Physics 1

Quarter 1 – Module 1:
Measurements and
Uncertainties/Vector and Scalar
Quantities
Physics 1
Alternative Delivery Mode
Quarter 1 – Module 1: Measurements and Uncertainties/Scalar and Vector Quantities
First Edition, 2020

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 Physics 1
Quarter 1 – Module 1:
Measurements and
Uncertainties/Vector and Scalar
Quantities
Introductory Message
For the facilitator:

Welcome to the Physics I SHS Alternative Delivery Mode (ADM) Module on

Measurements and Uncertainties/Scalar and Vector Quantities!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

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For the learner:

Welcome to the Physics I SHS Alternative Delivery Mode (ADM) Module on

Measurements and Uncertainties/Scalar and Vector Quantities!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills at
your own pace and time. Your academic success lies in your own hands!

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

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the

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 lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

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 the module.
3. Read the instruction 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. Always bear in mind that you are not alone.

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

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the concepts and principles of measurements and uncertainties. The scope of this
module permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. 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.

The module is divided into four lessons, namely:

• Lesson 1 – Conversion of Units and Scientific Notation and Accuracy and
Precision
• Lesson 2 – Random Error and Systematic Error and Errors from multiple
measurements of a physical quantity using variance.
• Lesson 3 – The Difference Between Scalars and Vectors Quantities: Addition of
Vectors in Graphical representation of Vector and in Component Form

After going through this module, you are expected to:

1. Solve measurement problems involving conversion of units and expression of
measurements in scientific notation;
2. Differentiate accuracy from precision;
3. Differentiate random errors from systematic errors;
4. Estimate Errors from multiple measurements of a physical quantity using
variance.
5. Differentiate scalar and vector;
6. Perform addition of vectors;
7. Rewrite a vector in component form

What’s In

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. What is the correct conversion of units of 355,600,000 m in gigameter (Gm)?
a. 355.6 Gm
b. 0.3556 Gm
c. 3556 Gm
d. 35.56 Gm
2. Which of the following quantities is NOT a fundamental quantity?
a. speed
b. time
c. temperature
d. length
3. How many minutes are there in 600 seconds?
a. 60 minutes
b. 10 minutes
c. 15 minutes
d. 6 minutes

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 4. What is the standard unit of mass (SI)?
a. Kilogram (Kg)
b. Milligram (mg)
c. Pound (lbs.)
d. Gram (g)
5. What do you call the error in measurements, which is caused by using a
measuring instrument that is not accurately calibrated?
a. True error
b. Uncertainty
c. Systematic error
d. Random error
6. The measurements of the height of the box is 0.256m, 0.258m and 0.257m,
what is the data given based on the concept and principle of accuracy and
precision in measurement when the true value of measurement is 0.257?
a. Low accuracy
b. High precision
c. High precision and accuracy
d. Low precision and accuracy
7. What is the product when the numbers 1.234 cm and 2.33 cm are multiplied
following the rules of significant figures?
a. 2.87522 cm
b. 2.875 cm
c. 2.8752 cm
d. 2.88 cm
8. What is the resultant displacement of the student who need to walk to
his first class 500 m west, 200 m south and 100 m east?
A. 447.21 m E
B. 447,21 m SW
C. 447.21 m W
D. 447.21 m S
9. What is the technique in vectors addition using components to find the
resultant?
A. Directly add the x and y components
B. Add first all the x component and then all the y component
C. Add all the x component to find the resultant at x component
D. Add all the y component to find the resultant at y component
10. What is the magnitude of the vector quantity when the arrow is pointed
downward in the Cartesian plane?
A. Positive
B. Negative
C. South
D. North

Lesson
Conversion of Units, Scientific
1 Notation, Accuracy and Precision

Measurement is a useful technique to find out the relationships of quantities. These

quantities use its own standard units, just like when we measure the length of a
notebok, instead of using inch we prefer to use meter as its standard unit. In many
situations, measurement must be performed correctly in order to have the correct
data, which could be used to prove or clarify scientific claims.

