GENERAL PHYSICS 1

FIRST QUARTER
12
Module 1

You don’t know Physics unless

you CAN DO Physics!

Most Essential Learning Competencies:

1. Solve measurement problems involving conversion of units,

expression of measurements in scientific notation;
(STEM_GP12EU-la-1)
2. Differentiate accuracy and precision; (STEM_GP12EU-la-2)
3. Differentiate random errors from systematic errors; (STEM_GP12EU-la-3)
4. Estimate errors from multiple measurements of a physical quantity using variance;
(STEM_GP12EU-la-5)
5. Differentiate vector and scalar quantities; (STEM_GP12EU-la-8)
6. Perform addition of vectors; and (STEM_GP12EU-la-9)
7. Rewrite a vector in component form (STEM_GP12EU-la-10)
 To the Learners

HOW TO USE THIS MODULE?

Read the simple instructions below to successfully meet the objectives of this kit.

1. Follow and read carefully all the contents and instructions indicated in every page of

this module.

2. Write on your notebook the concepts about the lesson. Writing enhances learning.

3. Perform all the provided activities in the module. You will use scientific calculator.

4. Let your facilitator/ guardian assess your answers using the answer key card.

5. Analyze conceptually the post-test and apply what you have learned.

6. Enjoy studying!

Expectations

In this module, you will demonstrate understanding of the effects of instruments on

measurements, uncertainties and deviations in measurement, sources of types of error, and

vector and vector addition. Specifically, this module helps you to:

1. solve measurement problems involving conversion of units, expression of

measurements in scientific notation;

2. differentiate accuracy and precision;

3. differentiate random errors from systematic errors;

4. estimate errors from multiple measurements of a physical quantity using variance;

5. differentiate vector and scalar quantities;

6. perform addition of vectors; and

7. rewrite a vector in component form

1
 Pre-Test

Direction: Read the questions carefully. Write the letter of the correct answer on the blank

provided before the number.

1. The sun is approximately 93 million miles from Earth. How many meters is this when

express in correct scientific notation?

A. 1.49 x 108 m C. 5.78 x 104 m

B. 1.50 x 1011 m D. 1496437 x 10 m

2. Which of the following sets of data shows the MOST precise measurement if the real

mass of an object is 60 grams?

A. 50 g, 60 g, 70 g C. 50 g, 55 g, 60 g

B. 12 g, 24 g, 33 g D. 20 g, 40 g, 60 g

3. Which of the following is NOT an example of systematic error?

A. unaccounted heat loss C. reading scales incorrectly

B. fluctuation in line voltage D. using inappropriate device

4. Which of the following quantities DOES NOT belong to the group?

A. -9.8 m/s2 C. 26 N, upward

B. 0.85 g/cm3 D. 4.0 m/s, Southwest

5. If a body moves straight from point X to point Y covering 12 m, then back to point X

what is the resultant vector?

A. 0 m, point X C. 24 m, point X

B. 12 m, point Y D. 24 m, point XYX

2
 Looking Back

“Mathematics is the language of

Science.”

Have you heard this saying before?

When have you realized that your arithmetic
skills can be useful in understanding Science
concepts? What are the particular Science
topics wherein you applied your knowledge in formulating equations, substitution of values,
derivation of formulas, cancellation of units, and even rounding off numbers? Definitely you
will agree that you were able to perform laboratory experiments and solve numerous set of
science problems, thanks to your Math skills!

Science applies both simple and complex mathematical concepts from the basic
mathematical operations to calculus and differential equations. Scientists use Mathematics
to understand and describe the physical universe. These two are inseparable.

Brief Introduction
In the quest to understand the world around us, scientists seek to find relationships
among physical quantities that can be measured. Physics is an EXPERIMENTAL SCIENCE.
Experiments require measurements that generally use numbers to describe the results of
measurements.

During your Junior High School years, you have learned that in measuring a quantity,
it should always be compared with some reference standard. This system of units is officially
known as the International System of Units or SI. Measurements taken by different people in
different places must yield to the same result. However, no measurement is absolutely
precise. There is uncertainty associated with every measurement taken. Thus, minimizing
these errors is important to improve accuracy and validity of the results.

In this module, you will deal with physical quantities that can be measured. You will
solve problems involving conversion of units. You will differentiate accuracy and precision
through analysis of a given situation. Also, you will identify the types and sources of errors in
measurement. Finally, you will study about scalars and vectors and perform
calculations in vector addition of two-dimensional vectors.
3
 Activity 1
Title: EXPRESS IT IN DIFFERENT FORMS!

Let us check how you deal with measurements

using your own data. Complete the following
information below. You may use the given
conversion chart.

1. What is your height in meters? _________

in centimeters? ________
2. What is your mass in kilograms? ________
in pounds? ________
3. How many hours do you spend in sleeping in a
day? _________ What is its equivalent in
minutes? _________

Great! You probably answer this in an instant! Figure 1. Measurement Conversion Chart

Now, let us consider the problem and study how it can be solved systematically using
the DIMENSIONAL ANALYSIS method.

