SENIOR HIGH SCHOOL

General Physics 1
Quarter 1 – Module 1
Measurements and Vectors

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General Physics 1 – Grade 12
Quarter 1 – Module 1: Measurements and Vectors
2nd Edition, 2021

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Development Team of the Module

Compilers/Writers:
MRS. ROWENA M. OLOFERNES – Master Teacher I, CCDCAGMNHS
MR. JUNHREY A. VIBAR – Teacher III, CCNSHS

Content Editors:
MS. CELIA C. GEPITULAN – Principal I, Regino Mercado Night HS
Reviewers:
MR. BONNIE JAMES A. SACLOLO – Teacher III, CCNSHS
DR. REY A. KIMILAT – Head Teacher V, Abellana National School
MRS. JOCELYN C. BUTANAS – Master Teacher 1, Talamban National HS
Language Editor:
MRS. ROQUESA B. SABEJON – PSDS, North District VII
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DR. RHEA MAR A. ANGTUD – Schools Division Superintendent
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DR. RAYLENE S. MANAWATAO – EPS, Science

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SHS Specialized Subject
General Physics 1
Quarter 1 - Module 1
Measurements and Vectors

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Introductory Message
Welcome to the General Physics 1 on Measurements and Vectors!

This module was designed to provide you with 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.

This module has the following parts and corresponding icons:

This part includes an activity that aims to
What I Know
check what you already know about the
(Pre-Test)
lesson to take.
This will give you an idea of the skills or
What I Need to Know competencies you are expected to learn in
(Objectives) the module.
This is a brief drill or review to help you
What’s In link the current lesson with the previous
(Review/Springboard) one.
In this portion, the new lesson will be
What’s New introduced to you in various ways; a story,
(Presentation of the Lesson) a song, a poem, a problem opener, an
activity, or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
(Discussion) and understand new concepts and skills.
This section provides activities which will
What’s More help you apply your new knowledge or skill
(Application) into real life situations or concerns.

What I Need To Remember This includes key points that you need to
(Generalization) remember.

This comprises activities for independent

What I Can Do practice to solidify your understanding and
(Enrichment Activities) skills of the topic.

This aims to evaluate your level of mastery

Assessment in achieving the learning competency.
(Post Test)

This contains answers to the following:

Answer Key • What I Know
• What’s In
• What’s More

At the end of this module you will also find:

References This is the list of all sources used in

developing this module.

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The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in this module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with
it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. They are always ready to help
you.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you
master about Measurements and Vectors. The scope of this module permits it to be
used in many different learning situations. The language used recognizes your
diverse vocabulary level. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond
with the textbook you are now using.
This module is divided into three lessons, namely:
• Lesson 1 – The Effect of Instruments on Measurements
• Lesson 2 – Uncertainties and Deviations in Measurements
• Lesson 3 – Vectors and Vector Addition

After going through this module, you are expected to:

• solve measurement problems involving conversion of units, expression
of measurements in scientific notation;
• differentiate accuracy from precision;
• differentiate random errors from systematic errors;
• estimate errors from multiple measurements of a physical quantity
using variance;
• differentiate vector and scalar quantities;
• perform addition of vectors; and
• rewrite a vector in component form.

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 What I Know
Instructions: Write the letter of the correct answer on a separate sheet
of paper.
1. Which of the following is the SI unit for mass?
A. Kilograms (kg) B. Ounce (oz) C. Pounds (lbs) D. Ton
2. Which of the following is equivalent to 5 inches (in)?
A. 0.127 m B. 1.270 cm C. 12.700 mm D. 41.670 ft
3. The true volume of a liquid is 20.5 ml. Which of the following sets of measurement
represents high accuracy?
A. 18.6 ml, 15.5 ml, 22.4 ml C. 19.2 ml, 22.5 ml, 20.5 ml
B. 18.9 ml, 19.0 ml, 19.2 ml D. 20.2 ml, 20.5 ml, 20.3 ml
4. A local hospital recently conducted a blood drive where they collected a total of 80
pints of blood from donors. The hospital was hoping to collect a total of 8 gallons
of blood. Did they meet their goal? How much or less than their goal did the
hospital collect? (Hint: 1 quart = 2 pints; 1 gallon = 4 quarts)
A. Yes, it was exactly 8 gallons. C. No, they need 2 more gallons.
B. Yes, they exceeded 2 gallons. D. No, they need 4 more gallons.
5. The cloth tape measure that you use to measure the length of an object had been
stretched out for years of use. As a result, all your length measurements were too
small. What type of error is present in your measurement?
A. System Error C. Absolute Error
B. Random Error D. Systematic Error
6. The mass of our planet Earth is 5,973,600,000,000,000,000,000,000 can be
written as ___________.
A. 5.97 x 10-24 B. 5.97 x 10-18 C. 5.97 x 1018 D. 5.97 x 1024
7. The standard elevator in a midrise building can hold a maximum weight of about
2,500 pounds. If the average adult weighs 60 kg, what is the maximum number
of adults who could safely ride the elevator? (Hint: 1kg=2.2 lbs)
A. 18 B. 19 C. 20 D. 21
8. Which of the statements describes a scalar quantity?
I. has magnitude only IV. has a head and tail
II. has magnitude and direction V. one dimensional
III. can be divided into x and y-components
A. I, III, IV B. II, III, IV C. II, IV D. I, V
9. Suppose a hiker walked 65 m, 25° east of north. What are the x and y-components
of his resultant displacement?
A. Vx = 58.91 m, E; Vy = 27.47 m, N C. Vx = 58.91 m, W; Vy = 27.47 m, S
B. Vx = 27.47 m, E; Vy = 58.91 m, N D. Vx = 27.47 m, W; Vy = 58.91 m, S
10. Kakai, a student, walks along Colon Street and her displacement is
presented by the vector 𝐴⃗ in the following illustrations. Which illustration correctly
represents the vector components?

