SHS

GENERAL PHYSICS 1
Module 2, Quarter 1, Week 1
General Physics 1
Grade 11/12 Module 2 Quarter 1, Week 1
First Edition, 2020

Copyright © 2020
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without
written permission from the copyright owners.

Development Team of the Module

Author: VIRGIL P. SAMONTE, MT-II

Editor: SDO La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos Jr., P II

Management Team:

ATTY. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, PhD

Assistant Schools Division Superintendent
German E. Flora, PhD, CID Chief

Virgilio C. Boado, PhD, EPS in Charge of LRMS

Rominel S. Sobremonte, EdD, EPS in Charge of Science
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II
 General Physics 1
Module 2: Quarter 1 – Week 1
 Target

A good result of measurement is achieve if error made is less or limited.

Accuracy and precision are prime consideration in every measurement made.
Errors in measurement is unavoidable due to several factors. Errors is either
random or systematic depending on how the measurement has made. The kind of
measuring instrument or tool used in measurement is just one factor in attributing
errors. Others, maybe the strategy or methods employed and the condition in
which the measurement has done.

You have gained knowledge and skills in the previous lesson about
measurement. The use of measuring tools, such as ruler, may have several scales
or unit, which might led to a slight error or acceptable error.

In this lesson, you will be exposed to actual measurements and be able to

quantify or measure your accuracy and precision from the data you will be
obtaining. You will also compute your error from the succeeding activity that you
will perform.

After finishing this Learning Material, you are expected to:

1. Differentiate accuracy from precision. (STEM_GP12EU-Ia2)

2. Differentiate random errors from systemic errors. (STEM_GP12EU-Ia3)
3. Estimate errors from multiple measurements of physical quantity.
(STEM_GP12EU-Ia4)
 Jumpstart

Suppose you are task to measure a physical quantity, say, diameter of a

circular object using a ruler, then compare it to a standard value, how do you know
that your measurement is accurate or precise?

To be able to know the degree of your accuracy and precision in a

measurement, let us have an imaginary tour on a sport called dart.
Activity 1: Hit Me!
Direction: Imagine you are playing “Dart” and given five darts to hit the target.
You are given four chances to play, and each chance will be five darts. The
four chances your targets are illustrated below.

1 2

4
3
4
Interpretation

Illustration 1 2 3 4
Accuracy poor good poor good
Precision poor poor good good

Q1. Based from the dart result and the interpretation table, differentiate accuracy
from precision.

Discover

Experimental data is subject to unavoidable errors. Here are some factors why
errors occur in every measurement.

1. The kind of measuring device use.

 Worn out instrument. For instance, a measuring plastic tape
becomes slightly stretched over time, resulting in measurements that
is slightly longer. Spring balance that is rusty, may result in poor
result in your measurement.

 Improper calibrated tools, like weighing scale that does not read zero,
may result to inaccurate measurement.

2. Methods in getting the measurement

 Getting accurate or precise measurement is a skill or God given
talent. A person with a good and proper strategy in his
measurements more accurate/precise compare to a person that does
not employ proper method of measuring.

3. Condition under which the measurement is made.

 If the person taking the measurement is trembling or shaky hands
due to sickness or having a bad condition may not be able to
determine the proper dimension of the quantity, he is measuring.

 Temperature, pressure, lighting and the like, are also factors in poor
results of measurement.

5
Types of Error

1. Random Error or unsystematic error. Random error has no pattern, it is

inconsistent. Example, in your first reading, you taught it might be too
small, then the next reading might ne too large. So nobody can predict
random error and this cannot be avoided, even scientist doing their
experiments.

2. Systematic Error. Systematic error is consistent and repeatable error due

to the kind of measuring device used as mentioned above. It is also
due to flawed experimental design.

Accuracy and Precision

To minimize errors in measurement, more trials must be made. The mean or

average value of these trials will be taken to represent the entire set of data. From
this, the degree of accuracy and precision ca be determined.

Accuracy is the closeness or nearness of measurement to the accepted

value. In the imaginary dart game, the bullseye is the accepted value. The closer
your measurement to the accepted value, the more accurate is your measurement.

Accuracy is express in terms of absolute error or percentage of error.

In equation form,

Where:
AE = O–A AE – absolute error
O – observed value/measured value
AE
Percentage of error = x 100 % A – accepted value
A The parallel lines indicates that the
value is absolute.