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 What’s In

Before can proceed to the first lesson. Let us see if you can identify the type of
quantity listed in the table below. You write FQ if the quantity is a fundamental
quantity and DQ if it is a derived quantity.
Quantities Type of Quantity (FQ/DQ)
1. Mass
2. Density
3. Length
4. Speed
5. Time

What’s New
You can think of the conversion of units, simply by changing the unit of measure to
another unit of measure while the scientific notations as a way of converting large
numbers into a simpler one.
Let us try this!
Activity 1.1
On the Column A of table below, there are information that you have to validate if it is
correct or not. Put a ✓or X mark on the Column B for your responses. If the content of
the item is wrong you must be able to correct it.
Column A Column B
1. (4.2 x 103)(5.23 x 105) = 21.97 x 108
2. 60 °C = 140 °F
3. 1 km = 1000cm
4. 56700000 = 5.67 x 107
5. 2m2 = 20,000 cm2

What is It

Conversion of Units
The conversion of units we are using today is known as the International System of
Units (SI). This system of units uses the standard units of measure for the
fundamental and derived quantities.
Activity 1.2: Conversion of units
Perform this activity about conversion of units. Give the correct answer on the
following items. Use a separate sheet of paper.
Let us try this!
1. Can you convert 200 °F to Celsius?
2. Can you convert 500 in to meter?
3. What is the equivalent of 4000mg in kilograms?

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 What’s More

Activity 1.3: Scientific Notation

Perform this activity about scientific notation. Give the correct answer on the following
items. Use a separate sheet of paper.

Let us try this!

1. How would you write 0.00046 in scientific notation?
2. What is the final answer when you get the sum of 21.3 x 10 4 and 1.33 x 106?
3. What is the final answer when you get the product of 8.14 10 4 and 6.7 x 106?

What I Have Learned

1. _______________ units can be used for fundamental and derived quantities using
the power 10 or conversion factors.
2. ___________ is pertaining to how close a measured quantity to the true value.
3. ___________ is pertaining to how close each repeated measure to each other.
4. A measured quantity that is closed to the true value has a _______________.
5. A repeated measurement with values that are not close to each other has a
_____________.

What I Can Do

You can now apply the concepts and principles of Conversion of Units and

Scientific Notation
In this activity, you must apply the concepts and principles about conversion of units
and scientific notation. Use a separate sheet of paper
Let us try this!
1. (3.20 x 104)(2.2 x 106) = (express your answer with significant figures)
2.6 x 104
2. 34 x 105 - 0.21 x 107 = (express your answer with significant figures)

Assessment

True or False. Write T if the statement is correct and F it the statement is false.
_____ 1. A ruler can be used to measure the volume of any regular object.
_____ 2. A weighing scale that cannot be calibrated is expected to have high precision
and accuracy.
_____ 3. A three-trial measurement with data that are close to one another has high
accuracy.
_____ 4. A faulty voltmeter can give you an accurate value.
_____ 5. A DNA test is using a high accuracy level of measurement.

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 Additional Activities

On this part, you are going to apply what you have learned.
Let us try this!
Measuring the mass of one kilo of rice you bought from the market using three
different weigh scales (Mechanical, Digital and Timbangan ng Bayan).
Note: You have to measure the mass of a kilo of rice in two different weighing scales
then compare to the calibrated weighing scale provided by the barangay or what we
call “Timbangan ng Bayan.”

Lesson Random Error, Systematic and Error

Errors from Multiple Measurements of a
2 Physical Quantity Using Variance
Some errors in measurement can be managed except for the systematic errors that are
not checked or notice by the observer. More often, errors are more likely to occur in
many sets of measurement or repeated measurement (multiple measurements) but the
errors are just slight as compared to the systematic errors.

What’s In

You could imagine, whenever you do measurement, there is always an error. That is
why, it would be better if you will have more reasonable sets of measurement for you
to have much better precision.

