SUMULONG COLLEGE OF ARTS AND SCIENCES

M. L. Quezon Ext., Brgy. Dalig, Antipolo City

SHS
HIGH SCHOOL DEPARTMENT
S.Y. 2020-2021

GENERAL PHYSICS 1
Quarter 1 – Module 1:
Measurement: Solving Problems Involving
Units, Physical Quantities and Errors
SENIOR HIGH SCHOOL
Alternative Delivery Mode
Quarter 1 - Module 1: Measurement: Solving Problems Involving Units,
Physical Quantities and Errors
First Edition, 2020

This instructional module is intended for self-pace learning of students of modular

distance education. We encourage teachers and other education stakeholders to email
their feedback, comments, and recommendations to High School Department of
Sumulong College of Arts and Sciences at [email protected]

Author: Mary Rose Orotia

Language Editor: Josephine M. Morcozo

No part of this module may be reproduced or transmitted in any form or by any

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Printed by Sumulong College of Arts and Sciences (SCAS), Inc.

Shaping Dreams … Changing Lives …

Introductory Message

This module is intended to help you master Most Essential Learning Competency Nos.
1-4 of General Physics 1 subject. It is designed to provide you an understanding of
measurement systems and units, conversion, scientific notation and errors.

In the beginning of each lesson, you will review related concepts. Then, you will discover
what the learning episode is about. After the presentation of concepts, you will do self-
check exercises that will lead you to an application task. Finally, you will be guided in
managing your takeaways.

Moreover, the module will also help you solve problems involving unit conversion and
scientific notation.

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.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the directions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher 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. 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!

Happy learning!
 Most Essential Learning  Solve measurement problems involving conversion of units,
Competencies 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

This module was designed and written with you in mind. It is here to help you master
measurement – its systems and units, unit conversion and scientific notation. 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.

The module is divided into three lessons, namely:

Lesson 1: Measurement: Units, Tools and Conversion

Lesson 2: Significant Figures and Scientific Notation
Lesson 3: Accuracy, Precision and Errors

After going through this module, you are expected to:

 Define measurement, significant figures and scientific notation.

 Identify the types of measurement systems.
 Classify the different measuring tools and instruments.
 Determine the number of significant figures for a given value.
 Convert measurement values from one unit to another
 Express standard measurements in scientific notation and vice versa.
 Describe an error.
 Account for the reasons of the occurrence of errors in measurement.
 Calculate and interpret the percentage error of several measurements.
 Define variance.
 Discuss the significance of variance in estimating errors.
 Lesson 3 Accuracy, Precision and Errors
Measurement of physical quantities does not always
guarantee an exact result. There are times when we KNOW YOUR PHYSICISTS!
encounter error or discrepancies. This can be “Those who are not shocked when they first come
across quantum theory cannot possibly have
accounted for by the difficulties we encounter during
understood it.”
observation such as negligence or by faulty
~ Neils Bohr, Theoretical Physicist
apparatus or by using inappropriate method.

In a paper presented by Adriano Lopes, he explained that one

of the wrong assumptions that we make in scientific visualizations is that
the data and process are both accurate and exempt from errors (1999).
Furthermore, he suggested that for us to enhance this aspect, we must
learn the importance of understanding the implications of accuracy and
analyzing the sources of errors during the process.

In relation to this, we have to make sure that the results we get from
measuring physical quantities are not only correct, they have to be
reliable. The reliability of measurement outcomes depend on two factors: accuracy and
precision (Tal, 2020). These are both very important factors that we must learn in order to unravel
more complex topics in the future. To an extent, these two concepts are often used synonymously.
But in Physics, it is vital to know how these two differ from one another.

Analyze the two situations below. One of them exhibits precision, while the other shows
accuracy. Answer the questions that follow. Write your hypothesis on the space provided.

I. Student A performs an experiment wherein she has to measure the time at which 3 ice cubes
melt. After the experiment, she has recorded the data from the 3 setups as: 5.5 minutes, 5.6
minutes and 6.0 minutes.

II. Student B was asked by his teacher to measure the temperature at which the water from the
beaker boils. Upon checking the thermometer, he had reported the temperature 99.80C. The
accepted value is 1000C.

