Senior High School

General Physics 1
Quarter 1 – Module 1:
Measurement
General Physics 1 – Grade 12
Quarter 1 – Module 1: Measurement
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Development Team of the Module

Writer: Regie P. Rodrigo, MA
Editor: Renier John P. Cagurol
Reviewer: Renier John P. Cagurol
Illustrator: Regie P. Rodrigo, MA
Layout Artist: Regie P. Rodrigo, MA
Template Developer: Neil Edward D. Diaz
Management Team: Reynaldo M. Guillena
Jinky B. Firman
Marilyn V. Deduyo
Alma C. Cifra
Aris B. Juanillo
Faye Genevieve P. Pasamonte

Printed in the Philippines by DepEd – Schools Division of Davao City

Department of Education – Region XI – Division of Davao City

Office Address: E. Quirino Avenue, Davao City

Telephone No.: (082) 227 47 26

E-mail Address: [email protected]

 Senior High School

General Physics 1
Quarter 1 – Module 1:
Measurement
Introductory Message
For the facilitator:
Welcome to this Grade 12 General Physics 1 Self-Learning Module entitled,
“Measurement”!

This has been developed and reviewed to help you deliver the lessons to the
learner in this new normal mode of delivery – modular distance learning. As
this learning material was developed, the needs and context of the learners
were considered to make their learning experience relevant.

There are series of activities in this module, complete with content and
instructions on how our learners will do these tasks. Please be reminded to
tell the learners that they will use separate sheets for their answers in all
activities such as pre-test (Let Us Try), self-check exercises (Let Us Practice,
Let Us Practice More, Let Us Enhance, Let Us Reflect), and Post Test (Let Us
Assess).

For the learner:

Welcome to this Grade 12 General Physics 1 Self-Learning Module entitled,
“Measurement”!

This module has been developed to assist you in mastering the learning
competency/ competencies even outside the face-to-face instruction. This
module contains instructions on how you will use the module.

The module contains the following parts with descriptions:

Let Us Learn This states the lesson objectives.

Let Us Try This assesses how much you already know about
the topic.
Let Us Study This discusses the main topic of the lesson.
Let Us Practice This helps you discover the main concept of this
module.
Let Us Practice More This gives you more practice of the concepts you
gained from the lesson.
Let Us Remember This summarizes the key concepts in this module.
Let Us Assess This is a 15-item multiple choice test that assesses
your understanding of the concepts.
Let Us Enhance This serves as an enrichment activity that
increases the strength of your response as
repetitions of your learning.
Let Us Reflect This serves as a closing note for relevance or
application of concepts.

1
 Let Us Learn!

Before we start, it is very important to keep in mind the focus of learning

this module. This learning material addresses the topic “Measurement” in
General Physics 1 which has the following Most Essential Learning
Competencies (MELCs):

1 Solve measurement problems involving conversion STEM_GP12EU-Ia-1

of units, expression of measurements in scientific
notation.
2 Differentiate accuracy from precision. STEM_GP12EU-Ia2
3 Differentiate random errors from systematic errors. STEM_GP12EU-Ia-3
4 Estimate errors from multiple measurements of a STEM_GP12EU-Ia-5
physical quantity using variance.

This module has three (2) lessons, to wit:

Lesson 1 Conversion of Units
Lesson 2 Uncertainty and Error Analysis

It is expected that by the end of this module, you will gain a concrete
understanding in the concept of Measurement. Be sure to coordinate closely
with your subject teacher in General Physics.

Let Us Try!
How far do you know the topic of Measurement?

Read the questions carefully and choose the letter of the best answer. Write
the chosen letter on a separate sheet of paper. (5 Items Multiple Choice)

1. What is the comparison of an unknown quantity with some known

quantity or a standard?
A. Variance C. Accuracy
B. Measurement D. Precision

2. How do you compare accuracy and precision in a dartboard?

A. Precision is how close the dots are scattered away from the bull’s
eye.
B. Accuracy is how close the dots are to the target while precision is
how close the dots are to each other.
C. Accuracy is how close the dots are to each other while precision
is how close the dots are to the target.
D. Precision is how far the dots are from the target while accuracy is
how far away the dots are from each other.

