Senior High School

General Physics 1
Quarter 1 - Module 1
Units, Physical Quantities and Measurements
General Physics 1- Grade 12
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Quarter 1 - Module 1: Units, Physical Quantities and Measurements
First Edition, 2020

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 Senior High School

General Physics 1
Quarter 1 - Module 1
Units, Physical Quantities and Measurements

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 Table of Contents

What This Module is About ....................................................................................................................... i

What I Need to Know.................................................................................................................................. i
How to Learn from this Module .............................................................................................................. ii
Icons of this Module ................................................................................................................................... ii

What I Know ................................................................................................................................................iii

Lesson 1: Unit Conversion and Scientific Notation

What I Need to Know..................................................................................................... 1
What’s In............................................................................................................................ 1
What’s New ...................................................................................................................... 2
What Is It: Scientific Notation ...................................................................................... 2
Significant Figures ..................................................................................... 4
What’s More: Exercise A .............................................................................................. 4
What Is It: Unit Conversion .......................................................................................... 5
What’s More: Exercise B .............................................................................................. 7
What Have I Learned..................................................................................................... 7
What I Can Do: Performance Task and Enrichment Activity ............................ 8

Lesson 2: Accuracy and Precision

What’s In.......................................................................................................................... 10
What I Need to Know................................................................................................... 10
What’s New .................................................................................................................... 11
What Is It: Accuracy and Precision ......................................................................... 11
What’s More: Data Analysis ...................................................................................... 14
What Have I Learned................................................................................................... 15

Assessment: (Posttest). ................................................................................................. 16

Key to Answers......................................................................................................................................... 18
Appendices A &B .................................................................................................................................... 19
References................................................................................................................................................. 20
 Module 1
Units, Physical Quantities and
Measurements

What This Module is About

This module demonstrates your understanding and skill in solving measurement problems
involving conversion of units as well as expressing it in scientific notation. Since Physics
and measurement are inseparable, measurement entails accuracy and precision. This
module emphasizes the difference of the two; accuracy and precision and illustrates its
equal importance in taking measurement.

This module will help you explore the basic concepts on topics that will help you solve
measurement problems in the succeeding topics in Physics.

This module has two (2) lessons:

• Lesson 1- Unit Conversion and Scientific Notation
• Lesson 2- Accuracy and Precision

What I Need to Know

After going through this module, you are expected to:

1. Solve measurement problems involving conversion of units, expression of
measurements in scientific notation (STEM_G-12EU-Ia-1)

2. Differentiate accuracy from precision (STEM_G-12EU-Ia-2)

i
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I Can Do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and
situations.

ii
 What I Know

MULTIPLE CHOICE:

Directions: Read and understand each item and choose the letter of the correct
answer. Write your answers on a separate sheet of paper.

1. Which of the following is equivalent to half a meter?

A. 500 cm B. 50 cm C. 100 mm D. 10 mm

2. A book has a mass of 500 g, how many kilograms does it weigh?

A. 5 kg B. 1 kg C. 0.5 kg D. 0.25 kg

3. Which of the following has the smallest value?

A. 29 cm B. 0. 0025 km C. 4.5 × 10−3 m D. 10,000 mm

4. The average thickness of the leg of an ant is 0.035 cm. How many millimeters is
this?
A. 35 mm B. 3.5 mm C. 0.0035 mm D. 0.35 mm

5. Which of the following relationships of quantities is TRUE?

A. 200 g = 0.2 kg C. 1 kg < 900 g
B. 5 000 g > 5 kg D. 0.5 kg = 5 000 g

6. Which of the following is the BEST example of a number expressed in scientific

notation?
A. 15.2 × 102 C. 0.71 × 10−2
3
B. 8.43 × 10 D. 0.039 × 10−3

7. What is 7.236 × 10−3 in standard form?

A. 72.36 B. 0.7236 C. 0.007236 D. 0.07236

8. The speed of light in a vacuum is about 299, 800, 000 m/s. Which of the following
values in scientific notation is its equivalent?
A. 2.998 × 106 m/s C. 998 × 108 m/s
7
B. 2.998 × 10 m/s D. 2.998 × 109 m/s

9. MOR radio station in Cagayan de Oro City operates at a frequency of 91.9 Mega
Hertz. What is 91.9 × 106 Hz in standard form?
A. 9, 190, 000 Hz C. 919, 000, 000 Hz
B. 91, 900, 000 Hz D. 9, 190, 000, 000 Hz