The maximum speed limit required to all vehicles passing Commonwealth Avenue
in Quezon City is 60.0 km/h. Express this speed in m/s.

STEPS:
km m 1. Write down the given
Step 1: 60.0 ____
h s information. Known value on
the left side, and unknown on
km 1000 m 1h 1 min m
Step 2: 60.0 x x x = ? the right.
h 1 km 60 min 60 s s
2. Draw the dimensional lines.
Insert the unit relationships.
km 1000 m 1h 1 min m
Step 3: 60.0 x x x = ? 3. Cancel the units. The desired
h 1 km 60 min 60 s s
unit must be the remaining
km 𝐦 unit on the right.
Step 4: 60.0 = 𝟏𝟔. 𝟕 4. Calculate: multiply across the
h 𝐬
top and divide across the
Answer: 60.0 km/h is equivalent to 16.7 m/s bottom of the expression.

Did you get the same answer? Try to answer the problems below by following the
step by step process of dimensional analysis. Show your solution on a separate paper.

1. The recommended amount of carbohydrates intake of an average person is

approximately 300 g/day. Express this in kilograms per week.
2. The density of element gold is 19.3 g/cm3. What is this value in kg/m3? Express your
measurement in scientific notation.
3. The speed of light is rounded to 3.0 x 108 m/s. What is the equivalent of this in
mi/h? Express your measurement in scientific notation.
4
 Activity 2
Title: LEARN FROM THE ERRORS

Analysis of Situation: Three students were tasked to get the density of an UNKNOWN
material which has an irregular shape. Their measurements were recorded as shown on
Table 1.

Table 1. Calculated densities of the unknown material by three students

NOTE: The density of an
density (g/cm ) 3 object is calculated by its
Trial mass divided to its volume.
Student A Student B Student C
m
1 7.90 5.90 4.60 d= V
2 8.10 5.85 8.00
The unknown material is
3 8.05 5.80 7.90 steel and has a density of
8.05 g/cm3.
Average 8.02 5.85 6.80

During the activity, the following observations were recorded by their teacher.

Table 2. How the students performed the activity

Student A Student B Student C

- used analytical balance to - used spring weighing scale to - used analytical balance to
measure the mass and measure the mass measure mass but the device
graduated cylinder to - used graduated cylinder but was shaking on the first trial
measure the volume read the upper meniscus for - used graduated cylinder to
- correctly followed the the volume measurement measure the volume
procedure - read the procedure once - followed the procedure

GUIDE QUESTIONS:

1. Accuracy is how close the measurement to the true value. Who among the three
students obtained the most accurate measurement of density? Explain why. _________
______________________________________________________________________
2. Precision is how close the measured values to each other. Who is/are the student/s
with précised measurements? Explain using the given data on Table 1. _____________
______________________________________________________________________
3. Two students obtained average densities quite far from the given true value. What could
be the reasons of them getting such measurements? ___________________________
______________________________________________________________________
4. Student B made some systematic errors in measurement. What are these errors? ___
______________________________________________________________________
How do you describe a systematic error? _____________________________________
______________________________________________________________________
5. Based from the observation of the teacher, student C made a random error. What do
you think is this particular error? ____________________________________________
How do you describe a random error? _______________________________________
______________________________________________________________________
6. What do you think are the ways to minimize errors in measurement? _______________
______________________________________________________________________
_________________________________________________________________

5
 Activity 3
Title: SCALAR and VECTOR

A. Use the given examples of quantities to describe scalar and vector.

Table 3. Scalar and Vector Quantities

Based from the two sets of quantities, how do you
SCALAR VECTOR
differentiate SCALAR from VECTOR?
Distance Displacement
Speed Velocity Use the terms magnitude and direction.
Mass Weight
Energy Acceleration
Work Force __________________________________________
Power Impulse __________________________________________
Density Momentum
Volume Pressure __________________________________________
Time Gravity __________________________________________
Temperature Thrust

B. To further understand scalar and vector quantities, study the given situation below about
distance and displacement. Refer to the illustration.

Suppose an object moved from point

A to B with a distance of 30 meters. Then it
moved backwards from point B to point C
covering 10 meters.

Given: d1 = 30 m; d2 = 10 m

Figure 2. Distance and Displacement

Answer the following questions. Use the given

formula. Remember that DISTANCE is the
1. What is the total distance (dT) covered by the length of the path travelled by a body
object? moving from initial to final position,
dT = d1 + d2 while DISPLACEMENT is the shortest
distance between the initial and final
position of the body.
2. What is its displacement (dR)?

dR = (d1) + (-d2)

The negative sign for d2 means that this

displacement has an opposite direction to d1.

NOTE: Resultant vector (VR/ dR) is the sum of two or more vectors. The given formula
is applicable only if the vectors to be added are on the same plane/ axis.

6
 Activity 4
Title: FINDING THE TREASURE, THE EASIEST WAY!

In this activity, two-dimensional vectors (with x- and y-components) are involved in

finding the resultant vector. COMPONENT METHOD will be used to add these vectors.