Which of the two situations exhibit accuracy? How about precision? Justify your answer.
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CHECK IT OUT!

Study the four images below. The bull’s eye represents the accepted true value. Each
cross mark represents a repeated measurement of the same quantity. Based on your own
understanding, describe each figure by choosing from the given statements.

A. Precise and accurate C. Precise but not accurate

B. Accurate but not precise D. Neither precise nor accurate

1._______________ 2._______________ 3._______________ 4._______________

PRECISION AND ACCURACY

You have learned in the beginning of this lesson that error

is an inevitable factor in measurement. In fact, this is the reason
why scientists usually refer to experiments as a trial – and – error
run. To encounter discrepancies and even failures during the
measurement process is a part of the journey.

In such an occasion, though, it is helpful to perform multiple

measurements to determine if we have obtained the accurate
result. It also is necessary to indicate such discrepancy when performing and recording
measurement, especially during a scientific experimentation. There are two ways to do it: (1) in
terms of accuracy or (2) through precision.

To understand the difference between the two, recall the following terms first for future
reference:

 Accuracy – the closeness of a measurement to the accepted value for a specific physical
quantity. It is expressed as either an absolute error or relative error. Generally, the
 accepted relative error in Physics must be less than 1% from the accurate value
presented.
CALCULATING AND EXPRESSING ACCURACY OF MEASUREMENT

1. Absolute Error – the actual difference between the experimental value and the
accepted value.

Formula: 𝑬𝒂 = | 𝑬 − 𝑨|
Where:

Ea is the absolute error, E is the experimental value and A is the accepted value.

2. Relative Error – the absolute error expressed in percentage. Also referred to as the
percentage error.
𝑬𝒂
Formula: 𝑬𝒓 = 𝑨
× 𝟏𝟎𝟎%
Where:

Er is the relative error, Ea is the absolute error, and A is the accepted value.

Example:

Student B was asked by his teacher to measure the temperature at which the water
from the beaker boils. Upon checking the thermometer, he had reported the temperature
99.80C. The accepted value is 1000C. Find the absolute and relative error.

A. absolute error B. relative error

𝑬𝒂 = | 𝐸 − 𝐴| 0.20 𝐶
𝑬𝒂 = | 99.80 𝐶 − 1000 𝐶| 𝑬𝒓 = × 100%
1000 𝐶
𝑬𝒂 = | − 0.20 𝐶 | 𝑬𝒓 = 0.002 × 100%
𝑬𝒓 = 0.002 × 100%
𝑬𝒂 = 𝟎. 𝟐𝟎 𝑪 𝑬𝒓 = 𝟎. 𝟎𝟎𝟐 % – High Accuracy

 Precision – agreement among several measurements that have been taken the same
way. Precision is generated when measurements that were taken repeatedly are closely
related to one another. To calculate precision, we make use of absolute deviation and
relative deviation with a percentage acceptance of less than 1%.

CALCULATING AND EXPRESSING PRECISION OF MEASUREMENTS

1. Absolute Deviation – the actual difference between the experimental value and the
average of several measurements taken for the same physical quantity in the same
way.

Formula: 𝑫𝒂 = | 𝑬 − 𝑴|
Where:

Da is the absolute deviation, E is the experimental value and M is the mean.

 2. Relative Error – the absolute error expressed in percentage. Also referred to as the
percentage error.

𝑫𝒂 (𝒂𝒗𝒆𝒓𝒂𝒈𝒆)
Formula: 𝑫𝒓 = 𝑴
× 𝟏𝟎𝟎%
Where:

Dr is the relative deviation, Da is the absolute deviation, and M is the mean of the set of
readings.