10. Which of the following is equal to 0.051 × 10−3 ?

A. 5.1 × 10−1 B. 5.1 × 10−4 C. 5.1 × 10−5 D. 5.1 × 10−6

iii
11. Poor precision in scientific measurements may arise from
A. the standard being too strict
B. human error
C. limitations of the measuring instrument
D. both human error and the limitations of the measuring instruments

12. The accepted value is 1.43. Which correctly describes this student’s
experimental data?
Trial 1 Measurement: 1.29
Trial 2 Measurement: 1.93
Trial 3 Measurement: 0.88

A. accurate but not precise C. precise but not accurate

B. both accurate and precise D. neither accurate nor precise

13. Which of these is an example of high precision?

A. An archer hits the same spot on the target three times in a row
B. An archer hits the bulls-eye
C. A student correctly calculates the mass of an object to be 54 kg
D. A student correctly calculates the acceleration due to gravity to be 9.8 ms 2

14. The diameter of a carbon atom is 0.000 000 000 154m. What is this number
expressed in nanometers?
A. 0.000000154 nm B. 0.000154 nm C. 0.154 nm D. 154 nm

15. What is the quantity 7.5 millimeters expressed in centimeters?

A. 0.075 cm B. 0.75 cm C. 7.5 cm D. 75 cm

iv
 Lesson
Unit Conversion and
1 Scientific Notation

What I Need to Know

Physics is an experimental science. Thus, experiments are performed in order to

test hypotheses and draw conclusions from the findings of the experiment. How do we make
conclusions? Conclusions in experiment are derived from measurements. Experiments are
performed to measure physical quantities.

Physical quantities can be expressed in terms of a number of fundamental

quantities. Mass, distance, time are some of these fundamental quantities. A physical
quantity will only make sense if compared to a reference standard. For example, a 3.5 𝑚
cloth you bought from Everbest Store means that the cloth’s length is 3.5 times a meter stick
(or a tape measure that is 1-m long). Here, the meter stick is considered as our reference
standard. Therefore, stating that the cloth is 3.5 is not as informative.

Look at the figure to the right.

How difficult will it be in giving mental
picture without a standard reference?
The one cable in the figure does not
make sense since it has no reference
standard. How long is that one cable?
That is why, a standard measurement
system is important because it allows
scientists to compare data and
communicate with others about their
result.

To make sure that scientist

throughout the world means the same
thing when referring to a measurement;
standards have been defined for
measurements of time, mass and length. Source: https://www.pinterest.ph/pin/718464946793583466

In this lesson, you are to solve measurement problems involving conversion of units,
expression of measurements in scientific notation.

What’s In

You have learned in your Grade 11 Chemistry the rules of significant figures. Recall
that significant figures of a number written in positional notation are digits that carry
meaningful contributions to its measurement resolution.

1
Check It Out!

Determine the number of significant figures of the values given below:

1. 0.0025 → ___________
2. 12. 00030 → ___________
3. 3.1416 → ___________
4. 20.20 → ___________
5. 0. 4 → ___________

Rules in determining the number of significant figures: (A short recall)

1. All nonzero digits are significant.

2. All zeros between nonzero digits are significant.
3. All zeros before the first nonzero digit are NOT significant.
4. All zeros to the right of the last nonzero digit are significant.

This concept which you learned in your previous science subject will be used in our entire
topic involving measurement. Thus, it is important to remember and apply these rules.

What’s New
Complete the table below.

Parameter Measurement Scientific Notation

Distance from Earth to Sun 150, 000, 000 km
Mass of an average human cell 0.000000000001 kg
Diameter of the moon 3, 474, 000 m
Temperature at the core of the Sun 15, 600, 000 K
Parameter Measurement Standard Form
Mass of a proton 1.673 × 10−27 kg
Actual charge of proton 1.602 × 10−19 C

What Is It

Physical quantities vary from very large numbers (e.g. the speed of light in a vacuum
= 299, 800, 000 𝑚/𝑠) to very small numbers (length of a certain wavelength of visible light
of 0.0000004 𝑚). For scientists and students like you, writing large or very small numbers in
its standard form can be a waste of time, energy and even your resources like ink and paper.
As what you have observed in the previous activity, it is very convenient to write large or
very small quantities in a scientific notation.

