General Physics 1

J O R D A N C . U R S U A , J R . , LP T
S U BJ EC T T EA C H ER
S H S T EA C H ER I I
GRADING SYSTEM
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OUTPUTS
JORDAN C. URSUA, JR- STEM PASCAL
OUTPUT WEEK 1
 Units, Physical Quantities, Measurement,
Errors and Uncertainties
Learning Competency:

Solve measurement problems involving conversion of units, expression of measurements in scientific notation
(STEM_GP12EU-Ia-1)

• Physics is an experimental science and it is

largely a science of measurement. Physicists
observe the phenomena of nature and try to
find and invent patterns and principles that
relate these phenomena.
Units, Physical Quantities, Measurement,
Errors and Uncertainties
Measurement is simply a
comparison with a standard. To
carry out accurate
measurements, it is necessary to
establish a system of standards
and a system of units in which to
express the standards.
PART 1: PHYSICAL
QUANTITIES
• Standards and Units
• Any number that is used to describe a
physical phenomenon quantitatively is
called a physical quantity.
• Some physical quantities are so
fundamentals that we can define them only
by describing a procedure for measuring
them.
• In other cases, we define a physical quantity
by describing a way to calculate the
quantities from other quantities that we can
measure.
PART 1: PHYSICAL
QUANTITIES
• Standards and Units
• In the first case we might use
• “A ruler to measure distance”, or a
“stopwatch to measure a time interval.”
• In the second case we might define
average speed of a moving object as a
distance travelled (measured with a ruler)
divided by the time travel (measured
with a stopwatch)
PART 1: PHYSICAL
QUANTITIES

length, mass, time,

temperature, electric
charge,

Fundamental

luminous intensity,
and amount of
substance
Quantities
Speed,
Derived
acceleration,
density, work, and
energy.
PART 1: PHYSICAL
QUANTITIES

• Since 1960 the system of

units used by scientists and
engineers is the
• “metric system”, which is
officially known as the
“International System” or SI
units (abbreviation for its
French term, Système
International).
PART 1: PHYSICAL
QUANTITIES
PART 1: PHYSICAL
QUANTITIES
• Examples of using
prefixes with units:
• kilo- means 1000 times
of a meter Therefore 1
kilometer is 1000 times
a meter milli- means a
one thousandth of a
meter Therefore 1
millimetre is 0.001
meter
 Quantity Equivalent Values
Mass
PART 1: PHYSICAL QUANTITIES
1 kg = 1000 g = 0.001 metric ton = 2.20462 lbm = 35.27392 oz
1 lbm = 16 oz = 5x10-4 ton = 453.593 g = 0.453593 kg
1m
= 100 cm = 1000 mm = 106 microns (µm) = 1010 angstrom (Å)
= 39.37 in. = 3.2808 ft = 1.0936 yd = 0.0006214 mile
• Unit Conversions
1
= 1000 m
Length
• In some of the problems you encounter in  
km
1 ft = 12 in. = 1/3 yd = 0.3048 m = 30.48 cm

this activity, you may be required to convert 1 m3 = 1000 L = 106 cm3 = 106 mL
= 35.3145 ft3 = 220.83 imperial gallons = 264.17 gal
one system of unit to another. Volume = 1056.68 qt
  1 ft3 = 1728 in.3 = 7.4805 gal = 0.028317 m3 = 28.317 L

• Because a single quantity can be expressed Force 1N

= 28,317cm3
= 1 kg∙m/s2 = 105 dynes = 105g∙cm/s2 = 0.22481 lbf

in many different units, it is deemed 1 lbf

= 32.174 lbm∙ft/s2 = 4.4482 N = 4.4482x105 dynes

practical to use a consistent set of units to Pressure 1 atm = 1.01325x105 N/m2 (Pa) = 101.325 kPa = 1.01325 bar

avoid confusion. = 1.01325x106dynes/cm2

• Thus, SI units are used to express different = 760 mm Hg at 0 (torr) = 10.333 m H2O at 4
= 14.696 lbf/in.2 (psi) = 33.9 ftH2O at 4
quantities. = 29.921 in. Hg at 0
Energy 1J = 1 N∙m = 107 ergs = 107dyne∙cm

