: Write the equation to be used in solving the problem.

STEP 5: Write your calculations/computations.

 STEP 6: Write your final answer.
The uncertainty of the measurement is 1%.

I. Title: Lesson – Calculations of Uncertainties in Measurement

II. Objectives:
After accomplishing this part of the module, you must be able to:
A. describe how to calculate uncertainties in measurements;
B. appreciate the importance of computing the uncertainty using mean, variance, and standard
deviation; and
C. solve problems regarding uncertainties in measurements.

III. Material/s:
A. Scientific Calculator

IV. Time Frame: 40 minutes

V. Concept:

Uncertainties in measurements can previously be estimated, especially on single values. In

experiments, most of the time, measurements can be repeated on trials to ensure both accuracy and
precision. To determine the uncertainty of a particular set of values, statistical quantities such as
obtaining the values for mean, variance, and standard deviation are used. The table below shows the
definition and mathematical expression for each statistical quantity.

TABLE 10: Statistical quantities and their equation.

STATISTICAL
DEFINITION EQUATION
QUANTITY
Mean It is the average of a set of
numbers or values.
(EQ. 9)
wherein:
 is the mean
 ∑ represents summation
 ×i are the values
 n is the number of values presented
Variance It refers to the average of the
squared differences from the
mean. (EQ. 10)
wherein:
 σ2 is the variance
 ∑ represents summation
 ×i are the values
 is the mean
 n is the number of values presented
Standard Deviation It is the measure of how
spread out numbers are. (EQ. 11)

wherein:
 σ is the standard deviation
  σ2 is the variance

IMPORTANT THINGS TO REMEMBER IN SOLVING PROBLEMS ABOUT UNCERTAINTIES

1. The final measurement should always be stated in this format:
(mean ± standard deviation) unit
For instance, you have five different measures for length in meters (m), and the mean of those values
is 8.80 m, and the standard deviation is 0.01. Therefore, the final measurement should be stated as
(8.80 ± 0.01) m.
2. The values for mean and the standard deviation must have the same number of decimal places. For
example, the value for the mean is 1.423 s, and the standard deviation is 0.563422; the value for
standard deviation must be rounded off to 3 decimal places the same as the mean. The point of
reference should always be the mean, so it must have the same number of decimal places as the
given measurements.
3. DO NOT round off values for the following:
a. the given values of measurement in the problem;
b. the final computed value for the mean;
c. the table of values for the computation for variance; and
d. the final computed value for the variance.
4. The percent uncertainty, if possible, must always be expressed into two decimal places.

WORKED OUT EXAMPLES!

PROBLEM # 1:
Sakura wants to measure how much time it would take for a coin to hit the ground if it is dropped 1-m
above the ground. So, she experimented with five consecutive trials. In those trials, the following time
in seconds was measured: 0.47 s, 0. 45 s, 0.50 s, 0.46 s, and 0.44 s. (a) What is the uncertainty in
Sakura’s measurements? (b) What is the percent uncertainty of her measurements?
STEP 1: Illustrate the problem through diagrams.

TRIALS TIME (s)

1 0.47
2 0.45
3 0.50
4 0.46
5 0.44

STEP 2: Identify the quantity that is required to find the problem.

You are asked to find the uncertainty and percent uncertainty in Sakura’s measurements.
STEP 3: Determine the given quantities.
The given quantities are the time measured on the five trials.
STEP 4: Write the equation to be used in solving the problem.
You need the equations for the mean (1), variance (2), standard deviation (3), and percent
uncertainty (4).

(1)

(2)

(3)

(4)

STEP 5: Write your calculations/computations.

Start first with calculating the mean of the given values:

Then, compute for the variance:

TRIALS
1 0.47 0.47 – 0.46 = 0.01 (0.01)2 = 0.0001
2 0.45 0.45 – 0.46 = -0.01 (-0.01)2 = 0.0001
3 0.50 0.50 – 0.46 = 0.04 (0.04)2 = 0.0016
4 0.46 0.46 – 0.46 = 0 (0)2 = 0
5 0.44 0.44 – 0.46 = -0.02 (-0.02)2 = 0.0004

Now, you can compute for the standard deviation:

 Therefore, the final measurement is (0.46 ± 0.05) s

Lastly, calculate for the percent uncertainty:

STEP 6: Write your final answer.

The uncertainty of Sakura’s measurements is ± 0.05. Therefore, her final measurement
should be stated as (0.46 ± 0.05) s. The percent uncertainty of her measurements is equal to
10.87%.