2
Scientific Notation

Scientific notation also called exponential notation is a convenient way of writing

values using the power of ten notation wherein we can determine the number of significant
digits as well as the place value of the digit. Place values are denoted by prefixes. (See
appendix A for the SI prefixes found in the last page of this lesson)

Format: 𝐶. 𝑀𝑀𝑀𝑀𝑀 × 10𝑒

where: 𝐶 - the characteristic digit (may be any digit from 0-9)

𝑀 - the mantissa digits (may be any digit from 0-9)
10 - base
𝑒 - exponent, the number of times the decimal point is moved to either
towards left or right

Rules in expressing standard notation to scientific notation:

1. When the decimal point is moved from right to left, the result is positive exponent.
Example: 7806. 123 = 7. 806123 × 103 = 7.81 × 103

2. When the decimal point is moved left to right, the result is negative exponent.
Example: 0.00007806123 = 7.806123 × 10−5 = 7.81 × 10−5

Rules converting scientific notation back to standard notation are shown below.

1. Move the current decimal point according to the number of places based on the
exponent
(+) positive exponent – move to the RIGHT
Example:

(−) negative exponent – move to the LEFT

Example:

Rules in Addition and Subtraction involving scientific notation

1. When two or more quantities are added or subtracted, make sure the exponents
are the same. If not, choose one to adjust the decimal and exponent. Use LARS
(Left Add, Right Subtract)

2. Add/subtract the number. Keep the exponent the same.

Examples:
(a) (6.2 × 103 ) + (1.74 × 103 ) = (6.2 + 1.74) × 103 = 7.94 × 103
(b) (7.1 × 103 ) + (5.2 × 105 ) = (0.071 × 105 ) + (5.2 × 105 ) = 5.271 × 105
- Since exponents are not the same, choose one to adjust.
- LARS-𝐿𝑒𝑓𝑡 𝐴𝑑𝑑, 𝑅𝑖𝑔ℎ𝑡 𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡 (here we will adjust 7.1 × 103 to have
an exponent of 105 )
- From 103 𝑡𝑜 105 , we will move two decimal places to the left since we
added two to the exponent, that becomes 0.071 × 105
3
Rules in Multiplication and Division involving scientific notation

1. Powers of ten are added in multiplication

Example:
(1.50 × 102 ) (1.20 × 103 ) = (1.50)(1.20) × 102+3 = 1.80 × 105

2. Powers of ten are subtracted in division

Example:
1.50×102 1.50
= (1.20) × 102−3 = 1.25 × 10−1
1.20×103

Significant Figures

1. In adding or subtracting quantities, the least number of decimal places in any of

the numbers being added or subtracted should also be the number of the decimal
places in the answer.
Example:
2.15 𝑚 Two decimal places
+ One decimal place → LEAST
1.8 𝑚
0.4367 𝑚 Four decimal places
𝟒. 𝟕 𝒎 ONE decimal place

2. In multiplying or dividing quantities, the least number of significant figures in the

input number should also be the number of significant figures in the answer.
Example:

10.58 𝑐𝑚 Four significant figures

x 2.14 𝑐𝑚 Three significant figures → LEAST
𝟐𝟐. 𝟔 𝒄𝒎𝟐 THREE significant figures

What’s More

Exercise A. Answer accordingly on a separate sheet of paper.

1. Apply the rules in identifying the number of significant figures in each of the following:
(a) 0. 00054 (d) 0. 016500
(b) 830 (e) 32.0040
(c) 356, 000 (f) 5.130 × 105
2. Express the following numbers in scientific notation: (Answers should include three
significant figures)
(a) 65, 000 (c) 2, 450, 000
(b) 0. 001327 (d) 0. 00001997
3. Perform the indicated operations: (All answers should be expressed in scientific
notation. Apply the rules for significant figures in your final answer.)
(a) (4.0 × 10−6 ) × (3.0 × 104 ) (d) 0.868 𝑘𝑔 + 2.35 𝑘𝑔 − 2.15 𝑘𝑔
(b) (32 × 106 ) − (2 × 107 ) (e) (3.25 𝑚)(2.1 𝑚)
(𝟑×𝟏𝟎𝟖 )(𝟖×𝟏𝟎𝟒 )
(c) (𝟔×𝟏𝟎𝟓 )

4
4. Convert the given standard notation below to scientific notation. Then, perform the
indicated operation. Apply the rules for significant figures in your final answer.
150, 000 × 0.0025 × 20
3, 000, 000 × 0.015 × 150

What Is It

Unit Consistency and Conversion of Units

There are two major systems of units in the world namely; SI (derived from French
Syteme International) units also known as Metric system and the English system. Although
the system of units used by engineers and scientists is the metric system since 1960, some
countries continue to use the English system of units like for example the United States of
America. However, the conversions between the SI unit and English system of units have
been well-defined. (See appendix B found in the last page of this lesson for conversion
factors)

Multiplying and/or dividing units just like ordinary algebraic expressions give an easy
way to convert a quantity from one unit to another to be dimensionally consistent.