A. B. C. D.

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11. A bicycle has a speed of 6 m/s. What is its speed in km/h? (1 km=1000 m)
A. 1.67 kph C. 16.67 kph
B. 2.16 kph D. 21.60 kph
12. Which of the following pairs of physical quantity and SI unit is correct?
A. Mass: Pounds C. Time: Hour
B. Electric Current: Volt D. Temperature: Kelvin
13. Which of the following shows the correct sequence of prefixes in descending
order?
A. mega, giga, kilo, nano C. giga, kilo, mega, nano
B. nano, kilo, mega, giga D. giga, mega, kilo, nano
14. To convert 1.8 hours to minutes, by what conversion factor should you multiply?
A. 1 hour / 60 minutes C. 60 minutes / 1 hour
B. 1 second / 60 minutes D. 24 hours / 60 minutes
15. The presence of systematic errors lead to a lack of __________ in the measurement:
A. accuracy C. least count
B. precision D. significant digits

Lesson The Effect of Instruments on

1 Measurements

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What’s In
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will understand functions
and Vectors. Let’s review first important terms and concepts
from your prerequisite subjects before starting our lesson.

Scientific notation is a convenient way of expressing very large or very small

numbers. It is also known as the “powers-of-ten notation”. Its parts are shown
below:

The coefficient contains the number before the base. The mantissa is the part of
the logarithm that follows the decimal point. The base is always equal to 10. The
exponent, positive or negative, in the uppercase of the base states the number of
times a number is multiplied to itself.
Rules:
1. The base is always 10.
2. The exponent is a non-zero integer.
3. The absolute value of the coefficient is greater than or equal to
1 and strictly less than 10.
4. The coefficient carries the sign.
5. The mantissa carries the rest of the significant digits.

7
 What’s New
Read about the laser speed gun below and answer the
guide questions on a separate sheet of paper. Think carefully.

A laser speed gun estimates the speed of a

moving vehicle by measuring its distance. It
shoots a very rapid surge of infrared laser
light and then waits for it to reflect off the
vehicle. This is used to supervise and
apprehend vehicles that would violate the
speed limit regulation. Speed limits are
established to guarantee the safety of
motorists.

Guide questions:
• Would the results vary from one
laser speed gun to the other?
• How does the instrument affect Figure 1: Laser Speed Gun
Source:
the measurement gathered? https://www.google.com/url?sa=i&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fen.wikipedia.
org%2Fwiki%2FRadar_speed_gun&psig=AOvVaw2hv5XZEp7KEoC--
OfdvF8l&ust=1629780259211000&source=images&cd=vfe&ved=0CAsQ
jRxqFwoTCMjJg5qoxvICFQAAAAAdAAAAABAD

What Is It
MEASUREMENTS IN PHYSICS

Measurement is the process of comparing a specific quantity of matter with

an agreed standard. It is a method of describing physical phenomena.
Physics is an experimental science. Physicists perform experiments to test
hypotheses. Its conclusions are derived from measurements. Numbers and certain
values are used to describe measurements known as a physical quantity.

Physical Quantities
These are measurable quantities gathered by scientists during experimentation or
analysis of phenomena. These quantities are considered base quantities. They
have numerical values and units of measurement.

Fundamental Quantities
These quantities cannot be expressed in terms of other quantities. They are
independent on their own.
- The seven fundamental quantities are length (m), mass (kg), time (s),
electric current (A), temperature (K), amount of substance (mol) and
luminous intensity (cd).
Derived Quantities
These quantities are the result of combining fundamental quantities.
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
Examples: Speed =
𝑡𝑖𝑚𝑒
Force = (𝑚𝑎𝑠𝑠)(𝑎𝑐𝑐𝑒𝑙𝑒𝑟𝑎𝑡𝑖𝑜𝑛) where acceleration (a) can be
𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦
expressed further as a=
𝑡𝑖𝑚𝑒 8
 The measurement of physical quantities is expressed in terms of units, which are
standardized values. For example, the length of a racetrack, a physical quantity, can
be expressed in meters (for sprinters) or kilometers (for long distance runners).
Without standardized units, it would be extremely difficult to express and compare
measured values in a meaningful way. Scientist all around the globe agreed on the
standardized units which paved the way to the two systems of units as follows:
• British or English System
• SI (Systeme Internationale) or Metric System
In metric systems, these are the standard definition for measurements:

Length – 1 meter (m) is defined as the distance travelled by light in a

vacuum in 1/299,792,458 second (s).

1. Mass – 1 kilogram (kg) is defined to be the mass of a cylinder of

platinum-iridium alloy at the International Bureau of Weights and
Measures (Sèvres, France).
2.
3. Time – 1 second (s) is defined as 9,192,792,458 cycles of the microwave
radiation due to the transition between the two lowest energy states of
the Cesium atom. This is measured from an atomic clock using this
transition.
The SI or Metric Units
4.
The metric system is based on multiples of ten. Thus, it allows facility in computation
and conversion. Some common English to metric and metric to English conversion
factors, as well as the SI prefixes are given in the following tables.

Table 1.1 English-Metric Conversion Factors

Length Mass Volume
1 inch (in) = 2.54 1 ounce (oz.) = 28.35 1 fluid ounce = 29.57
centimeters grams milliliters (mL)
1 foot (ft.) = 0.3048 meter 1 pound (lb.) = 453.6 1 quart = 0.946 liters
grams (L)
1 yard = 0.914 meter 1 metric ton = 1000 1 gallon = 3.785 liters
kilograms (L)
1 mile (mi) = 1.609
kilometers

Table 1.2 Metric-English Conversion Factors

Length Mass Volume
1 millimeter (mm) = 1 gram = 0.03537 ounce 1 liter = 1.06 quarts
0.03937 inch
1 meter = 1.09 yards 1 kilogram = 2.2 pounds 1 cubic meter (cm3) =
1.295 cubic yards
1 kilometer = 0.621 mile

Table 1.3 Conversion Factors of Some Physical Quantities

Length Mass Volume
1 km = 1000 m 1 kg = 1000 g 1 L = 1000 mL
1 m = 100 cm 1 g = 1000 mg 1 mL = 1 cm3
1 cm = 10 mm 1 t (ton) = 1000 kg 1 L = 1 dm3
1 m3 = 1000 L