• Quantities that are not expressed in SI units = 2.778x10-7kW∙h = 0.23901 cal

= 0.7376 ft∙lbf = 9.486x10-4 Btu
are converted for practical purposes. Power 1W = 1 J/s = 0.23901 cal/s = 0.7376 ft∙lbf/s = 9.486x10-4

Conversion of units is done using the factor- Btu/s

label method with the aid of the conversion

= 1.341x10-3hp
Time 1s = 0.016666666 minute (min)

table = 2.777777778 x 10-4 hour (h)

PART 1: PHYSICAL
QUANTITIES
• Example 1: Convert 15 minutes to
seconds Solution:
• Step 1: Create the conversion
factor(s) using the conversion table.
• A conversion factor is a fraction with
the given unit and the unknown unit. If
the given unit is located in the
numerator of the given quantity, the
similar unit will be located in the
denominator of the conversion factor,
and vice versa. Hence,
PART 1: PHYSICAL
QUANTITIES
• Example 2:
Convert 30
kilometers to
meters.
PART 1: PHYSICAL
QUANTITIES
• Example 3:
• A woman drives a car in Tuguegarao at
50 km/h (50 kilometers per hour)
express this speed in meters per
second.
PART 1: PHYSICAL
QUANTITIES
LETS TRY
THIS

Activity 1: Answer Key

1. a. 5 600 mm
b. 6 350 m
c. 248 °F
d. 0.018 g
e. 2 kg
f. 0.00000758 m3
g. 432 km/h
PART 1: PHYSICAL
QUANTITIES
EXERCISE

1. A can contains 250 mL of juice. How many liters of

juice are there in this can?

2. Filipino men have an average height of 5 ft 1.57

inches. What is the height in centimeters? In meters?
PART 1: PHYSICAL
QUANTITIES
EXERCISE: ANSWER

1. A can contains 250 mL of juice. How many liters of

juice are there in this can?
0.25 L
2. Filipino men have an average height of 5 ft 1.57
inches. What is the height in centimeters? In meters?
156.39 cm, 1.56 m Activity 2. Answer may vary
PART 1: PHYSICAL
QUANTITIES

Activity 3: ANSWER KEY

1. Experimental science, Measurement ; 2. Measurement
3. Physical quantity ; 4.fundamental, derived
PART 1: PHYSICAL QUANTITIES
 Base quantity Name of base unit Symbol quantities
Length Meter m
Mass Kilogram kg
Time second s
Electric current Ampere A
Temperature Kelvin K
Luminous intensity Candela Cd

Amount of substance Mole mo

 Significant Figures and Scientific Notation
• Significant figures (sig. figs) are those
digits in a number or measurement that
are not being used and considered as
place-values. Zeroes are not significant
if they are used only to indicate the
position of the decimal point.
• For example, if the length of a
computer desk, as measured by a ruler
graduated in millimeters, was found to
be 1564.3mm, the measurement has
five significant figures.
Activity 4: Answer Key
1. (3)
2. (3,4,5,6)
3. (3)
4. (5) (2c)
5. (4)
6. (unlimited)
7. (6)
8. (6)
9. (3)
10. (2)
11. (5)
12. (4)
13. (3)
14. (unlimited)
15. (4)
 SCIENTIFIC NOTATION
• What is scientific notation?
• Scientific notation (also referred to as
standard form or standard index form)
is a way of expressing numbers in
decimal form. Scientific notation was
developed in order to easily represent
numbers that are either very large or
very small. In this way, very large or
very small numbers can be
represented in a much simpler way
• (any number between 1 and 10) x 10n
Activity 5: ANSWER KEY
(a) 2.7 x 107 (d) 1.01 x 10-4
(b) 7.12 x 10-6 (e) 8.125 x 1010
(c) 8.21 x 102 (f) 2.05 x 10-9
Summary
•Measurement is simply a comparison with a standard. To carry out accurate
measurements, it is necessary to establish a system of standards and a system of
units in which to express the standards.

•Physical quantity is any number that is used to describe a physical

phenomenon quantitatively.