Examples:
(a) To convert 0.28 𝑚 to 𝑚𝑚
Conversion factor to be used: 1𝑚 = 1 000 𝑚𝑚

1000 𝑚𝑚
0.28 𝑚 ×= 280 𝑚𝑚
1𝑚
(b) To convert 90 𝑘𝑚/ℎ in meters per second
Conversion factors to be used: 1𝑘𝑚 = 1, 000 𝑚; 1 ℎ𝑟 = 60 𝑚𝑖𝑛; 1 𝑚𝑖𝑛 = 60 𝑠
𝑘𝑚 1000 𝑚 1ℎ 1 𝑚𝑖𝑛
90 × × × = 25 𝑚⁄𝑠
ℎ 1 𝑘𝑚 60 𝑚𝑖𝑛 60 𝑠
𝑘𝑔 𝑔
(c) To convert 50 𝑚3 to 𝑐𝑚3

Conversion factors to be used: 1 𝑘𝑔 = 1000 𝑔 ; 1 𝑚 = 100 𝑐𝑚

𝑘𝑔 1000 𝑔 1𝑚 3 𝑘𝑔 1000 𝑔 1𝑚3 𝑔

50 × × [ ] = 50 × × = 0.05 ⁄𝑐𝑚3
𝑚3 1 𝑘𝑔 100 𝑐𝑚 𝑚3 1 𝑘𝑔 1,000,000𝑐𝑚3

(d) Converting units with different prefixes (See appendix A for the SI prefixes found in the last
page of this lesson)

(i.) Example: convert 5 Megameter to meter

5 𝑀𝑚 → 𝑚𝑒𝑔𝑎 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑡𝑎𝑏𝑙𝑒 𝑎𝑏𝑜𝑣𝑒 𝑚𝑒𝑎𝑛𝑠 106

5 𝑀𝑚 = 5 × 106 𝑚
5
 (ii.) Example: convert 7 𝑚𝑖𝑙𝑙𝑖𝑔𝑟𝑎𝑚𝑠 to 𝑔𝑟𝑎𝑚𝑠
7 𝑚𝑔 → 𝑚𝑖𝑙𝑙𝑖 𝑚𝑒𝑎𝑛𝑠 10−3 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑡𝑎𝑏𝑙𝑒

7 𝑚𝑔=7 × 10−3 𝑔

(iii.) Example: 5 𝑘𝑚 to 𝑐𝑚
Kilometer means 1𝑥103 𝑚 and Centimeter means 1𝑥10−2 𝑚
1×103 𝑚 1 𝑐𝑚
(5𝑘𝑚)𝑥( )×( ) = 5 × 105 𝑐𝑚 𝑜𝑟 500, 000 𝑐𝑚
1𝑘𝑚 1×10−2 𝑚

ANOTHER way to do this: 5 𝑘𝑚 to 𝑐𝑚

Step 1: subtract exponents: kilo has exponent of 103 and centi has exponent of 10−2

3 subtract -2 → 3 - (-2) = 5
Step 2: move the decimal places according to difference of exponents to the direction of the
wanted unit. In this example, we move the decimal point 5 places to the right (toward
centi).

(iv.) Example: 384.0 𝑚𝑔 to 𝑑𝑔

milli means 10−3 so, 384.0 𝑚𝑔 = 384.0 × 10−3 𝑔
and 1𝑑𝑔 = 0.1 𝑔
1 𝑑𝑔
(384.0 × 10−3 𝑔) × = 3. 840 𝑑𝑔
0.1 𝑔

ANOTHER way to do this: 384.0 𝑚𝑔 to 𝑑𝑔

Step 1: subtract exponents: milli has exponent of 10−3 and deci has exponent of 10−1

-1 subtract -3 → (-1) - (-3) = 2

Step 2: move decimal places according to difference of exponents to the direction of wanted
unit. In this example, we move the decimal point 2 places to the left (toward deci).