WHAT DOES THIS MEAN?

The uncertainty in Sakura’s measurement, which ± 0.05, means that the exact measurement
of time is in the interval between 0.41 s (0.46 – 0.05) and 0.51 s (0.46 + 0.05). You may

check if that is correct by calculating the actual time using the equation: .

PROBLEM # 2:
A group of students is told to use a meter stick to find the length of a hallway. They make six
independent measurements: 4.402 m, 4.217 m, 4.345 m, 4.925 m, 4.372 m, and 4.289 m. How
should they report their best estimate of the length of the hallway?
STEP 1: Illustrate the problem through diagrams.

MEASUREMENT LENGTH (m)

1 4.402
2 4.217
3 4.345
4 4.925
5 4.372
6 4.289

STEP 2: Identify the quantity that is required to find the problem.

You are asked to find the uncertainty and percent uncertainty in students’ measurements.
STEP 3: Determine the given quantities.
The given quantities are the time measured on the five trials.
STEP 4: Write the equation to be used in solving the problem.
You need the equations for the mean (1), variance (2), standard deviation (3), and percent
uncertainty (4).

(1)

(2)

(3)

(4)
STEP 5: Write your calculations/computations.
Start first with calculating the mean of the given values:

Then, compute for the variance:

TRIALS
1 4.402 4.402 – 4.425 = -0.023 (-0.023)2 = 0.000529
2 4.217 4.217 – 4.425 = -0.208 (-0.208)2 = 0.043264
3 4.345 4.345 – 4.425 = -0.08 (-0.08)2 = 0.0064
4 4.925 4.925 – 4.425 = 0.5 (0.5)2 = 0.25
5 4.372 4.372 – 4.425 = -0.053 (-0.053)2 = 0.002809
6 4.289 4.289 – 4.425 = -0.136 (-0.136)2 = 0.018496
 Now, you can compute for the standard deviation:

Therefore, the final measurement is (4.425 ± 0.231) m

Lastly, calculate for the percent uncertainty:

STEP 6: Write your final answer.

The uncertainty of students’ measurements is ± 0.231. Therefore, their final measurement
should be stated as (4.435 ± 0.231) m. The percent uncertainty of their measurements is
equal to 5.22%.

For the last problem, you will have to try to solve this using your scientific calculator. Any scientific
calculator will do, but on this problem, CASIO fx-991 ClassWiz calculator will be used. In case you are
using other brands or models of calculator, there should be no problem. You may seek the help of your
teacher to teach you how to solve the problem on your calculator. If you still want to use the CASIO
model and you have an available laptop or PC, you may download the calculator emulator from the
CASIO website. The emulator is the one used on this problem.

Please check this official website of CASIO scientific calculators to download the calculator
emulator: https://edu.casio.com/softwarelicense/index.php#col3. Select the ClassWiz model on the site
given. For further instructions on how to download and install the emulator, seek the help of your teacher.

PROBLEM # 3:
A gold pawnshop was presented with a mass of gold. The pawnshop owner and two of his attendants
measured the mass of gold on balance. Their measurements are as given as follows: 12.1 g, 11.6 g,
and 14.3 g. To give a price to the gold, how should they report the final measurement for the mass of
it?
STEP 1: Illustrate the problem through diagrams.
 MEASUREMENT MASS (m)
1 12.10
2 11.60
3 14.30

STEP 2: Identify the quantity that is required to find the problem.

You are asked to find the uncertainty and percent uncertainty in students’ measurements.
STEP 3: Determine the given quantities.
The given quantities are the time measured on the five trials.

STEP 4: Write the equation to be used in solving the problem.

You need the equations for the mean (1), variance (2), standard deviation (3), and percent
uncertainty (4).

(1)

(2)

(3)

(4)

*The first three equations will not be used, for it can be easily calculated using the CASIO
calculator fx - 991 ClassWiz models. For the last equation, the percent uncertainty, you will
still have to solve this one.
STEP 5: Write your calculations/computations.

STEPS FIGURES
1. Set your calculator into the “Statistics”
mode. To do this, press the SETUP
button. Move through the screen using
the directional buttons to select “6:
Statistics”. Then, press the = (equal sign)
button.
2. After pressing the = (equal sign) button,
the screen will change and will present
your first four choices numbered from 1
to 4. Select “1: 1 – Variable” by pressing
1 in the Numpad buttons.

3. As soon as you press the 1 in the

Numpad button, the screen will show a
table, as shown in the figure given on the
second column.