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 Area Force & Energy Pressure
1 hectare (ha) = 10,000 m2 1 Newton (N) = 100,000 1 bar = 1×105 Pa
dynes (Pascal)
1 km2 = 1,000,000 m2 1 kcal = 1000 cal 1 atm (atmosphere) =
1.01325 bar
1 m2 = 10,000 cm2 1 kcal = 4.184×103 J 1 atm = 760 torr
1 J (Joule) = 0.2389 cal 1 atm = 101.325 kPa
1 J = 1×107 erg
Table 1.4 Temperature Scales Conversion
Fahrenheit to Celsius to Celsius to Kelvin Kelvin to
Celsius Fahrenheit Celsius
5 9
°𝐶 = (°𝐹 − 32°𝐹) °𝐹 = (°𝐶) + 32°𝐶 𝐾 = °𝐶 + 273.15°𝐶 °𝐶 = 𝐾 − 273.15 𝐾
9 5
Table 1.5 SI Prefixes
Prefix Symbol Power of Ten Prefix Symbol
Power of
Ten
Exa- E 10 18 Atto- a 10-18
Peta- P 10 15 Femto- f 10-15
Tera- T 1012 Pico- p 10-12
Giga- G 109 Nano- n 10-9
Mega- M 106 Micro- µ 10-6
Kilo- K 103 Milli- m 10-3
Hecto- H 102 Centi- c 10-2
Deka- Da 10 Deci- d 10-1
*SI multipliers are considered as another way of condensing units to indicate the
appropriate power of 10 in the given number.

Conversion of Units
To express values in the same units of measurement, conversion of units
is necessary.

Example 1. Convert 120 pounds (lbs) to kilogram (kg).

Solution:
𝐺𝑖𝑣𝑒𝑛: 120 𝑙𝑏𝑠, 1𝑘𝑔 = 2.2 𝑙𝑏𝑠 Step 1: Write the given and the unknown.
1𝑘𝑔
? 𝑘𝑔 = 120 𝑙𝑏𝑠 ( ) Step 2: Use the appropriate
2.2 𝑙𝑏𝑠
conversion factor
1𝑘𝑔
? 𝑘𝑔 = 120 𝑙𝑏𝑠 ( ) Step 3: Cancel common units
2.2 𝑙𝑏𝑠
1𝑘𝑔
? 𝑘𝑔 = 120 ( ) Step 5: Simplify the expression
2.2
120𝑘𝑔
? 𝑘𝑔 = Step 6: Finalize answer
2.2
𝐴𝑛𝑠𝑤𝑒𝑟: 54.55 𝑘𝑔 Hence, 120 lbs is equivalent to 54.55kg

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Let’s try using more than one conversion factor in the next example.

Example2. Convert 5kph (kilometer per hour) to mps (meter per second).
Conversion factors: 1 km=1000m; 1 h=3600 s
Solution:
𝐺𝑖𝑣𝑒𝑛: 5𝑘𝑝ℎ, 1 km=1000m; Step 1: Write the given and the
1 h=3600 s unknown.
?𝑚 𝑘𝑚 1000𝑚 1ℎ
= 5 ( )( ) Step 2: Use the appropriate
?𝑠 ℎ 1𝑘𝑚 3600 𝑠
conversion factor
?𝑚 𝑘𝑚 1000𝑚 1ℎ
= 5 ( )( ) Step 3: Cancel common units
?𝑠 ℎ 1𝑘𝑚 3600 𝑠
?𝑚 1000𝑚 1
= 5 ( )( ) Step 4: Rewrite the equation
?𝑠 1 3600 𝑠
?𝑚 1000𝑚
= 5( ) Step 5: Simplify the expression
?𝑠 3600 𝑠
?𝑚 5000𝑚
= Step 6: Finalize answer
?𝑠 3600 𝑠
𝑚
𝐴𝑛𝑠𝑤𝑒𝑟: 1.39 Hence, 5kph is equivalent to 1.39 mps
𝑠

Conversion of Units
When more than one unit is involved in converting units, be cautious in
writing the appropriate conversion factors to ensure accuracy.

What’s More
NOW IT’S YOUR TURN!
Activity 1. SUDOKU: MEASUREMENTS AND SCIENTIFIC NOTATION

Instructions: Copy the sudoku puzzle and the table below on a separate sheet of
paper. First, fill in the needed information to complete the table. When done, go back
to the puzzle to solve it. Remember that each column, row and 3x3 mini squares
should consist of numbers 1-9 with no repetition.
Note: Only the positive integer solution is used in the puzzle and indicate the sign in
the table below.
A B C D E F G H I
1
2
3
4
5
6
7
8
9

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 Given Scientific Notation Exponent Location
Row-Column #
(2 significant figures) of the base
Ex. 5,000,000 5.0x106 6 F-7
10,000 A-1
34,090,000 B-5
200,000,100 H-1
7,300,103,020 I-9
480,000 A-7
0.009 G-4
0.00000200 H-3
0.0300000000 A-8
0.000000006 E-4
0.005 B-1

B. Convert the following and show your solutions on a separate sheet paper.

1) 32 centimeters (cm) to __________inches (in)

2) 37 degrees celsius (℃) to __________Kelvin (K)
3) 200 grams (g) to __________ounce (oz)
4) 10kilometers per hour (kph) to __________ meters per second (mps)
5) 60kilometers per hour (kph) to __________ meters per second (mps)

Lesson Uncertainties and Deviations in

2 Measurements

What’s In

“
Welcome to Lesson 2! I’m teacher Aurora. I will continue
to guide
Before you
we will in learning
start the second
with the lesson proper,lesson
there of
arethis module
terms that you need to
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knowuncertainties
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first so that you in
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understand functions
Let’s review the essential concepts you’ve learned in
Lesson 1. Review the terms and concepts shown below.

Physical Quantities are measurable quantities that contains a numerical value

and a unit of measurement.