6
 What’s More

Exercise B. Write you answer on a separate sheet of paper.

1. Below are the given measurements. Convert it as indicated.
𝑎. 365 𝑑𝑎𝑦𝑠 into 𝑚𝑖𝑛 e. 130 𝑚𝑖/ℎ into 𝑘𝑚/𝑠
b. 94.3 𝑀𝐻𝑧 into 𝑘𝐻𝑧 f. 40.0 𝐿 to 𝜇𝐿
c. 450 𝑐𝑚2 into 𝑘𝑚2 g. 5 𝜇𝐿 to 𝑚𝐿
d. 72 𝑛𝑚 into 𝑚𝑚

2. Indicate which is greater (>) or lesser (<) by writing the correct symbol. If the quantities
are equal write (=). Show your solution.
a. 50 𝑑𝑚 _____ 0.005 𝑚𝑚 c. 7.8𝑥102 𝑛𝑚 _____ 0.78𝑥107 𝜇𝑚
b. 0.03 𝑀𝑔 _____ 30 𝑘𝑔 d. 2/3 𝑘𝑚 _____ 1/5 𝑀𝑚

What I Have Learned

I. Solve the following measurement problems involving conversion of units. Express your
answer in standard notation/form and in scientific notation. Answers should include
three significant figures.

1. Joeff, who is an exchange student from Germany, is studying in the United States.
He wishes to buy a new pair of jeans, but the sizes are all in inches. If his waist
size is 85 𝑐𝑚, what is its waist size in 𝑖𝑛𝑐ℎ𝑒𝑠?

2. The total area of the alveoli in the human lung is about 70𝑚2.What is the area in
𝑎) 𝑐𝑚2 𝑏) 𝑖𝑛2

3. A Chevrolet Camaro convertible travels along the highway at a speed of 128 𝑘𝑚/ℎ.
What is it the speed of the car (a) in 𝑚𝑒𝑡𝑒𝑟𝑠 𝑝𝑒𝑟 𝑠𝑒𝑐𝑜𝑛𝑑? (b) in 𝑚𝑖𝑙𝑒𝑠 𝑝𝑒𝑟 ℎ𝑜𝑢𝑟?

4. The Spirochetes, contain very thin bacteria with some species having cell
diameters of about 0.15𝜇𝑚.What is its diameter in 𝑛𝑎𝑛𝑜𝑚𝑒𝑡𝑒𝑟𝑠?

5. A government owned land will be set converted as a new wildlife refuge. Its
dimensions are 5 × 105 𝑚𝑒𝑡𝑒𝑟𝑠 by 4 × 104 𝑚𝑒𝑡𝑒𝑟𝑠. Find the area of the land in
𝑠𝑞𝑢𝑎𝑟𝑒 𝑚𝑒𝑡𝑒𝑟𝑠.

II. Answer accordingly.

1. Explain the importance of having a standard in measurement.

2. What are the advantages of writing quantities in scientific notation?

7
 What I Can Do

Performance Task: Measurement

Objectives:

• Use appropriate measuring tool to take the measurement of physical quantities such
as height and weight.
• Convert the values to its equivalent units.
• Apply the rules of significant figures.

1. Measure the height (𝑚) and mass (𝑘𝑔) of your family member using appropriate
measuring tool.

2. Gather the data and write it on the space provided for the data and results.

3. Take its equivalent height in cm and ft using conversion factor.

4. Take also its equivalent mass in grams and pounds.

5. Refer to the format provided in the next page.

6. Provide pictures on this task you performed.

Enrichment Activity: Practice exercises!

Refer to Appendix A for the SI prefixes found in the last page of this lesson. Fill-in the
blanks with the correct values to justify the relationship of the quantities given. Write your
answer on a separate sheet of paper.

1. 15 𝑝𝑚 = _________ 𝑚 6. 0.005 𝑘𝑔 = ________ 𝑐𝑔

2. 25 𝑚𝑚 = ________ 𝑐𝑚 7. 60 𝑚𝑔 = ________ 𝑔

3. 90 𝑑𝑚 = ________ 𝑚 8. 100 L = ________ mL

4. 9.8 ℎ𝑚 = ________ 𝑑𝑚 9. 5, 000 𝑚𝐿 ________ 𝑘𝐿

5. 35 𝑔 = ________ 𝑚𝑔 10. 0.88 𝑘𝑙 = ________ 𝐿

The next page shows the performance task template.