4. On the table, type each of the

measurements given on the problem.
Press = (equal sign button) after typing
each measurement.
 5. Then, having the three measurements
encoded already, you will have to press
the OPTN button. Upon pressing, you
will be directed by the screen to another
set of options. The screen will show you
the first four options, select “3: 1 –
Variable Calc” by pressing three on the
Numpad buttons.

6. The screen will now present the results

of the calculation based on your encoded
measurements. The calculator will report
several quantities, but you will only be
needing the ff:

 = mean
 σ2 (σ2×) = variance
 σ (σ×) = standard deviation

Therefore, from the results on your calculator, the values for mean, variance, and standard
deviation are:

The final measurement should be stated as (12.70 ± 1.17) g.

Lastly, calculate for the percent uncertainty:

STEP 6: Write your final answer.

The uncertainty of students’ measurements is ± 1.17. Therefore, their final measurement
should be stated as (12.70 ± 1.17) g. The percent uncertainty of their measurements is equal
to 9.21%.
I. Title: Lesson – Fundamental Operations on Uncertainties

II. Objectives:
After accomplishing this part of the module, you must be able to:
A. determine how to perform fundamental operations on measurements with uncertainties;
B. recognize the importance of absolute and relative uncertainties; and
C. solve problems regarding fundamental operations on uncertainties.

III. Material/s:
a)
B. Scientific Calculator

IV. Time Frame: 40 minutes

V. Concept:

In experiments, we will need to combine measurements using addition, subtraction, multiplication,

and division. However, measurements are composed of two parts: a measured value and uncertainty -
and so any algebraic combination must account for both. Performing these operations on the measured
values is easily accomplished; handling uncertainties poses the challenge. Uncertainties can be reported
in two types: absolute and relative. The table below summarizes the difference between the two.

TABLE 11: Difference between absolute and relative uncertainties.

TYPE OF UNCERTAINTY DEFINITION
This type of uncertainty is the one being used in
previous lessons in the module. Quoting the
uncertainty in the original units of the measurement
ABSOLUTE UNCERTAINTY produces this type of uncertainty. For example:

(0.46 ± 0.05) s, ± 0.05 is the absolute uncertainty.

RELATIVE UNCERTAINTY This type of uncertainty is also used in the previous

lessons in the module, but it is in a percentage
format. The computed percent uncertainty is the
relative uncertainty. For example:

(0.46 ± 0.05) s, computing for percent uncertainty:

 Therefore, 10.87% is relative to uncertainty. You
can also report the measurement of 0.46 s ±
10.87%.

Rules in performing fundamental operations (addition, subtraction, multiplication, and division), are
given in the following tables below:

TABLE 12: Fundamental operations involving absolute and relative uncertainties.

OPERATION COMPUTATION STEPS

a) Just add the measured values and

the absolute uncertainties.
ADDITION:
The sum is the sum of the
uncertainties and the
measured values. b) 10.30 is added to 3.04, the same
with 0.01 and 0.04, giving the sum:
(13.34 ± 0.05) m.

a) Subtract the measured values but

SUBTRACTION: still add absolute uncertainties.
The difference is again
equal to the sum of the
uncertainties, but the
measured values should b) 3.04 is subtracted from 10.30, but
be subtracted. 0.01 and 0.04 are still added, giving
the difference: (7.26 ± 0.05) m.

MULTIPLICATION: a) Take note of the uncertainties

The product is found by given: 0.02 and 0.01. These are the
adding the computed absolute uncertainties.
 b) Compute first for the relative
uncertainties (percent uncertainty
of each) from the absolute
uncertainties.

c) Write the given unit next to the

measured value, since the relative
relative uncertainties and
uncertainty will have a percent sign.
then multiplying the
measured values.
Then, multiply the measured values
and add the relative uncertainties.

d) Convert the relative uncertainty to

absolute by multiplying (6.33%) by
the measured value (0.30) and
dividing the product by 100.

The product is (0.30 ± 0.020) m.

a) Take note of the uncertainties

given: 0.2 and 0.12. These are the
absolute uncertainties.

b) Compute first for the relative

uncertainties (percent uncertainty
of each) from the absolute
uncertainties.
DIVISION:
The quotient is found by
adding the computed
relative uncertainties and c) Write the given unit next to the
then dividing the measured value, since the relative
measured values. uncertainty will have a percent sign.

Then, divide the measured values

and add the relative uncertainties.

d) Convert the relative uncertainty to

absolute by multiplying (1.42%) by
the measured value (10.15) and
dividing the product by 100.

The quotient is (10.15 ± 0.14) m/s.