Fundamental Quantities are quantities that are independent on its own.

- The seven fundamental quantities are length (m), mass (kg), time (s), electric
Current (A), temperature (K), amount of substance (mol) and luminous
intensity.

Derived Quantities
These quantities are the result of combining fundamental quantities.

The two systems of measurements are the British System and the Metric System

Conversion of units is necessary to express quantities in the same units for

comparison and interpretation.

12
 What’s New
Guess the word. In each set of pictures, identify the similarities
and write it on a separate sheet of paper. These terms are
the key terms to our lesson. I know you can do it!
Image2

Image 3 Image 4 Image 7 Image 8

Image 5 Image 6 Image 9 Image 10

U A O

What Is It

MEASUREMENTS OF UNCERTAINTIES

In Physics, experimentation is essential. Hence, making measurement a

primary skill for all scientist. Have you noticed in you prior years of studying that
every time you conduct an experiment in your science class, your teacher will always
tell you to gather data and have it in 3 or more trials? Why is that so?
In reporting a measurement value, one often performs several trials and
calculates the average of the measurements to report a representative value. The
repeated measurements have a range of values due to several possible sources. A
measurement is limited by the tools used to derive the number to be reported in the
correct units.

Assume that your gold watch is to be sold. You estimated its mass to
be between 30-40 grams. However, this is not the perfect estimate
since you needed a measuring tool to know its mass. You used a digital
weighing balance and found out that its exact mass is 35.78 grams.
This mass is certainly more accurate than the prior estimate but is
this accurate enough? Is this the true value of the mass of your gold
watch?
Image 11

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* To answer the question in the previous page, let us define accuracy and precision
first.

Accuracy
- defined as how close a measured value to a true or accepted value is (Santos 2017).
Precision
- is the amount of consistency of independent measurements and the reliability or
reproducibility of the measurements (Santos 2017).

In the example, suppose that the same weighing balance is used to obtain several
readings:
Reading 1: 35.75 g Reading 2: 35.73 g Reading 3: 35.79 g
The gold watch has no standard value (true value) for comparison, but the measured
value has similar precision. To elaborate further, let us use darts to compare
accuracy and precision.

Image 12 Image 13 Image 14 Image 15

Low Accuracy Low Accuracy High Accuracy High Accuracy

Low Precision High Precision Low Precision High Precision
If the three pins If the three pins If the three pins If the three pins
hit the dart board hit the dart board hit the dart board hit the dart board
AWAY from the AWAY from the CLOSE to the CLOSE to the
bull’s eye and bull’s eye but bull’s eye but bull’s eye and
AWAY from each CLOSER to each AWAY from each CLOSER to each
other, we say that other, we say that other, we say that other, we say that
the pins the pins the pins the pins
(measurement) are (measurement) are (measurement) are (measurement) are
LOW in LOW in HIGH in HIGH in
ACCURACY and ACCURACY and ACCURACY and ACCURACY and
LOW in HIGH in LOW in HIGH in
PRECISION. PRECISION. PRECISION. PRECISION.

No experimental data can be a perfect representation of the true value of a

physical quantity. There is always uncertainty in measurements. Uncertainty is
defined as the error due to undetermined factors. There are two types of errors.

Systematic Errors
- are due to systems being used to make the measurement (Homer and Bowen-
Jones 2014).
Random Errors
- are defined as variations in the measured data brought by limitations of the
measuring device (Santos 2017).

14
Reporting a Measurement

A measurement x is reported as 𝑥 ± ∆𝑥. This indicates that the best estimate of the
true value of x is between the minimum value (𝑥 − ∆𝑥) and the maximum value (𝑥 +
∆𝑥) where ∆𝑥 represents the uncertainty (Bacabac 2016).

Example
You measured your mass using the weighing scale as
shown at the right. The mass will be reported as
(125 ± 1) lbs
The true value of the mass is between 124 lbs and 126 lbs.
The absolute error is ±1 lb since the least count of the
measuring tool is 1 lb.
*Least Count is the smallest reading a measuring tool can
accurately measure ( (Physics About 2020).
Image 16

Percent Errors & Percent Difference

In conducting an experiment, errors from experimental values with known true value
can be calculated using percentage error with the formula shown below.
|𝑥 − 𝑥𝑇 |
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑒𝑟𝑟𝑜𝑟 = × 100%
𝑥𝑇
where 𝑥𝑇 is the true or accepted value of a quantity and 𝑥 is the attained value during
the experiment.

To measure how far apart the measured values from each other, percent difference
is used with the formula shown below.
|𝑥1 − 𝑥2 |
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 = 𝑥 + 𝑥 × 100%
1 2
2
where 𝑥1 and 𝑥2 are the measured values in an experiment.
Estimating Errors using Variance

Another way to estimate errors from multiple measurements of a physical quantity

is by using variance. Variance measures the squared differences of each number in
the set from the mean (Math is Fun Advanced 2017).

The steps on how to measure the variance of a set of measurements are shown below.

𝛴 (𝑥−𝜇)2
Formula of variance (σ2): 𝜎2 = 𝑁
Steps:
1. Take the mean of the set of measurements, given by the formula:
𝛴𝑥
𝑥̅ =
𝑁
where 𝛴𝑥 is the sum of all measured values and 𝑁 is the number of values in
a set or the sample population.

15
 2. Take the difference of each measurement from the mean (𝑥 − 𝜇) where
𝜇 represents the mean.
3. Square each answer in Step 2, (𝑥 − 𝜇)2
4. Get the sum of the squares of each deviation, 𝛴(𝑥 − 𝜇)2
5. Divide the the result in Step 4 by the number of measurements in the data
𝛴 (𝑥−𝜇)2
set, .
𝑁
(Population & Sample Variance: Definition, Formula & Examples, 2014)
To measure the closeness of values, how far and how near the values are to the mean
value, the standard deviation is used with the formula shown below.