8
Name: ____________________________________ Date Performed: ________________
Grade/Section/Strand Name: __________________ Date Submitted: ________________

Performance Task #1:

Measurement

Objective(s):

Data and Results:

Name Relationship Height Mass

𝑚 𝑐𝑚 𝑓𝑡 𝑘𝑔 𝑔 𝑙𝑏

Measuring Instrument

Solution: (This is for the conversion of units)

Documentation: (Pictures)

9
 Lesson
Accuracy and Precision
2
What’s In

In lesson 1, you have learned how to express very large and small physical quantities
into scientific notation applying the number of significant figures. You also learned solving
measurement problems involving conversion of units.

In this next topic, you will learn the definition of two important terms when we talk
about measurements: accuracy and precision as well as its importance. You will also
familiarize measuring instruments of varying precision and its advantage.

What I Need to Know

Often, accuracy and precision are used interchangeably. However, these two terms
mean different things. As what you have learned in the previous topic, physicists perform
experiments, and these experiments involve measurements. It is important to be both
accurate and precise in taking scientific measurements.

Why do you think it is important to be both accurate and precise in measurement?

Can you think of situations encountered in daily life that need to be accurate and precise?
What do you think will happen if measurements are in accurate and less precise?

In this lesson, you are to differentiate accuracy from precision.

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 What’s New

Answer the questions as directed. Write your answer on a separate sheet of paper.

I. Study the image below. The bull’s-eye represents the accepted true value. Each cross
represents a repeated measurement of the same quantity. Describe each of the figures
by choosing its description inside the box.

A. Precise and Accurate C. Not accurate but precise

B. Accurate but not precise D. Not accurate and not precise

Figure 1 Figure 2

Figure 3 Figure 4

II. What is your basis for your choices in describing the figures above?
What is your idea about accuracy? How about precision?

What Is It

Accuracy and precision in measurements are important in many aspects of the

world; may it be in the field of research, medicine, electronics/technology, manufacturing,
and among others. Take for example, inaccurate dose of medicine may harm patient. In the
same way, inaccurate measurements used in appliances for example may cause it to
explode, even might spark fire that will cause harm to humans and properties. Even a
difference of 0.01 might lead to undesirable results.

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 Accuracy refers to the closeness of the measurement to the true value or accepted
value. On the other hand, precision refers to the closeness among several measurements
that have been obtained in the same way. Let us differentiate accuracy and precision in the
context of a basketball player making a basket. We can say that a basketball player has a
high degree of accuracy if the player always makes a basket even though he strikes in
different positions of the rim. However, if he does not make many baskets but always strikes
in the same position of the rim, then he has high degree of precision but not accurate. This
concept is also the same with the figures shown in the previous activity showing targets on
a dart board.

To better understand accuracy and precision of measurements, consider the

example below.

Example:

You, a student as part of your activity, weigh the new golf ball five times or five trials.
The results are as follows: 45.89 𝑔, 45.91 𝑔, 46.00 𝑔, 45. 94 𝑔, 45. 90 𝑔. The accepted
value for the mass of a new golf ball is 45.93 𝑔.

Observe that the average of the five values from five trials is close to the accepted
value. Therefore, we can say that the measurement has high accuracy. If we consider the
individual measurements, observed that they agree among the five measurements.
Therefore, we can say that the measurements are precise.

To ensure high accuracy and precision, one consideration is using appropriate

measuring instruments designed to fit the purpose. Just take for example; if you want to
measure a piece of wood, tape measure is suitable. But if you are going to use a tape
measure in measuring smaller objects, do you think it will yield an accurate and precise
measurement? Do you expect an accurate and precise measurement if you will use a ruler
in measuring the eternal diameter of a thin wire?

Let us familiarize three measuring instruments (as shown below), its advantages and
its precision.

A ruler can measure

longer/larger objects. The
smallest scale division is 1𝑚𝑚
or 0.1 𝑐𝑚.
https://www.alamy.com/stock-photo/cm-ruler.html

12
 A vernier caliper allows to
measure length including
outside dimensions, inside
dimensions and depth of
smaller objects with more
precision and accuracy. It can
measure up to 0.01 𝑚𝑚 or
𝑡𝑒𝑛𝑡ℎ decimal place in 𝑚𝑚
which makes it good to use in
small and precise
measurements.