Example:

Student A performs an experiment wherein she has to measure the time at which 3 ice
cubes melt. After the experiment, she has recorded the data from the 3 setups as: 5.5
minutes, 5.6 minutes and 6.0 minutes. Calculate the relative deviation of the whole set
of readings

a. 5.5 minutes 𝑫𝒂 (𝒂𝒗𝒆𝒓𝒂𝒈𝒆)

𝑫𝒓 = × 𝟏𝟎𝟎%
𝑫𝒂 = | 𝐸 − 𝑀| 𝑴
𝑫𝒂 = | 5.5 𝑚𝑖𝑛𝑠 − 5.7 𝑚𝑖𝑛𝑠|
𝑫𝒂 = | − 0.20 𝑚𝑖𝑛𝑠| 𝟎. 𝟐𝟎 𝒎𝒊𝒏𝒔
𝑫𝒓 = × 𝟏𝟎𝟎%
𝑫𝒂 = 0.20 𝑚𝑖𝑛𝑠 𝟓. 𝟕 𝒎𝒊𝒏𝒔

b. 5.6 minutes 𝑫𝒓 = 𝟎. 𝟎𝟑𝟓𝟎𝟖𝟕 × 𝟏𝟎𝟎%

𝑫𝒂 = | 𝐸 − 𝑀|
𝑫𝒂 = | 5.6 𝑚𝑖𝑛𝑠 − 5.7 𝑚𝑖𝑛𝑠| 𝑫𝒓 = 𝟎. 𝟎𝟑𝟓𝟎𝟖𝟕%
𝑫𝒂 = | − 0.10 𝑚𝑖𝑛𝑠|
𝑫𝒂 = 0.10 𝑚𝑖𝑛𝑠 𝑫𝒓 = 𝟎. 𝟎𝟑𝟓% - Acceptable

c. 6.0 minutes
𝑫𝒂 = | 𝐸 − 𝑀|
𝑫𝒂 = | 6.0 𝑚𝑖𝑛𝑠 − 5.7 𝑚𝑖𝑛𝑠|
𝑫𝒂 = | .30 𝑚𝑖𝑛𝑠|
𝑫𝒂 = 0.30 𝑚𝑖𝑛𝑠

ERRORS IN PHYSICS AND ITS SOURCES

An error is generally defined as the difference between the actual value and the observed
or calculated value of any physical quantity. It is classified into two types: random error and
systematic error.

 Random Error – takes place when repeated measurements of the quantity given different
values under the same conditions. It is unknown why random errors occur during
measurement, but some reasons that can be accounted for are carelessness, wrong
techniques or the position of the instrument with respect to the observer’s viewpoint
(parallax). If encountered, it’s best to take several readings of the same quantity and then
take their mean.

 Systematic Error – occurs when all the measurements of physical quantities are affected,
generating consistent differences in the readings. It is usually caused by poor or incorrect
 calibration on the instrument, environmental conditions or when the apparatus only shows
a zero value instead of the true value (zero error). To reduce/ avoid this kind of error, it’s
best to properly check the calibration of the instruments prior to taking measurements.

ESTIMATING ERRORS USING VARIANCE

Previously, you have learned about calculating the absolute and relative deviation/error in
measurement using the formulas given effectively. But one thing that makes it inconvenient is that
for repeated multiple measurements, you’ll have to calculate, for example, the absolute deviation
for individual values you have taken. And if the traditional formulas are going to be used, it will
take time to obtain an acceptable result.

To ease the pain of such long calculations, another way of estimating errors in
measurement applied in modern science is variance (S2). In statistics, variance is defined as the
average of the squared differences of each variable from the mean, represented by the formula,

̅)𝟐
∑(𝒙𝒊 − 𝒙 ̅)𝟐 + (𝒙𝟐 − 𝒙
(𝒙𝟏 − 𝒙 ̅)𝟐 +(𝒙𝟑 − 𝒙
̅)𝟐 +⋯(𝒙𝒏 − 𝒙
̅)𝟐
𝑺𝟐 = ----------> 𝑺𝟐 =
𝒏 −𝟏 𝒏 −𝟏

̅ is the mean of all experimental values

Where S2 is variance, xi is the experimental value, x
and n is the number of measurements/observations taken.

Below are the steps on how to calculate and interpret variance:

1. Calculate the mean (x̅ ).

2. Take the mean, subtract it from each experimental values then square the difference.

3. Get the summation of the squared differences.

4. Divide the result by n – 1 and take the square root.

The purpose of variance is for us to determine the standard deviation (δ), which
describes how spread out variables or values are. In measurement, this helps us determine if the
observed values are closely related to the mean, thus increasing the precision and accuracy of
the readings that we have obtained. It also helps in establishing what is above and below the
standard. To determine the δ, simply get the square root of variance.