𝑆𝐷 = √𝜎 2 ; 𝑆𝐷 = 𝜎
where, SD = standard deviation and 𝜎 2 = variance

(What is Standard Deviation? - Definition, Equation & Sample, 2017)

Estimating a measurement x of a physical quantity in a set of measurements using
the standard deviation can be reported as:
𝑥 = 𝑥̅ ± 𝜎
where x is the mean of the set of measurements and σ is the standard deviation of
the measurement.
In physical experiments, it is important to have a measurement of
uncertainty. Standard deviation provides a way to check the results. Very
large values of standard deviation can mean the experiment is faulty -
either there are uncontrollable factors, like too much noise from outside,
or there could be a fault in the measuring instrument (Kalla 2009).

Example. In an experiment that involves free fall that aims to compute for the value
of “g”, acceleration due to gravity, the table below shows the data gathered:
TRIAL Experimental
𝑚
value of g ( 2 ) Find the value of the
𝑠
1 10.5 (a) mean;
2 10.0 (b) variance;
3 8.0 (c) standard deviation and give its meaning; and
4 7.5 (d) measured value of g.
5 9.5

Solution:
𝑠𝑢𝑚 𝑜𝑓 𝑎𝑙𝑙 𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑑 𝑣𝑎𝑙𝑢𝑒𝑠
(a) mean = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑑 𝑣𝑎𝑙𝑢𝑒𝑠
𝑚 𝑚
(10.5+10.0+8.0+7.5+9.5) 2 45.5 2 𝑚
𝑠 𝑠
mean = = = 9.1
5 5 𝑠2
𝛴(𝑥−𝑥̅ )2
(b) 𝜎 2 =
𝑁
𝑚 𝑚 2 𝑚 𝑚 2 𝑚 𝑚 2 𝑚 𝑚 2 𝑚 𝑚 2
(10.5 2 −9.1 2 ) +(10.0 2 −9.1 2 ) +(8.0 2 −9.1 2 ) +(7.5 2 −9.1 2 ) +(9.5 2 −9.1 2 )
𝜎2 = 𝑠 𝑠 𝑠 𝑠 𝑠 𝑠 𝑠 𝑠 𝑠 𝑠
5
𝑚2
𝜎 2 = 1.34
𝑠4
𝛴(𝑥−𝑥̅ )2 𝑚2 𝑚
(c) 𝜎 = √ = √𝜎 2 = √1.34 = 1.16
𝑁 𝑠4 𝑠2
𝑚
(d) The reported value of g is (9.1 ± 1.16) 𝑠 2.
16
 What’s More
Activity 2: NOW IT’S YOUR TURN!
Instructions: Find the values of the unknown and show your solutions on a separate
sheet of paper.
Aurora and Isaac, students of Grade 12 STEM-Newton, measured the mass of object
x for their science experiment. The table below shows the results in three trials. For
each set of results, calculate the (a) mean, (b) variance, (c) standard deviation, and
(d) measured value of the mass of object x.
AURORA ISAAC
Trial Mass of Object x Trial Mass of Object x
1 20.5 1 17.6
2 21.2 2 19.2
3 19.8 3 18.7

Lesson Vectors and Vector Addition

3

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start is the
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terms first so that
and concepts you will
you’ve understand
learned in thefunctions
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lesson as shown below.

The accuracy of experimental values refers to the closeness of these values

to the true or accepted value of a physical quantity while its precision refers
to its closeness to one another.
In physical experiments, it is important to have a measurement of
uncertainty. Standard deviation provides a way to check the results as
shown below:
𝑥 = 𝑥̅ ± 𝜎
where x is the mean of the set of measurements and σ is the standard
deviation of the measurement.

What’s New
An airplane travels North at 900kph and then travels east at 800kph
to reach a destination. What would be its speed if it would travel
directly Northeast at 41.63°?

Guide Questions:
1. What is its total distance covered in the first
route? in the new route?
2. What is its displacement following the first
𝜃
route? the second route?
Image 17 3. What is the difference between distance and
17
displacement?
 What Is It
SCALAR AND VECTOR QUANTITIES

Scalar quantities are those that have magnitude (size) but no direction (Homer and
Bowen-Jones 2014).
Vector quantities are those that have magnitude (size) and direction (Homer and
Bowen-Jones 2014).

In expressing physical quantities, consider the example shown below:

SCALAR, distance VECTOR, displacement
x = 10 m x = 10 m, East direction

magnitude unit magnitude unit

Few examples of scalar and vector quantities are shown in the table below.
Scalar Quantities Vector Quantities
Mass (m) 1kg ⃗
Force (𝐹 ) 100 N, upward
Density (𝜌) 997 kg/m³ Displacement (𝑑 )⃗ 2 km, Northeast
Speed (s) 60 km/h Velocity (𝑣⃗) 40 km/h, west
Distance (d) 120 m Acceleration (𝑎⃗) 9.8 m/𝑠2 , south
𝑚
Time (t) 55 s Momentum (p) 20kg , westward
𝑠
Representing a Vector Quantity
A vector quantity is represented by a line with an arrow (Homer and Bowen-Jones
2014).
Parts Meaning Illustration
Direction of the indicates the direction of
arrowhead the vector
Length of the line represents the magnitude
of the vector length of
Tail tells the starting point of the line
the vector
Head tip of the vector, the
pointed end of the arrow
(Geometric & Algebraic Representations of Vectors, 2017)

Since vectors involves directions, a guide is also shown below.

where,
N – North
NE – East of North
E – East
SE – East of South
S – South
SW – West of South
W – West
NW – West of North
Image 18
This Photo by Unknown
Author is licensed under CC
BY-SA 18
Adding Vector Quantities

In writing vectors, we use a single letter with an arrow above it. For example, vector
A is represented as 𝐴⃗.

Adding vectors would lead to another vector which is called the resultant
vector. Vector addition of 𝐴⃗ and 𝐵 ⃗⃗⃗⃗ is simply denoted 𝑎𝑠 𝐴⃗ + 𝐵 ⃗⃗⃗⃗ considering the
directions. The directions with north and east will have positive sign while south and
west will have negative.
To get the resultant vector, we use the equation 𝑅⃗⃗ = 𝐴⃗ + 𝐵 ⃗⃗⃗⃗. There are different
methods in adding vectors. In this module, we will use two methods, (i) Graphical
Method/ Scale Drawing Approach and (ii) Analytical Method using the Component
Method.