•Physical quantities may either be fundamental or derived. There are seven

fundamental quantities: length, mass, time, temperature, luminous intensity,
electric current, and amount of substance. Derived quantities are defined in
terms of fundamental quantities.
Summary
•For each fundamental quantity, there is fundamental unit. The fundamental
units in the International System of units are the meter, kilogram, second,
kelvin, candela, ampere, and mole.

•Significant figures (sig. figs) are those digits in a number or measurement that
are not being used and considered as place-values.

•Scientific notation (also referred to as standard form or standard index form)

is a way of expressing numbers in decimal form.
 PRECISION AND
ACCURACY

Learning Competency:
Differentiate accuracy from precision (STEM_GP12EU-Ia-2)
ACCURACY VS. PRECISION
• Accuracy refers to how closely a
measured value agrees with the correct
value. For example, if in lab you obtain
a weight measurement of 3.2 kg for a
given substance, but the actual or
known weight is 10 kg, then your
measurement is not accurate. In this
case, your measurement is not close to
the known value.
• While Precision refers to how closely
individual measurements agree with
one another. For example, if you weigh
a given substance five times, and get
3.2 kg each time, then your
measurement is very precise.
Note: precision is independent of accuracy. You can be very precise
but inaccurate. You can also be accurate but imprecise.
 Activity 2: Answer Key
1.The measurement is accurate.
2.The average value is 5.598. The
measurement is accurate but has low
precision.
 SUMMARY

• Accuracy-refers to how closely a measured value agrees

with the correct value

• Precision-refers to how closely individual measurements

agree with one another
 Experimental Errors and
Uncertainty
W EEK 2

Differentiate random errors from systematic errors (STEM_GP12EU-Ia-3)

Experimental Errors and Uncertainty
• No physical quantity can be
measured with perfect
certainty; there are always
errors in any measurement.
This means that if we
measure some quantity and,
then, repeat the
measurement, we will almost
certainly measure a different
value the second time.
Random (irregular or accidental error)

• Are errors of observation which measurement is just as likely to

be larger or smaller than the true or accepted value. Random error
occurs when the same quantity is measured several times and is
estimated to the nearest division on a measuring instrument and or
measuring instrument not being particularly sensitive.
Other examples of systematic error are the following:

• (1) a meter ruler with worn ends,

• (2) a dial instrument with a

needle that is not properly zeroed,
and
• (3) human reaction time that is
always either too late or too early.
• Activity 4.
• How to reduce random errors?
Since random errors are random and can shift values both
higher and lower, they can be eliminated through repetition
and averaging.
• How to reduce systematic errors?
Systematic error arises from equipment, so the most direct
way to eliminate it is to use calibrated equipment, and
eliminate any zero or parallax errors.
 SUMMARY
• All experimental uncertainty is due to either random
errors or systematic errors.
• Systematic errors are errors caused due to the error in the
instrument, and usually can be corrected by simple
calculation of improved experiment technique.
• Random (irregular or accidental error) are errors of
observation which measurement is just as likely to be
larger or smaller than the true or accepted value.
 ESTIMATING ERRORS
USING VARIANCE
W EE K 3

Estimate errors from multiple measurements of a physical quantity using variance (STEM_GP12EU-Ia-5)
ESTIMATING ERRORS USING
VARIANCE
• Errors in measurement does not
refer to mistakes but has come
to mean the uncertainty in a
quantity. It is usually appended
in a quantity with ± sign.
• For example, you were asked to
measure the length of the table
and you got a measure of 1.5 m
long, do you think your
measurement is exactly 1.5 m?
ESTIMATING ERRORS USING
VARIANCE
 LETS TRY THIS: Activity 3: HELP ME FIND THE STANDARD
DEVIATION
• Directions: Calculate the standard deviation of the given problem
• The following are the test scores of Janelle in all of her subjects.
• English - 45
• Math - 42
• Science – 48
• Filipino - 50
• AP - 47
• PE - 50
• TLE - 43
• VALUES - 44
• Mean:
__________________
___
• N:
__________________
_______
• Variance:
__________________
_
• Standard Deviation:
___________
• What does the result of
your standard deviation
mean? __________
• Mean : 46.13
•N : 8
• Variance : 8.11
• Standard Deviation : 2.85
• The standard deviation is large which means that the
values in the data set are farther away from the mean
Activity 4: FIND THE VARIANCE
• Directions: Read , understand and analyze the problems 1. σ2 = 76.76
very carefully. 2. σ2 = 84.69
• Then, solve and show your complete solutions: 3. σ2 = 7.90