EXAMPLE:

Suppose you time the period of oscillation of a pendulum using a digital instrument (that you
assume is measuring accurately) and find: T = 0.44 seconds. Upon repeating the measurement
4 more times, you have obtained the following results: 0.46 s, 0.45 s, 0.42 s, 0.41 s. Calculate
the variance and standard deviation.
A. MEAN
𝑥1 + 𝑥2 + 𝑥3 + 𝑥4 + 𝑥5
𝑥̅ =
𝑁
0.44 𝑠 + 0.46 𝑠 + 0.45 𝑠 + 0.42 𝑠 + 0.41 𝑠
𝑥̅ =
5
 2.18 𝑠
𝑥̅ =
5
𝑥̅ = 0.436 𝑠
̅
𝒙 = 𝟎. 𝟒𝟒 𝒔

B. VARIANCE
(𝑥1 − 𝑥̅ )2 + (𝑥2 − 𝑥̅ )2 + (𝑥3 − 𝑥̅ )2 + ⋯ (𝑥𝑛 − 𝑥̅ )2
𝑆2 =
𝑛 −1
(0.44 𝑠 − 0.44 𝑠)2 + (0.46 𝑠 − 0.44 𝑠)2 + (0.45 𝑠 − 0.44 𝑠)2 + (0.42 𝑠 − 0.44 𝑠)2 + (0.41 𝑠 − 0.44 𝑠)2
𝑆2 =
5−1
(0 𝑠)2 + (0.002 𝑠)2 + (0.001 𝑠)2 + (−0.002 𝑠)2 + (−0.003 𝑠)2
𝑆2 =
4
0 + 4.0 𝑥 10−6 𝑠 2 + 1 𝑥 10−6 𝑠 2 + 4.0 𝑥 10−6 𝑠 2 + 9.0 𝑥 10−6 𝑠 2
𝑆2 =
4
1.8 𝑥 10−7 𝑠 2
𝑆2 =
4
𝑺𝟐 = 𝟒. 𝟓 𝒙 𝟏𝟎−𝟔 𝒔𝟐

C. STANDARD DEVIATION

𝜹 = √4.5 𝑥 10−6 𝑠 2
𝛿 = 2.1213 𝑥 103 𝑠
𝜹 = 𝟐. 𝟏 𝒙 𝟏𝟎𝟑 𝒔 𝒐𝒓 𝟎. 𝟎𝟎𝟐𝟏 𝒔

From the result above, we can say that the experimental values are closely related to the mean,
thus, proving how concentrated are the values and at the same time, increasing its precision
and accuracy. Remember, the highest possible value for standard deviation that we can obtain
is 0. So the closer the value is to 0, the lesser is the error percentage.

GENERAL INSTRUCTIONS: Answer the following activities. Write your final answers on the
space provided and your solutions on a separate sheet of paper.

ACTIVITY 1
Directions: Analyze the statements below. Choose the letter of the correct answer that
corresponds to the given statements and write it on the space provided.
_____ 1. The highest possible value for absolute error is 0. How is it related to the
accuracy of the measurement?
a. Accuracy increases b. Nothing happens
c. Accuracy decreases d. Fluctuates
_____ 2. If a number is added to a set that is far away from the mean, how is the standard
deviation affected?
a. Increases b. Nothing happens
c. Decreases d. Fluctuates
_____ 3. Suppose you have performed readings of temperature for the day. The resulting
data you have obtained consists of the following readings: 36, 35, 37, 39 and 38. If
 the average temperature in your area is 36.5, what can you say about the
concentration of the readings in relation to the average temperature?
a. Far from the average b. Not related
c. Close to the average d. Both A & C are correct
_____ 4. Which type of error is being shown by faulty apparatus?
a. Random error b. Zero error
c. Systematic error d. Parallax
_____ 5. Which type of error is exhibited by the phenomenon called parallax?
a. Random error b. Zero error
c. Systematic error d. paralax

Directions: In your own understanding, complete the statements below.