Graphical Method/ Scale Drawing Approach

Adding two vectors 𝐴⃗ and 𝐵⃗⃗ which are not in the same direction can be
done by forming a parallelogram to scale.

Look at vectors 𝐴⃗ and 𝐵

⃗⃗ below,

To add vectors 𝐴⃗ and 𝐵⃗⃗ using the graphical method or the scale drawing approach,
refer to the steps below.

STEPS ILLUSTRATION
Step 1. Make a rough sketch of how the vectors are Given:
going to add together to give you an idea of how large
your scale needs to be in order to fill the space
available to you.
Note:
- The scaling ratio depends on the given
measurements of the vectors. For example, 𝐴⃗ has the
magnitude of 3 m and 𝐵 ⃗⃗ has the magnitude of 4 m.
Then the scale ratio of 1 cm = 1 m can be used.
- For the angle measurement, a protractor must be
used. Image 19

Step2: Having chosen a suitable case, draw the

scaled lines in the direction of 𝐴⃗ and 𝐵⃗⃗ so that
they form two adjacent sides of the parallelogram.

Tip: Use the “head-to-tail” approach. Draw the first

vector and connect its head to the tail of the second
vector.

19
 Step 3. Draw the remaining two sides to complete
the parallelogram.

* The broken lines represent the remaining two

sides of the parallelogram.

Step 4. The diagonal line, 𝑅⃗⃗ represents the

resultant vector in both magnitude and direction.

* The resultant arrow should start from the tail of

vector 𝐴⃗ and end at the head of the vector 𝐵
⃗⃗ .

(Homer and Bowen-Jones 2014)

Example 1. Two forces of magnitude 4.0 N and 6.0 N act on a single point.
The forces make an angle of 60° with each other. Using a scale diagram,
determine the resultant force (Homer and Bowen-Jones 2014).

Solution:
A vector must have a magnitude and a direction which
means the angle is as important as the size of the force.

Scale: 10 mm = 1.0 N
6N ⃗𝑹
⃗⃗ = 8.7 N

𝜃 = 36°

4N
Image 20

The length of the resultant is 87 cm, so the force is 8.7 N. The angle the resultant
makes with 4N force is 36° (Homer and Bowen-Jones 2014).

Analytical Method using Component Method

The word “component” means part. Hence, the components of a vector
mean the parts of a vector. A vector has an x-component and a y-
component (Santos 2017).

20
Suppose a vector ⃗⃗⃗
𝑨 is on a Cartesian Coordinate system with its tail at the origin
and makes an arbitrary angle θ with the positive x axis as shown below.

(a) (b)
⃗⃗ can be represented as a vector sum of vectors 𝐀
In figure (a), vector 𝐀 ⃗⃗⃗⃗⃗⃗𝐱 and 𝐀
⃗⃗⃗⃗⃗⃗𝐲 ,
known as component vectors of 𝐀 ⃗⃗. The subscripts x and y describe where the vectors
are lying in the plane. The lines parallel to the components are equal in magnitude
to the components as shown in figure (b) but the angle is with respect to the y-axis.

To solve for the x and y components of a vector, we can apply the trigonometric
functions sine, cosine and tangent. Recall that a right triangle has sides A and B and
the hypotenuse C. With reference to an angle θ, side A is the adjacent side and side
B is the opposite side as shown below.

Recall SOH-CAH-TOA:

tan

Using the figure (a) above, vector ⃗⃗⃗⃗⃗

𝑨𝒙 is side A, vector ⃗⃗⃗⃗⃗
𝑨𝒚 is side B and vector ⃗⃗⃗
𝑨 is our
hypotenuse. Therefore, we can express the components of vector 𝑨 ⃗⃗⃗ as:
Note:
Equations 1 and 2 are only true when the angle
θ is with respect to the x-axis. Identify correctly
and carefully the opposite and adjacent sides
based on the location of the reference angle.
Use the trigonometric functions presented
above to find the components of a given vector.

Resultant Vector
To compute for the result vector given the components, use Pythagorean Theorem.
𝟐 𝟐
⃗⃗ = √⃗⃗⃗⃗⃗
𝑨 𝑨𝒙 + 𝑨⃗⃗⃗⃗⃗𝒚
To calculate for the angle, the trigonometric function tangent is used.
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝜃 =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
For figure (a), the angle can be calculated using the equation below.

⃗⃗⃗⃗⃗𝒚
𝑨
𝜃 = 𝑡𝑎𝑛−1 ( )
⃗⃗⃗⃗⃗𝒙
𝑨

21
Example 2. Ayah walks every day in going to school. From her house, she walks
120 m, east and continues to walk another 100 m in the direction of 30° south of
east to reach her destination. Determine the magnitude and direction of Ayah’s
resultant displacement.
Solution:
Step 1: Assign vectors for each Vector1 is 120 m, east
displacement. Vector2 is 100 m, 30° south of east
Step 2: Draw the vectors

Note:Every vector will be placed in a

Cartesian Coordinate plane with its tail
at the origin.

Step 3: Draw the x and y-components of

each vector.