Let us try this!

Word Puzzle. Loop the 10 hidden words.
M E A N R R T E D S V P A
E E T I N H E R E N T R C
T R U E W T S U H R I E C
O U Y R R R T L G E M C U
R R I R T B I E S A E I R
T F P O Y G J R A G R S A
Y G R R E S T I M A T E C
U S Y S T E M A T I C J Y
U N C E R T A I N T Y N C
W E I G H I N G S C A L E

What’s New

The measurement errors are classified into three types which are called the true
errors, random errors and systematic errors. These types of errors are often
encountered every time measurement of quantities are conducted.
Let us try this!
Activity 2.1: Types of Error
You must be able to identify the type of error based on the situation given. On the
columns for responses, put a check ✓ mark on the type of error.

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 TYPES OF ERROR
SITUATION
True Random Systematic
1. The transcription of measured quantity on the
record book is wrong.
2. The estimate of uncertainty value is needed to get
the minimum uncertainty of measurement.
3. The mechanical clock is always adjusted so that it
will encompass with the real time.
4. The driver was caught for over speeding because the
speedometer of the car is not working.

What is It

In statistics, it is an acceptable idea that the more measurements conducted the closer
the mean of the sample values to the true mean of the distribution. Likewise, it is also
said that the bigger the sample size the better.
Activity 2.2: Solving for the mean
Let us try this!
The entry in the table below is measured in centimeter (cm)

A B C D
2.5 3.4 4.3 1.2
4.4 2.5 7.6 5.4
2.6 7.1 3.7 3.5
4.2 3.1 1.8 2.1
Mean A = _____ Mean B = _____ Mean C = _____ Mean D = _____

What’s More

Activity 2.3: Solving for the standard deviation of sample and Standard
Deviation of the Mean
Let us do this!
The standard deviation of the sample mean (SDOM) also known as the “standard
error” explains that the larger the sample size the and the smaller the standard
deviation of the mean results to the smaller “standard error.”

What I Have Learned

1. Potential error in measurement is classified into three types such as __________,

__________ and ___________.
2. ___________ type of error usually affect accuracy.
3. A random error cannot be ___________ but can be ___________.
4. To avoid systematic error in measuring mass, the weighing scale must be calibrated
to ________.
5. ___________ type of error observed in more sets of measurement.

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 What I Can Do

You can now apply the concepts and principles of Random Error and Systematic
Error.

(X - ) (X - )2 B (X - ) (X - )2
2.1 1.1
3.4 2.1
2.6 7.0
4.2 3.1
5.7 4.9
1.5 1.3
= Σ(X - )2= = Σ(X - )2=
( X i−X ) ( X i−X )
2 2
s2 = s2 =
N −1 N −1
Standard Deviation (S) = Standard Deviation (S) =
SDOM = S = SDOM = S =
√N √N

Let us do this!
Rearrange the information that are appropriate to each type of measurement. Write
the correct arrangement by choosing only the letter on the table B.
Table A
True error Random Error Systematic Error
A. Uncalibrated measuring G. Individual measurement
D. Mistake in reading the scale
device close to one another
B. Lack of alertness in setting
E. Repeated measurements H. Related to precision
and stopping of timer
C. Erased scales of F. Manipulating the
I. Malfunction wall clock
measurement experimental measurement
Note: Copy the format of the table below on a separate sheet of paper, and then write only the letter on
each respective column.

True error Random Error Systematic Error

Assessment

True or False. Write T if the statement is correct and F it the statement is false.
_____ 1. It is enough to solve for the mean of the set of measurement in order to decide
that it has high or low precision.
_____ 2. The larger the observation the bigger the standard deviation
_____ 3. The smaller the standard deviation and the larger the number of observations,
the smaller the standard error.
_____ 4. A true error is committed when measurement is affected by unknown or
unpredicted changes in the experiment.
_____ 5. A systematic error committed when a weighing scale is working better on
objects with smaller mass but with issues on object with bigger mass.