1. In this lesson, I have learned that accuracy and precision

2. I also learned that errors are uncertainties caused by

3. I realized that using variance as a technique in estimating errors is significant because

Directions: Determine the accepted value and experimental value of your food intake in a day in
terms of calories. Calculate the relative error for every meal. Write your answers on the space
provided in the table. Use a separate sheet of paper for your solutions.
MEAL Accepted Value Experimental Value Er
Breakfast
Lunch
Snack
Dinner
Directions: Read the test items carefully. Write the letter of the correct answer on the space
provided before each item.

_____1. Convert 6 721 millimeters (mm) to meters (m).

A. 6 721 B. 67.21 C. 672 100 D. 6 721 000

_____2. If 2 mL of liquid weighs 4 g, its density it

A. 0.5 g/mL B. 1 g/mL C. 2 g/mL D. 4 g/mL

_____3. How many cubic inches (inch3) are there in a cubic feet (ft3)?
A. 1.728 B. 17.28 C. 172.8 D. 1 728

_____4. How many yards (yds.) is 9 miles (mi)?

A. 1 584 B. 15 840 C. 158 400 D. 1 584 000

_____5. How much wood do you need in yards (yd.) to form a triangular garden frame if one
side of the frame has a length of 5 ft and the other two sides are 3 feet longer than
the first side?
A. 0.7 yards B. 7.7 yards C. 70 yards D. 7 yards

Directions: Read the following scales as per indicated by the arrows. Write the correct
measurement on the space provided.

6. a. _____________________
b. _____________________

7. a. _____________________
b. _____________________

8. a. _____________________
b. _____________________

9. a. _____________________
b. _____________________

10. a. _____________________
b. _____________________

Directions: Match the descriptions in Column A with its corresponding answer in Column B.
Write the letter of the correct answer on the space provided.

_____11. The balance has two platforms either mounted on or A. Thermometer

suspended from a cross-arm, and weights are placed
 on one platform until they balance the object being
weighed.
_____12. A device calibrated in hours, minutes, seconds and B. Multi – meter
even milliseconds that can be used to record
duration.
_____13. An instrument made of glass containing a liquid C. Vernier Caliper
which rises to the calibrated lines depending on the
temperature detected.
_____14. A precision instrument with jaws and an arm that D. Platform Balance
can be used to measure thickness and diameter of
large objects.
_____15. An electronic device used to measure the three E. Stopwatch
fundamental quantities of electricity.

Directions: Complete the table below by filling in the missing values.

Number of
Standard Notation Scientific Notation
Significant Figures
16. 959.4 0F
17. 0.00875 L/sec2
18. 35.4 X 10–4 g/cL
19. 8.390 x107 cd
20. 260,110 N

Directions: Solve for the Mean, Variance and Standard Deviation of the given physical
quantities below. Inscribe the data you have calculated on the spaces provided for each
unknown values.

Observation Width (cm)

1 31.33
2 31.15
3 31.26
4 31.02
5 31.20

21. Mean:

22. Variance:

23. Standard Deviation:

24. Interpretation (2 pts):

To bolster your understanding of the topics we discussed, the following activities are further
suggested to be accomplished:

1. Watch the following supplementary videos from Tyler Dewitt and Ted – ED in YouTube.

https://www.youtube.com/playlist?list=PL3hPm0ZdYhywMyYMt9
Unit Conversion
shG_-M_pI4akJk8
https://www.youtube.com/playlist?list=PL3hPm0ZdYhyy0PQUQ1
Significant figures
ka94hxVQPdYGS9m
https://www.youtube.com/playlist?list=PL3hPm0ZdYhyxZtI_OJ_t
Scientific Notation
pyL_CPHq6_gvE
Accuracy and Precision https://youtu.be/hRAFPdDppzs

2. Locate at least 3 research articles concerning problems, advancements or reviews in

measurement science. You may check the following sites for reference:

academia.edu thelancet.com sciencedirect.com

researchgate.net scholar.google.com doaj.org

Main Activity
Based on the research journals and articles that you have read, construct a critical essay
conveying the importance of measurement in scientific education and research. Use a separate
sheet of paper if deemed necessary.
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