Percentage of accuracy = 100 % – % of error

Example 1. An experimenter dropped a stone from a 5 story building and hit the
ground, taking the time to fall of 3 seconds. Based from the data collected,
the experimenter was able to measure the acceleration of the stone to be 9.7
m/s2. The actual value of the acceleration due to gravity is 9.8 m/s 2. What is
the percentage of accuracy of the experimenter?

Solution:
AE = O – A
= 9.7 m/s2 – 9.8 m/s2
= 0.1 m/s2

AE
A
6
 % of error = x 100 %

0.1 m/s2
= 9.8 m/s2 x 100 %

= 1.02 %

Percentage of accuracy = 100 % – % of error

= 100 % - 1.02 %
= 98.98 %

On the other hand, precision is the agreement of several measurements

made in the same way. In illustration #3 of the dart game, the darts flocked in
almost the same area, though far from the bullseye, we can say that the
measurements made are precise. Precision is express in terms of deviation or
percentage of deviation. The Formula below will help you determine the precision of
one’s measurement.

Where:
AD = O–M AE – absolute deviation
O – observed value/measured value
% of deviation = AD(ave) M – mean of several measurements
x 100 %
M

Percentage of precision = 100 % – % of deviation

Example 2. A student is doing a laboratory experiment about falling body. He

obtained three trials in measuring the time of fall of a ball 3 meters above the
ground. The measurements are summarize below:

Trial 1 = 0.80 s
Trial 2 = 0.79 s
Trial 3 = 0.77 s
What is the percentage of precision of the student?

Solution: First, determine the average of the three trials.

0.80 s + 0.79 s + 0.77 s
M= = 0.787 s
3
The find the average absolute deviation.

AD(ave) =
(0.80 s – 0.789 s) + (0.79 s – 0.787s) + (0.77 s – 0.787 s)
3
= 0.011 s
7
 Solve for the percentage of deviation
AD(ave)
% of deviation =
M x 100 %

0.011 s
= 0.787 s x 100 %
= 1.4 %
Finally, calculate the percentage of precision

Percentage of precision = 100 % – % of deviation

= 100 % - 1.4 %
= 98.6 %

Explore

The following activities is for you to apply the concept on how to calculate errors using acc

Enrichment Activity 1: Thumbs up!

What you need:

Ruler and pencil/pen
width
What to do: Perform an actual measurement. Place your
answer in the blank.
A. Measure the width of your thumb (see figure)
1. Width of thumb (ruler) = inch
2. Width of thumb (ruler) = cm
3. Multiply A1 by 2.54 = cm Thumb
Compare A2 and A3

B. Measure the length of the bond paper size A4 (the LM you are using) with
your thumb (width) and ruler.
1. Length of bond paper (thumb) = thumbs
2. Length of bond paper (ruler) = cm
3. Multiply A2 and B1 = cm
Compare B2 and B3

4. Determine the percentage of error using the equation below.

8
 % of error = (B2 – B3)
x 100 %

B2
5. Determine your percentage of accuracy using the equation below.

% of accuracy = 100 % – % of error

Deepen

Try a more complicated activity to determine your precision!

What you need:

Ruler
3 circular objects (1 peso coin, 5 peso coin, bottled water cap)
Paper strip (1 cm in width and 15 cm in length)

What to do: Perform an actual measurement.

1. Measure the diameter, D, of the 3 circular objects that you have using a
ruler in cm scale.
2. Measure the circumference, C, of the 3 circular objects. To do a more
accurate measurement, wrap the coin with the paper strip around the
circular object and fold at the meeting points. Lay the paper strip flat
straight without removing the folds and measure the length between
the folds. This measurement will represent the circumference of the
circular object. Do the same to the other two circular objects.
3. Divide the circumference, C, by the diameter, D.
4. Enter your measurements in the table
below. Table
Diameter,D, Circumference,C
Circle C/D (Π)
(cm) (cm)
1 peso coin
5 peso coi
cap
Average

5. Compute the percentage of

precision (Note: the value of Π =
9
3.1416

10
 Gauge

Direction. Select the BEST answer. Write the corresponding CAPITAL LETTER of
your choice in a one-fourth sheet of paper. Write E if you find no correct
answer.