1. The heights in cm of students in a class are 163 , 167 , 158 ,

174 , 148 . Find the variance.
2. Ten students took their practical exam in Science. Out of 50
items ,they obtained the following scores 44 ,49 42 , 25 , 29 ,
21 , 39 , 40, 47 , 45 . What is the variance of their scores ?
3. If the standard deviation of a sample is given to be 62.5 then
find its variance.
 SCALARS AND VECTORS

Differentiate vector and scalar quantity (STEM_GP12V-Ia-8)

SCALAR AND VECTORS
• There are many
physical quantities
in the natural world
where we come in
contact within our
everyday life. These
physical quantities
can be classified as
scalars and vectors.
Scalars are quantities that are fully described by a
magnitude (or numerical value) alone.
Examples of scalar quantities
• Mass ( A person buys a tub of margarine with a
mass of 500 kg )
• Time ( The car has reached its destination after 2h.)
• Distance (Zaldy have walked a distance of 100 km)
• Age ( Janelle will be turning 8 on Aug 6 , 2020 )
Vectors are quantities that are fully described by both magnitude
and direction.
Examples of vector quantities
• Velocity (A car is travelling east along a freeway at 1,000 km/h.)
• Force ( A force of 50 newtons acts on a body in an upward
direction.)
• Acceleration ( An airplane moves with an acceleration of 5m/s2 ,
700
• North of East.)
• Displacement ( The hiker is walking 3 miles per hour , South)
ACTIVITY 3 : MORE OF S – V
DISTINCTION
1. scalar 6. scalar
2. vector 7. scalar
3. vector 8. scalar
4. scalar 9. scalar
5. scalar 10. vector
Activity 4: SCALARS OR VECTORS?
• Directions: Classify the following quantities as scalars or vectors.
Write S if it is a scalar quantity and V if it is a vector quantity.

• QUANTITY
1. Impulse ___________
2. energy ___________
3. volume ___________
4. speed ____________
5. pressure ____________
6. work ____________
7. power ____________
8. current ____________
9. momentum ____________
10. potential difference ____________
11. area ___________
ACTIVITY 4: VECTORS OR SCALARS ?
12. density ____________ 1. V 6. S 11. S
13. resistance ____________ 2. S 7. S 12. S
14.torque ____________ 3. S 8. S 13. S
4. S 9. V 14. V
15.weight ____________
5. S 10.S 15. V
Activity 4: SCALARS OR VECTORS?
• Directions: Classify the following quantities as scalars or vectors.
Write S if it is a scalar quantity and V if it is a vector quantity.

• QUANTITY
1. Impulse ___________
2. energy ___________
3. volume ___________
4. speed ____________
5. pressure ____________
6. work ____________
7. power ____________
8. current ____________
9. momentum ____________
10. potential difference ____________
11. area ___________
12. density ____________
13. resistance ____________
14.torque ____________
15.weight ____________
 ADDITION OF
VECTORS
W EE K 4

Perform addition of vectors (STEM_GP12V-Ia-9)

Addition of Vectors
• How do we add vectors? Since
vectors have magnitude and
direction, we cannot combine them
the way we do with scalars.
Addition of scalars uses just a
simple arithmetic, for example 3kg
+ 5kg = 8kg. Addition of vectors
however is different; the sum
depends on the direction of the
vectors. Do you also know how to
draw different vectors with given
magnitude and direction.?
GENERAL METHODS OF FINDING RESULTANT