Micrometer is used to make

accurate measurements of
the thickness of a sheet of
paper and the external
diameter of thin wires. It can
measure up to 0.001 𝑚𝑚 or
ℎ𝑢𝑛𝑑𝑟𝑒𝑑𝑡ℎ decimal place
in 𝑚𝑚.

Study the picture of scale A and

scale B on the right. Which scale
is more accurate?

Why do you say so?

13
 What’s More

Data Analysis (Adapted from http://sciencelearn.org.z)

Analyze the measurement data set provided and describe the date set in terms of
accuracy and precision.

Coin diameter

A gold coin has an ‘accepted’ diameter of 28.054 mm.

Two students are asked to measure the diameter of four gold coins. Student A uses a
simple plastic ruler. Student B uses a precision measuring tool called a micrometer.

Student A – plastic ruler Student B – micrometer

27.9 mm 28.246 mm
28.0 mm 28.244 mm
27.8 mm 28.246 mm
28.1 mm 28.248 mm

1. Calculate the average value for each set of measurements

Student A – plastic ruler Student B – micrometer

2. Compare the average value for each set with the accepted value:
• Which student’s data is more accurate? Justify your answer.
• Which student’s data is more precise? Justify your answer.

3. Explain any odd findings.

14
 What I Have Learned

Check your understanding!

Answer the following questions. Write you explanation on a separate sheet of paper.

1. Is there a difference in the accuracy of measurements of the reading if the units used
vary? Why?

2. Up to what precise measure could each instrument be read?

3. Which of these three measuring devices:ruler, verner caliper and micrometer is the
most versatile? Justify your answer.

4. The smallest unit on a ruler is 1mm. Two students measured the width of a wooden
block and recorded them as 5.25 cm and 5.27 cm.Analyze the data gathered. Are
these two equally precise? Comment.

5. Can measurements be accurate but not precise? Justify your answer by citing a
specific example.

6. Two students, John and Jay are given a small cylinder of aluminium of known mass and
asked to determine its density. (The ‘accepted’ density of aluminium is 2.702 g/cm 3.)
Since density is mass/volume, the students need to calculate the volume of the cylinder.
The height and diameter of the cylinder need to be measured in order to calculate its
volume

John is told to use a simple plastic ruler and to make four independent measurements
for each dimension. Jay is told to use a precision measuring tool called a micrometer.

John – plastic ruler Jay – micrometer

2.2 g/cm3 2.703 g/cm3
2.3 g/cm3 2.701 g/cm3
2.7 g/cm3 2.705 g/cm3
2.4 g/cm3 5.811 g/cm3

a. Which student’s data is more accurate? Cite factor(s) that might affect the
measurement’s accuracy.

b. Which student’s data is more precise? Cite factor(s) that might affect the
measurement’s precision.

15
 Assessment: (Post-test)

Direction: Choose the best answer. Write it in capital letter on a separate sheet of paper.

1. What is the sum of 281.45 g, 361.1 g, and 5.301 g? Apply rules in significant figures.
A. 648.9 g B. 648.85 g C. 648.850 g D. 648. 1 g

2. You are using an electronic stopwatch in one of your experiments in Physics. The digital
reading displays along with accuracy to how may second?
A. 0.01 𝑠 B. 0.1 𝑠 C. 0.10 𝑠 D. 1 𝑠

3. The density of aluminum is 2.7 𝑔⁄𝑐𝑚3. An experiment in the laboratory was performed to
measure the density of the material. The data in the choices below came from the four
groups who performed. Which of the following measurements is most accurate?
A. 2.068 𝑔⁄𝑐𝑚3 C. 709 𝑔⁄𝑐𝑚3
B. 2.698 𝑔⁄𝑐𝑚3 D. 2. 721 𝑔⁄𝑐𝑚3

4. The diameter of a certain virus is 0. 0000002 𝑚 as viewed under a microscope. How

would this be expressed in scientific notation?
A. 2.0 × 106 𝑚 C. 2.0 × 10−7 𝑚
−6
B. 2.0 × 10 𝑚 D. 2.0 × 107 𝑚

5. Rio de Grande river has a total length of 505 𝑘𝑚. What is this length in 𝑚?
A. 50, 500 𝑚 C. 5.05 × 105 𝑚
B. 5, 050, 000 𝑚 D. 5.05 × 107

6. A foreigner is driving his car along North Luzon Express way (NLEX) at a speed of
60 mi/h. Can he be charged off over speeding considering the maximum speed along
this express way is 100 𝑘𝑚/ℎ.
A. Yes, because 60 mi/h is beyond the maximum speed of 100 km/h.
B. No, because 60 mi/h is less than the maximum speed of 100 km/h.
C. No, because 60 mi/h is jus equal to the maximum speed of 100 km/h.
D. Not enough data is given to determine if he is over speeding or not.