1. A player threw five darts and strike all near the center of the target. What
can you say about the accuracy and precision of the player?
A. Accurate but not precise
B. Precise but not accurate
C. Both accurate and precise
D. Neither accurate nor precise

2. Precision is an agreement of several measurement made in the same way.

What factor arises from a poor precision in scientific measurement?
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 instrument

3. What factor greatly affects errors in measurement? A. Method of getting

the measurement B. High precision instruments C. Non-
standard units of measurement D. A and C

4. What causes systematic errors in scientific measurement?

A. Lack of accuracy in the measurement
B. Lack of significant digits in the measurement
C. Lack of precision in the measurement
D. Lack of gradation of the measuring instrument

5. A student is doing an experiment in the laboratory and obtained the

following results: Trial 1 = 1.29 Trial 2 = 1.93 Trial 3 = 0.88
The accepted value is 1.43. Which correctly describes this student?
A. He is accurate but not precise.
B. He is precise but not accurate.
C. He is both accurate and precise
D. He is neither accurate nor precise

6. The accepted value for a certain quantity is 15.63. Jose came up three
actual measurements, 12.84, 13.02, and 12.96 respectively. Which
correctly describes Jose in his measurements?

11
 A. He is accurate but not precise.
B. He is precise but not accurate.
C. He is both accurate and precise
D. He is neither accurate nor precise

7. Maria is measuring the diameter and circumference of three circular

objects for her experiment about the value of . She then compute the ratio
of the circumference and diameter in each circular objects to determine
the value
. of The results are as follows: 3.1516, 3.1415, and 3.1500. The
value of
is 3.1416. Which correctly describes Maria’s experimental data?
A. She is accurate but not precise.
B. She is precise but not accurate.
C. She is both accurate and precise
D. She is neither accurate nor precise

For numbers 8 – 15, refer to the situation below.

The table is a result from an experiment conducted by several students of
DEGMNHS about free-fall body. The constant value of the acceleration
due to gravity, g = 9.8 m/s2
No. of Trials Computed Acceleration
1 9.90 m/s2
2 9.70 m/s2
3 9.85 m/s2
Average 9.82 m/s2

8. Based from the table above, what is the most accurate measurements
made by the students of DEGMNHS?
A. Trial 1
B. Trial 2
C. Trial 3
D. Trials 1 and 2

9. From the data above, what is the average absolute error of the
measurement?
A. 0.01
B. 0.02
C. 0.03
D. 0.04

10.Determine the percentage of error in the measurement.

A. 0.02 %
B. 0.2 %
C. 99.08 %
D. 99.8 %

12
11.Solve for the percentage of accuracy in the measurement.
A. 0.02 %
B. 0.2 %
C. 99.08 %
D. 99.8 %

12.Compute the average absolute deviation.

A. 0.008
B. 0.08
C. 0.8
D. 8

13.Determine the percentage of deviation in the measurement.

A. 0.81 %
B. 0.88 %
C. 99.19 %
D. 99.12 %

14.Calculate the percentage of precision in the measurement.

A. 0.81 %
B. 0.88 %
C. 99.19 %
D. 99.12 %

15.Based from the data obtained and calculation of the measurement made
by the students of DEGMNHS, compare their accuracy and precision.
A. The measurement made by the students of DEGMNHS is accurate
B. The measurement made by the students of DEGMNHS is precise
C. The measurement made by the students of DEGMNHS is both
accurate and precise.
D. The measurement made by the students of DEGMNHS is neither
accurate nor precise.

13
References
Printed Materials

Department of Education, Bureau of Learning Resources. General Physics I. Reader

(pp. 16-18). Pasig City, Philippines

Reyes, Christopher G. (2018). Work-Text in General Physics I for Senior High School.
GBT Great Books Trading

Department of Education, Secondary Education Development and Improvement

Project. Science and Technology. Physics Textbook.. Pasig City, Philippines

PASMEP Teacher Resource Material 12.2

Websites

Stephanie Glen. “Systematic Error/Random Error: Definition and

Examples.”StatisticsHowTo.com
from https://www.statisticshowto.com/systematic-errorrandom-error/

2019. Copyright Quiz Forum. Developed by Techgadgetpro.com. Accuracy and

Precision Multiple Choiece and Answer retrieve from
https://www.objectivequiz.com/objective-question/general-science/accuracy-
and-precision

14
15