• Graphical Method
1.parallelogram method
2.polygon method
• Pythagorean Theorem
• Analytical Method or Component Method
A. GRAPHICAL METHOD
• 1. Parallelogram method
• The parallelogram method is also known as the tail–to-tail method.
• The properties of parallelograms are that the opposite sides and its angles are
congruent. Congruent angles have the same angle in degrees.
B. PYTHAGOREAN THEOREM
• The resultant of two vectors that form a right angle may be computed by applying the
Pythagorean theorem.
• Figure 1 shows that vector A + B = R and that it forms a right angle. In figure 2, a right
triangle with sides a and b and hypotenuse, c . The length of the sides is related through
the Pythagorean theorem, c 2 =a 2 + b 2
C.ANALYTICAL METHOD
• Vector addition by components.
• The component method is the
standard way to add vectors. The
basic concepts of trigonometry are
important in this method. The
trigonometric functions are used to
determine the magnitude and
direction of the vector The
different trigonometric functions
are as follows:
• Now that you already know how the vectors are broken into its x and y components, you
are now ready to add two or more vectors using the component method. Below is an example
applying the steps.
 SPEED, VELOCITY AND
ACCELERATION
W EE K 4

Convert verbal description of a physical situation involving uniform acceleration in one dimension into a mathematical
description (STEM_GP12KIN-Ib-12)
Kinematics
• is the study of the classification and comparisons of motion.
 Uniformly Accelerated
Motion and Free Fall Motion W EEK 5

Solve for unknown quantities in equations involving one-dimensional uniformly accelerated motion, including
free fall motion (STEM_GP12KIN-Ib-17)
 Uniformly Accelerated
Motion and Free Fall Motion
• Many practical situations occur in which the
acceleration is constant or close enough that we can
assume it is constant. The acceleration due to gravity
on the Earth’s surface is a good example.
• We can treat this situation when the magnitude of the
acceleration [a= constant] and the motion of a body is
in a straight line (vertical or horizontal). In this case,
the instantaneous and average acceleration are always
if not almost equal.
• We can derive four equations relating position (x),
velocity (v), acceleration (a), and time (t) in
considering that acceleration is constant or near
constant.
 One Dimensional Motion for
Uniformly Accelerated Motion
W EE K 6

Solve problems involving one-dimensional motion with constant acceleration in contexts such as,
but not limited to, the “tailgating phenomenon”, pursuit, rocket launch, and free- fall problems
(STEM_GP12KIN-Ib-19)
One Dimensional Motion for Uniformly
Accelerated Motion
• We have discussed in detail
the graphical side of
kinematics, but now let’s
focus on the equations.
• The goal of kinematics is to
mathematically describe the
trajectory of an object over
time. To do that, we use four
main equations.
 THE CONCEPT OF RELATIVE
VELOCITIES IN ONE AND
TWO DIMENSIONS
W EE K 7

Describe motion using the concept of relative velocities in 1D and 2D

(STEM_GP12KIN-Ic20)
THE CONCEPT OF RELATIVE VELOCITIES
IN ONE AND TWO DIMENSIONS
• ONE DIMENSION
• It means that the
individual motions of the
object and observers are
along a straight line with
only two possible
directions of motion.
 RELATIVE VELOCITY

Interpretation of the Equation of Relative Velocity

The important aspect of relative velocity in one
dimension is that velocity has only two possible directions. Do
not use vector notation to write or evaluate equation of relative
velocities in one dimension. The velocity, therefore, can be
treated as signed scalar variable; plus sign (+) indicating
velocity in the reference direction and minus sign (-)
indicating velocity in opposite to the reference direction.
 Activity 3: WORD SEARCH PUZZLE
Directions: Search and underline the word/s being described in the following statements below. The answers maybe found
horizontally, vertically, or diagonally.

•It refers to the change in position of an object with respect to its surroundings in a given interval of time.
•A quantity that has both magnitude and direction.
•It means not moving in the laboratory frame.
•It is a part of a two-dimensional vector and composed of x- axis and yaxis.
•It defined as the velocity of an object B in the rest frame of another object A.
•It is used to combined mathematically with other fundamental quantities to derive other concepts such as motion.
•It refers to the change in position of an object and its direction over a certain period of time.
•It is an important component of motion and can be described with the cardinal directions namely North, South, East, or
West.
•A place where someone or something is located or has been put. In physics, it is usually a number on an axis.
•A set of coordinates that can be used to determine positions and velocities of objects in that frame.
•It is where an object undergoes motion along the axis at the same time.
•It is a small letter or number placed slightly lower than the normal text.
•It is defined as a figure that is formed from two line lines that meet at a common place.
•It is a value that never changes.
•It means motion along a line, or in one particular direction.