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 Additional Activities

Let us do this!
On this part, you are going to apply what you have learned.
Note: You have to solve for the following and show you solution.
1. Squared of the deviation
2. Summation of the squared of deviation
3. Variance
4. Standard deviation of sample
5. Standard deviation of the mean (SDOM)

Lesson The Difference Between Scalars and

Vectors: Addition of Vectors in Graphical
3 representation and Component Form
A scalar is a quantity with magnitude and a unit of measure. On the other hand, a
vector quantity is a quantity with magnitude, direction and a unit of measure. The
vector quantities are commonly represented graphically by using arrows. The arrows
are purposely used to indicate directions and the arrows length indicate the
magnitude of a vector.

What’s In

Perform this activity about scalars and vectors. Give the correct answer on the
following items.
Let us try this!
You write scalar or vector on the column for your answer:

A B C D
2.5 3.4 4.3 1.2
4.4 2.5 7.6 5.4
2.6 7.1 3.7 3.5
4.2 3.1 1.8 2.1
Quantities Scalar/Vector
1. 49 N
2. -7 m x-axis
3. 10 m/s E
4. 150 km/h
5. 10 m/s2

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 What’s New

Let us try this!

Activity 3.1: Vector in Component Form
Write positive if the magnitude of vector points to positive at y – axis or negative if
the magnitude of vector points to negative direction at x – axis.
Situation Response
1.
What is the magnitude of displacement at x – axis?
2.
What is the magnitude of displacement at y – axis?
3.
What is the magnitude of Force at x – axis?
4.
What is the magnitude of the force at y – axis?
5.
What is the magnitude of displacement at x – axis?
6.
What is the magnitude of the displacement at y – axis?

What is It

A. Addition of Vector in Graphical Representation

Basically, displacement and force are the vector quantities that are frequently used.
You could notice, in graphical representation of vector quantities, arrows play
important roles. These arrows are used to trace the direction of vectors. There are two
ways on how to trace or draw the direction of vectors, the first one is one dimensional
and the other one is two dimensional.
Formula:
• dR = A + B or dR = B + A
• dR = A + (-B) = A – B and dR = (- A) + B
• dR = A + B + C or dR = C + B + A End
Vectors in one dimension: End

Start (a) End Start (b) Start (c)

Vectors in two dimensions:
A A A
B B
B
(a) (b) (c)
Three Vectors connected from tail to head:
A A B A B
C B C R C
(a) (b) (c)
Strategy I: Using Graphical Technique and Mathematical Formula
Actually, the simple way to do the graphical technique is to do it with the Cartesian
Coordinate System.
Sample Problem 1:

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 The car travels 100 km east and turns back by travelling 3 km west. From the
illustration below, you could immediately tell the displacement of the car, which is
-2 km, the negative sign means that the end of the destination is at the second
quadrant.

https://commons.wikimedia.org/wiki/File:Cartesian-coordinate-system_Oxy.svg

You can notice that the plane of orientation of the vector is one-dimensional.
Therefore, the formula R = A + B or A + (-B) can be used to solve this problem and the
answer is just the same, -2 Km.
Strategy II: Using Graphical and Measuring Instruments for Three Vectors
Sample Problem 2:
The car travels 250 km west and turns south by travelling 1 km and then, it turns to
southeast direction. With this problem, you need to use a ruler to measure the
displacement of the car using the scale of measure, which is 1 cm = 50 km. When it
involves angle, you just need to get a protractor and then align it to the x-axis and
locate the 45°. Now, once you have the angle you can trace the displacement 50 km =
1cm using your ruler. Afterwards, when you have traced all the values of displacement
up to the end point, the last thing you will do is to measure the net displacement
from the starting or reference point to the end point.
N
Scale: 1 cm = 50 km