Note: Since V1 = 120 m, East, there is no

y-component.
Step 4: Solve for the ⃗⃗⃗⃗
𝑉1 ⃗⃗⃗⃗
𝑉2 𝑅⃗⃗
x and y- ⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗
𝑉𝑥 𝑉1𝑥 =120 m CAH ⃗⃗⃗⃗⃗
𝑅𝑥 = 120 m +
components of each ⃗⃗⃗⃗⃗⃗⃗⃗
𝑉 86.60 m
(+, East) cos 𝜃 =
2𝑥
vector. ⃗⃗⃗⃗⃗
𝑉 2
⃗⃗⃗⃗⃗⃗⃗⃗
𝑉 2
cos 30 ° = 𝑥 ⃗⃗⃗⃗⃗
𝑅𝑥 = 206.60 m
100
⃗⃗⃗⃗⃗⃗⃗
𝑉 2𝑥 = 100cos30°
⃗⃗⃗⃗⃗⃗⃗
𝑉 2 =86.60 m
𝑥
(+, East)
⃗⃗⃗⃗
𝑉𝑦 No y- SOH ⃗⃗⃗⃗⃗
𝑅𝑦 = -50 m
component ⃗⃗⃗⃗⃗⃗⃗⃗
𝑉 2𝑌
sin 𝜃 = ⃗⃗⃗⃗⃗
𝑉 2
⃗⃗⃗⃗⃗⃗⃗⃗
𝑉 2𝑦
sin 30 ° =
100
⃗⃗⃗⃗⃗⃗⃗
𝑉2𝑥 = 100sin30°
⃗⃗⃗⃗⃗⃗⃗
𝑉 2 = −50 m
𝑥
(-, South)
Step 5: Solve for the magnitude of the Use Pythagorean Theorem,
resultant vector, 𝑅⃗⃗
𝑅⃗⃗ = √(𝑅⃗⃗𝑥 )2 + (𝑅⃗⃗𝑦 )2
⃗⃗⃗⃗
𝑅 = √(206.60 𝑚)2 + (−50 𝑚)2
𝑅⃗⃗ = √42,683.56 𝑚2 + 2,500 𝑚2
𝑅⃗⃗ = 212.56 𝑚
Step 5: Solve for the angle 𝜃 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 ⃗⃗⃗⃗⃗⃗
𝑅𝑦
tan 𝜃 = = ⃗⃗⃗⃗⃗⃗
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑅𝑥
−50 𝑚
tan 𝜃 =
206.60 m
𝜃 = 13.60° south of east
Final Answer: 𝑅⃗⃗ = 212.56 𝑚, 13.60° south of east

22
 What’s More
Activity 3: NOW IT’S YOUR TURN!
SCALAR AND VECTOR QUANTITIES
I. Directions: Answer if the statement is SCALAR or VECTOR quantity. Write your
answer on the space provided before each number.
____________1. number of voters in a precinct
____________2. acceleration of a bungee jumper
____________3. weight of your cellphone
____________4. mass of Earth
____________5. age of your favorite artist
____________6. volume of cooking oil
____________7. temperature of a hot coffee
____________8. velocity of a motorcycle passing SRP
____________9. width of your module in Physics
____________10. increasing velocity of a supercar

II. Directions: Solve the resultant vector of the following problems. Write your
solutions on a separate sheet of paper.
1. Rodrigo decided to exercise and walk around his place. He started to walk 170 m
in a direction of 20.0° east of north. He stopped by a bakeshop and walked again
at 115 m in a direction of 25.0° south of east. Determine the magnitude and
direction of Rodrigo’s resultant displacement.
2. An airplane flies with a displacement vector 𝑅⃗⃗ . If the x-component of the plane is
152 km west and the y-component of the plane is 135 km south, what is the
magnitude and direction of the resultant vector 𝑅⃗⃗ ? (Specify the direction with
respect to the negative x axis).

What I Have Learned

• Physical quantities are measurable quantities which can be categorized as

fundamental and derived quantities.
• The two systems of measurements are the British System and the Metric System
(SI).
• Conversion of units is necessary to express quantities in the same units for
comparison and interpretation.
• A measurement x is reported as 𝑥 ± ∆𝑥 where x is the best estimate and ∆𝑥 is the
uncertainty.
• Estimating a measurement in a set of measurements using the standard deviation
can be reported as: 𝑥 = 𝑥̅ ± 𝜎
where x is the mean of the set of measurements and σ is the standard deviation
of the measurement.
• Scalar quantities have magnitude (size) but with no direction while vector quantities
have magnitude (size) and direction (Homer and Bowen-Jones 2014).
• The methods in determining the resultant vector are (i) Graphical Method/ Scale
Drawing Approach and (ii) Analytical Method using the Component Method.
• The trigonometric functions sine, cosine and tangent are used to solve for the x and
y components of a vector

• To compute for the result vector given the components, use Pythagorean Theorem.

23
What I Can Do
Activity 4

Vector

370 m

24
 Assessment
Instructions: Write the letter of the correct answer on a separate sheet
of paper.
1. Which of the following is the SI unit for length or distance?
A. foot B. inch C. meter D. yard
2. Which of the following is NOT equivalent to 2.5 miles (mi)?
A. 4.02 x 103 km B. 4.40 x 103 yd C. 1.32 x 104 ft D. 1.58 x 105 in
3. The volume of a liquid is 26 ml. A student measures the volume and finds it to be
26.2 ml, 26.1 ml, 25.9, and 26.3 ml in the first, second, third, and fourth trial,
respectively. Which of the following statements is true for his measurements?
A. They have poor accuracy. C. They have good precision.
B. They have poor precision. D. They are neither precise nor accurate.
4. A local hospital recently conducted a blood drive where they collected a total of 80
pints of blood from donors. The hospital was hoping to collect a total of 8 gallons
of blood. Did they meet their goal? How much or less than their goal did the
hospital collect? (Hint: 1 quart = 2 pints; 1 gallon = 4 quarts)
A. Yes, it was exactly 8 gallons. C. No, they need 2 more gallons.
B. Yes, they exceeded 2 gallons. D. No, they need 4 more gallons.
5. The cloth tape measure that you use to measure the length of an object had been
stretched out for years of use. As a result, all your length measurements were too
small. What type of error is present in your measurement?
A. System Error C. Absolute Error
B. Random Error D. Systematic Error
6. The mass of a proton is 0.000 000 000 000 000 000 000 000 001 67262 kg. Which
of the following is the correct scientific notation of this value?
A. 1.67 x 10-27 B. 1.67 x 10-18 C. 1.67 x 1018 D. 1.67 x 1027
7. The standard elevator in a midrise building can hold a maximum weight of about
2,500 pounds. If the average adult weighs 60 kg, what is the maximum number
of adults who could safely ride the elevator? (Hint: 1kg=2.2 lbs)
A. 18 B. 19 C. 20 D. 21
8. Which of the following statements is FALSE?
A. Scalar quantities have size or magnitude only.
B. Mass, length, and time are all scalar quantities.
C. Vector quantities have both magnitude and direction.
D. Distance, velocity, and acceleration are all vector quantities.
9. A car travelled with a displacement of 60 km, 65° north of east. What are the x
and y-components of the car’s displacement?
A. Vx = 54.38 km, E; Vy = 25.36 km, N C. Vx = 54.38 km,W; Vy = 25.36 km,S
B. Vx = 25.36 km, E; Vy = 54.38 km, N D. Vx = 25.36 km,W; Vy = 54.38 km,S
10. Kakai, a student, walks along Colon Street and her displacement is
presented by the vector 𝐴⃗ in the following illustrations. Which illustration correctly
represents the vector components?