7. Which of the following sets of measurements are precise?

A. 1.50 mm, 1.72 mm, 1. 09 mm, 1. 84 mm
B. 0.9 cm, 0.95 cm, 0.80 cm, 0.63 cm
C. 1.20 m, 1.02 m, 0.97 m, 1. 42 m
D. 0.84 dm, 0.85, 0.82, 0.83

8. Which of the following relationships of quantities is NOT true?

A. 2 Mm = 2 × 106 m C.10mg = 1 dg
B. 5 mg = 0.005 g D. 8Gm = 8 × 109 m

9. Which of the following values is equivalent to 0.150 𝑚?

A. 150 𝑚𝑚 B. 150 𝑐𝑚 C. 15 𝑑𝑚 D. 1 500 𝜇𝑚

10. What is 7.5 millimeters expressed in centimeters?

A. 0.075 cm B 7.5 cm C. 0.75 cm D. 75 cm

16
11. The accepted value is 29.35. Which correctly describes this student’s
experimental data?
Trial 1 Measurement: 29.48
Trial 2 Measurement: 28.97
Trial 3 Measurement: 29.27
A. accurate but not precise C. both accurate and precise
B. precise but not accurate D. neither accurate nor precise

12. Which is more: 15 kilograms or 15 000 grams?

A. 15 kilograms C. they are the same
B. 15 000 grams D. cannot be determined

13. How many milligrams are there in 11 grams?

A. 110 B. 1 000 C. 110 000 D. 11 000

14. What is the value of 200 ft3/min in mile3/day?

A. 0.95×10-6 B. 0.95×106 C. 1.95×10-6 D. 1.95×106

15. Mary bought a tank whose dimensions are 5.6 cm, 8.2 cm and 12.8 cm. What
is the volume of water that can be stored in the tank?
a. 585.8 cm³ B. 587.8 cm³ C. 590.8 cm³ D. 600.8 cm³

17
 APPENDICES

APPENDIX A. Prefixes Used with SI Units

APPENDIX B. Conversion Factor

Length Mass

1𝑚 = 100 𝑐𝑚 = 1 000𝑚𝑚 1 𝑘𝑔 = 103 𝑔 = 0.0685 𝑠𝑙𝑢𝑔

1𝑘𝑚 = 1 000 𝑚 = 0.6214 𝑚𝑖 1𝑔 = 6.85 × 10−5 𝑠𝑙𝑢𝑔
1𝑚 = 3.281 𝑓𝑡 = 39.37 𝑖𝑛 1 𝑠𝑙𝑢𝑔 = 14.59 𝑘𝑔
1 𝑐𝑚 = 0.3937 𝑖𝑛 1 𝑘𝑔 ℎ𝑎𝑠 𝑎 𝑤𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 2.205 𝑙𝑏 𝑤ℎ𝑒𝑛 𝑔
1 𝑖𝑛 = 2.540 𝑐𝑚 = 9.8 𝑚⁄𝑠 2
1 𝑓𝑡 = 30.38 𝑐𝑚
1𝑦𝑑 = 91.44 𝑐𝑚
1 𝑚𝑖 = 5280 𝑓𝑡 = 1.609 𝑘𝑚

19
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Department of Education Central Office. Most Essential Learning Competencies (2020)
Nebula2.Deanza.Edu 2020, accessed July 7, 2020
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https://www.mlbgsd.k12.pa.us/cms/lib/PA09000085/Centricity/Domain/83/lab_-
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"Precision And Accuracy". 2020. Science Learning Hub, accessed July 10, 2020
https://www.sciencelearn.org.nz/resources/1880-precision-and-accuracy.

"Science Learning Hub". 2020. Science Learning Hub, accessed July 7, 2020
http://sciencelearn.org.nz.

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2020. Phy.Uct.Ac.Za, accessed July 15, 2020
http://www.phy.uct.ac.za/courses/phylab1/vernier.

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E-mail Address: [email protected]

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