250 200 150 100 50

Star
W E
100
km 50 km 45°
End
S

Strategy III: Using Pythagorean Theorem Equation to Solve Vectors in two

Dimension
Formula: c2 = a 2 + b2
Sample Problem 3:
The car travels 2 km west and 3 km south, what is the displacement of the car?
Solution:
c 2 = a 2 + b2
c = √(- 3 km)2 + (2 km)2 c = 3.61 km
B. Addition of Vector in Component Form Take
note, when the arrows point to the right x – axis or up of the y – axis, the vector
quantity is positive and when the arrows point the other way around it is negative.
Trigonometric Functions:
sin θ = Opposite = o/h
Hypotenuse
cos θ = Adjacent = a/h
Hypotenuse
Tan θ = Opposite = o/a
Adjacent
Translating these to find the magnitude of force, we can have the functions such as:
sin θ = Fx or Fx = F cos θ
F
cos θ = Fy or Fy = F sin θ F
F θ Fy
tan θ = Fy
Fx
Fx
Fx = Fx1 + Fx2 + Fx3 + …
Fy = Fy1 + Fy2 + Fy3 + …

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Sample Problem 1: Addition of Two Vectors
A construction worker pulls a load of coco-lumber on a cart with a 50 N force directed
at 35° above horizontal. Calculate the vertical and horizontal component of the force.
Fy = F sin θ = 50 N (sin 35°) = 28 N
Fx = F cos θ = 50 N (cos 35°) = 41 N
FR = √(Fx)2 + (Fy)2 F=50N
FR = √(41 N) + (28 N)
2 2 Fy?
35°
FR = √1681 N + 784 N
2 2

FR = √2465 N2 Fx?
FR = 49.6 N round off 50 N

Activity 3.2: Addition of Vectors: Graphical representation of Vector

Let us try this!

Problem Sets 1: Addition of Vector: Graphical Representation

A. To reach your first class walking on sidewalks, you must walk 500 m west, 200 m
south, and the 100 m east. What is your estimated net displacement or Resultant
displacement? Use separate sheets of paper for your answer.

What’s More

Activity 2.3 Addition of Vectors: Graphical representation of Vector and

Component Form
Let us try this!
Problem Sets A: Addition of Vectors: Graphical representation of Vector
1. A man hikes 10 km south and then a unknown distance west. He is now 14 km as
the crow flies from where he started. Determine the distance he walked toward the
west.
Problem Sets B: Addition of Vector in component form
A. A force F of magnitude 500 N has y component of -200N. Determine two possible
direction of F and the corresponding x component for each situation.
Use a separate sheet of paper for your answer.

What I Have Learned

1. Arrows are frequently used in tracing the direction of vectors that has the
_____________ and _______________.
2. A vector quantity that travels in one plane of orientation is called _____________.
3. A graphical representation of vector uses _______________ to indicate direction.
4. It needs the _____________ to solve for the magnitude and direction of vector
quantity that involves angle.
5. The x component of vector quantity is positive when it is pointed to the ___________.

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 What I Can Do

You can now apply the concepts and principles of addition of vectors through
graphical representation.
Let us do this!
In this activity, you only have three choices: You will only write the letter of you
answer on the second column.
A – dR = A + B or dR = A + (-B)
B – c2 = a2 + b2
C – Ruler and protractor
Problem/Situation Answer
1. The motor cycle was chased by the police car for a traffic violation. Form the
reference point, the motor cycle travels 3 km east, and then it travels 4 km
north until it was cornered by the police mobile when it turns 25° northeast
while travelling a distance of 1 km.

2. There is a nearby grocery store which is 1 km west away from home. Early
morning, I go to the store to buy bath soap, when I was at a distance of 300
m, I remember my money was left. If I will go back home, what is my
resultant displacement?
3. A man was walking toward the market which 500 m south away from his
home. After he bought the goods, he remembered that he has to visit his
grandmother nearby which is 300 m from the market. What is the resultant
displacement?
4. A construction worker has to travel 3km north and 2 km east until he could
reach his work place.
5. A grab car driver has to travel 200 m west before the client canceled the deal.
When he was at 250 m west from where he started another client book a
deal at a distance of 600 m.