A. B. C. D.

25
11. When two vectors in the same direction are added, what will be the magnitude
of the resulting vector? The resultant vector is __________.
A. sum of magnitudes of the vectors
B. product of magnitudes of the vectors
C. difference of magnitudes of the vectors
D. sum of the roots of magnitudes of the vectors
12. A vector has a magnitude of 12.00. When its tail is at the origin it lies between
the positive x axis and the negative y axis and makes an angle of 30° with the x
axis. What is the y component of this vector?
A. 10.39 B. 6.00 C. -6.00 D. -10.39
13. Which of the following shows the correct sequence of prefixes in descending
order?
A. micro, milli, centi, deci C. centi, milli, micro, nano
B. nano, micro, milli, centi D. femto, pico, nano, micro
14. The accepted value is 1.43. A student’s experimental data showed that Trial 1:
Measurement 1.29, Trial 2: Measurement 1.93, and Trial 3: Measurement 0.88.
Which of the following correctly describes the student’s experimental data?
A. precise but not accurate C. both accurate and precise
B. accurate but not precise D. neither accurate nor precise
15. Which of the following DOES NOT describe precision?
A. sameness of measurements
B. reproducibility of measurements
C. agreement among numerical values
D. closeness of a measurement to an accepted value

26
27
Activity 3 What’s New (Lesson Activity 1
1) I.
1. SCALAR
1. 1.0 x 104
2. VECTOR 1. ACCURACY
2. 3.4 x 107
3. VECTOR 2. ERROR
3. 2.0 x 108
4. SCALAR
4. 7.3 x 109
5. SCALAR
Activity 2 5. 4.8 x 105
6. SCALAR
7. SCALAR Aurora 6. 9.0 x 10-3
8. VECTOR (a) 20.5 7. 2.0 x 10-6
9. SCALAR (b) 0.98 8. 3.0 x 10-2
10. VECTOR (c) 0.99 9. 6.0 x 10-9
(d) 20.5 ±0.99 10. 5.0 x 10-3
II.
Isaac 1. 12.60 in
(a) 18.5 2. 310.15 K
(b) 1.34 3. 7.05 oz
(c) 1.15 4. 2.78 m/s
(d) 18.5 ±1.15 5. 16.67 m/s
required.
Remember: This portion of the module contains all the answers. Your HONESTY is
Answer Key
References
Text Book

Bacabac, Rommel G. et al. 2016. Teaching Guide for Senior High School
General Physics 1. Quezon City, June.
Homer, David, and Michael Bowen-Jones. 2014. Physics 14th ed. United
Kingdom: Oxford University Press.

Santos, Gil Nonato C. 2017. General Physics 1. Manila: Rex Printing

Company, Inc.

Websites

Fendt, Walter. n.d. Merlot Multimedia Educational Resource for Learning and
Online Teaching - Vector Algebra. Accessed July 22, 2020.
https://www.nhn.ou.edu/walkup/demonstrations/WebTutorials/Vec
torAlgebra.htm.
Kalla, Siddharth. 2009. Measurement Of Uncertainty: Standard Deviation from
Explorable.com. August 2. Accessed July 21, 2020.
https://explorable.com/measurement-of-uncertainty-standard-
deviation.

n.d. Lumen Physics - Vector Addition and Subtraction: Graphical Methods.

Accessed July 22, 2020.
https://courses.lumenlearning.com/physics/chapter/3-2-vector-
addition-and-subtraction-graphical-
methods/#:~:text=The%20head%2Dto%2Dtail%20method,pointed%20
end%20of%20the%20arrow.&text=(b)%20Draw%20a%20vector%20rep
resenting%20the%20displacement%20to%20the%.

2017. Math is Fun Advanced. Accessed July 21, 2020.

https://www.mathsisfun.com/data/standard-deviation.html.

2020. Physics About. Accessed July 21, 2020.

https://physicsabout.com/vernier-calliper/.

"Population & Sample Variance: Definition, Formula & Examples." Study.com.

April 14, 2014. https://study.com/academy/lesson/population-
sample-variance-definition-formula-examples.html.
"Geometric & Algebraic Representations of Vectors." Study.com. May 16,
2017. https://study.com/academy/lesson/geometric-algebraic-
representations-of-vectors.html.

28
Figures
All images used in this module are creative commons results taken from the
Insert Ribbon – Online Pictures from MS Office 365.
Image 1, 3, 4, 5, 6, 9, 10, 13, 14, 15, 16, 17
- retrieved July 22, 2020, This Photo by Unknown Author is licensed under
CC BY-SA-NC
Image 7, 8, 11, 12, 18, 19, 20
- retrieved July 22, 2020, This Photo by Unknown Author is licensed under
CC BY-SA.
Image 4: retrieved July 16, 2020, url:
https://dingo.sbs.arizona.edu/~sandiway/sudoku/examples.html

Avatars
All avatars used in this module are created originally using the Bitmoji
mobile application. Created on July 21, 2020.

Icons
All icons used in this module is taken from MS Office 365.

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