There is a treasure buried in the land of

Physica! And everyone can use the map
to get that treasure! Jack wanted to find it
first by applying his knowledge in Vector
addition. Can you help, Jack?

STEP 1: Write all the given information.

▪ d1 = 10 km, 45° NE
▪ d2 = 20 km, 90° S
▪ d3 = 30 km, 0° W
Figure 3. Treasure Map

STEP 2: Solve for the x- and y- components. Use your scientific calculator in computation.

x-component y-component
Vectors STEP 3: Compute for the
Vx = V cos θ Vy = V sin θ
summation of Vx and Vy
d1x = 10 km cos 45° d1y = 10 km sin 45°
d1
= ________ = ________ ∑Vx = d1x + d2x + d3x
d2x = -20 km cos 90° d2y = -20 km sin 90°
d2 = ________________
= ________ = ________

d3x = -30 km cos 0° d3y = -30 km sin 90° ∑Vy = d1y + d2y + d3y
d3
= ________ = ________
= ________________

Note: Negative signs will be assigned to vectors d2 and STEP 4: Find the resultant vector.
d3 in their x- and y- components because of their
direction (South and West) with respect to the origin. A. Magnitude

VR = √∑Vx 2 + ∑Vy 2

= _____________

B. Direction
∑Vx ∑Vx
tan θ = ∑Vy θ = tan_ ( ∑Vy )

θ = ____________

VR = _________________________

The displacement or the shortest

path to get the TREASURE! 7
Figure 4. Map of Jack with Resultant Vector
 Check Your Understanding
In this module, the following are the concepts that you have to remember.

o Dimensional analysis is a useful procedure in solving problems in Physics.

Dimensions are treated as algebraic quantities where quantities can be added or
subtracted only if they have the same dimensions.
o The accuracy of a measurement is its closeness to the true value or the actual value
of the quantity while precision is how close the various measured values to each
other.
o Measurements are always characterized by uncertainty. It can be assumed that all
measurements include the possibility of “errors”.
o Systematic errors are repetitive errors in nature and are of constant and similar
form and usually caused by errors in experimental apparatus or flawed experimental
design. These errors can be eliminated by using proper technique, calibrating
equipment, and employing standards.
o Random errors occur because of random and inherently unpredictable events in the
measurement process. These errors cannot be eliminated but can be reduced by
conducting repeated trials.
o Scalar quantities are numbers and combine according to the usual rules of
arithmetic. Vector quantities have direction as well as magnitude and combine
according to the rules of vector addition. The negative of the vector has the same
magnitude but points in the opposite direction.
o Vectors oriented at right angles to one another can be added using the Pythagorean
theorem, VR = √A2 + B 2 .
o Two-dimensional vectors can be added by using the Component Method. The
resultant vector has magnitude and the corresponding direction angle.

Remember
Direction: Answer the following questions constructively. Write your answer in one to two
sentences only.

A. CONVERSION OF UNITS
1. How the Dimensional Analysis useful in conversion of units? _______________
________________________________________________________________
2. Why is it important to know the equivalents of one measurement expressed in
other units? ______________________________________________________
________________________________________________________________
B. ACCURACY and PRECISION
3. When do the measurements both accurate and précised? __________________
________________________________________________________________
4. How to minimize random and systematic errors in measurement? ___________
________________________________________________________________
C. SCALAR and VECTOR and VECTOR ADDITION
5. What is the difference between scalar and vector quantities? _______________
________________________________________________________________
6. What are the ways to get the resultant vector? __________________________
_______________________________________________________________

8
 Post Test
Directions: Read the questions carefully. Write the letter of the correct answer on the blank
provided before the number.

1. The typical cruising airspeed for a long-distance commercial passenger aircraft is

about 900 km/h. What is its equivalent to m/s?
A. 250 m/s C. 2.5 x 104 m/s
B. 3240 m/s D. 1.5 x 104 m/s
2. Mark measured the thickness of the glass using an ordinary ruler and he recorded
8.0 mm, 9 mm, 8.0 mm. The exact thickness is 5.60 mm. How do you describe the
measurements obtained by Mark?
A. accurate and precise C. accurate but not precise
B. precise but not accurate D. neither precise nor accurate
3. Jane wanted to compute for the final velocity of a free falling object but suddenly the
wind blew hard. What type of error is this?
A. Random error C. Instrument error
B. Systematic error D. Experimental error
4. Which set contains all vector quantities?
A. force, impulse, volume C. time, distance, acceleration
B. gravity, speed, temperature D. velocity, weight, momentum
5. What is the magnitude of the resultant vector if two vectors are
added, 12 m West and 16 m North, as shown in the diagram?
A. 0 m
B. 4 m
C. 20 m
D. 28 m

Reflection
You don’t know Physics unless you CAN DO Physics!
REFLECTIVE LEARNING SHEET No.1
Direction: Write a reflective learning about the lessons on this module by completing each
learning box below. ☺

What particular topic in this module you How will you apply what you have
want to explore more? Share how you learned in this module to your everyday
will do it. life?

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________