Assessment

True or False. Write T if the statement is correct and F it is wrong.

____ 1. The magnitude and direction of the vector quantity is said to be positive when
the arrow points to the left of the x – axis.
____ 2. When the angle of inclination of an exerted force is 37° below the x – axis and
its arrow is pointing to the left, the magnitude and direction of the vector
quantity y component is said to be negative.
____ 3. The net force is also called the resultant force.
____ 4. The resultant displacement of a vector quantity can be computed when the
value of x and y component are available.
____ 5. The vector quantity uses arrow to indicate direction is called graphical vector.

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 13
ASSESSMENT What I Have Learned
1. T 1. Standard
2. F 2. Accuracy
3. F 3. Precision
4. F 4. High Accuracy
5. T 5. Low Precision
What I Can Do What’s New What I Know
1. 2.7 x 10-6 1. X 1. B
2. 0.13 x 107 2. ✓ 2. A
3. B
3. X
4. A
4. ✓ 5. C
What’s More 5. ✓ 6. C
1. 4.6 x 104 7. D
2. 1.54 8. B
3. 5.44 x 10-1 9. B
What’s In 10. B
1. FQ
What Is It 2. DQ
Activity 1.2A 3. FQ
1. 93.33 °C 4. DQ
2. 12.7 m 5. FQ
3. 0.0004 kg
Lesson 1
Answer Key
 14
What I Can Do Assessment What I Can Do
Systematic Error B. True or False Random Error
1. I 1. F 1. E
2. C 2. F 2. H
3. A 3. F 3. G
4. T
5. T What I Can Do
What I Have True Error
Learned 1. B
1. True, random and What’s More 2. F
systematic Set A 3. D
2. Systematic Error Mean = 3.25
3. Eliminated, SD = 1.57
minimized SDOM = 0.64 What’s In
4. Zero Set B (In any order)
5. Precision Mean= 3.25 1. Mean
SD = 2.30 2. Accuracy
SDOM = 0.94 3. Precise
4. Ruler
What Is It 5. Timer
Mean 6. Error
What’s New 7. Estimate
A. 3.58 1. True Error
B. 4.08 8. Systematic
2. Random Error 9. Uncertainty
C. 3.92 3. Systematic Error
D. 3.23 10. Weighing Scale
4. Systematic Error
Lesson 2
 Lesson 3

Negative 6.
Scalar 5. km
Negative 5.
Scalar 4. Positive 4. Final Answer = 346.4
Vector 3.
Negative 3.
Vector 2. Problem 1
Negative 2.
Scalar 1.
Positive 1.
What Is It
(In any order)
What’s In What’s New
or –X axis
5. right 24° below either +X
component Final Answer = 460 N
A 5. 4. X and y
B 4. 3. Arrow Problem Set A
A 3. 2. One dimension km W
A 2. 1. Head & Tail Final Answer = 9.8
C 1. Learned Problem Set A
What I Can Do What I Have What’s More

T 5.
T 4.
T 3.
T 2.
F 1.
Assessment

References

Heuvelen, Alan V. PHYSICS: A General Introduction, 1986. Little, Brown and Company,
Canada, pp. 4-5.
Hawkes, R., Iqbal, J., Mansour F., Milner-Bolotin, M. and Willliams, R. PHYSICS FOR
SCIENTISTS AND ENGINEERS: An Interactive Approach, 2014. Nelson Education Ltd.,
United States of America, pp. 3-8.
Halliday, D., Resnick, R., Walker, J. FUNDAMENTALS OF PHYSICS 8 th Ed., 2008,
John Wiley and Sons, Inc. United States of America, pp. 2-9

Internet Source:
https://commons.wikimedia.org/wiki/File:Cartesian-coordinate-system_Oxy.svg

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Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212

Telefax: (632) 8882-5861 / 8882-5862

Email Address: [email protected]

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