2
3. How can we reduce random errors?
A. Calibrate periodically the scientific instruments.
B. Replace defective and inconsistent instruments.
C. Repeat the experiment until the true value is obtained.
D. Increase the number of trials of measurement and calculate the
average.

4. What does it mean when there is a small variance in your set of

measurements?
A. It indicates that the values are close to one another, which means
they are precise.
B. It indicates that the values are close to one another, which means
they are accurate.
C. It indicates that the values are close to the true value, which
means they are precise.
D. It indicates that the values are close to the true value, which
means they are accurate.

5. Which system of unit is the most convenient for scientific

measurements and is agreed on by scientists throughout the world?
A. English System
B. British Imperial System
C. International System (SI)
D. United States Customary System

Lesson
Conversion of Units
1
Let Us Study

Have you heard a famous scientist or even your science teacher saying
that “mathematics is the language of the universe”? How can this be true?
Math is everywhere! The first thing we need to learn in Physics is how to
quantify the things around us. But how can we do that? It is through
measurement.

Our life involves a lot of measurements that we do every day. This could
be the amount of sugar needed for a cup of coffee or the amount of internet
data needed to get you online. Do you still remember using a meter stick to
get the height of your classmate? You may tell him that he is 1.52 meters or
5 feet tall based on your measurement. How about using a graduated cylinder

3
to get the volume of a certain liquid? The graduated cylinder may have given
you a reading of 7.5 milliliters (mL). Well, any of these scenarios show that
you are doing measurements.

Once you know how to measure, you are expressing the things around
you in mathematics. We can only describe, predict, and understand how the
universe works if it is expressed in numbers. Thus, expressing the universe
in figures means you are quantifying it through a measurement. It’s no
surprise that the secrets of understanding the universe lie in the way we
perform and express our measurements, and this is a reality that we must
embrace.

Measurement

Technically, measurement means the comparison of an unknown

quantity with some known quantity or a standard. This known fixed quantity
is called a unit. Every measurement involves a number and a unit. Let’s get
back to measuring the height of your classmate. The measurement is 1.52
meters. Here, 1.52 is the number, and the unit is meter. The height of your
classmate is an example of a physical quantity called length.

The two most common unit systems of measurements are the English
system and the metric system. The English system uses units such as inches,
yards, and pounds, while the metric system uses centimeters, meters, and
kilograms. In the United States, English units are commonly used every day.
However, the most convenient system for scientific measurements is based on
the metric system. This is called the International System of Units or SI units.
It is a set of standard units agreed upon by scientists throughout the world.

Physical quantities can be classified as either fundamental or derived

quantities. Fundamental quantity is determined directly by using a measuring
device like a ruler or thermometer. Length, mass, temperature, and time are
examples of fundamental quantities. A conversion table is helpful to check
more details on other physical quantities which you can download online or
buy from your favorite local school and office supplies store. The following
table presents the fundamental SI base units.

The Fundamental SI Base Units

Physical Quantity Unit Symbol
mass kilogram kg
length meter m
time second s
temperature Kelvin K
electric current ampere A

4
 Combining two or more of these fundamental quantities forms a derived
quantity such as acceleration, area, density, energy, force, power, velocity,
volume, work, and many more.

Examples of Derived SI Units

Physical quantity Unit Symbol

Electric charge coulomb C
Electric potential difference (voltage) volt V
Electric resistance ohm Ω
Energy joule J
Force newton N
Frequency hertz Hz
Power watt W
Pressure pascal Pa
Acceleration meter per second squared m/s2
Area square meter m2
Density kilogram per cubic meter kg/m3
Heat capacity joule per kelvin J/K
Speed meter per second m/s

The SI system employs prefix multipliers with the base units. These
multipliers change the value of the unit by powers of 10. For example, the
kilogram (kg) features the prefix kilo-, meaning 1000 or 103. Below are the SI
prefixes that you need to familiarize yourself with before starting to convert
from one unit to another.

The SI Prefixes

Prefix Symbol Numerical Exponential

yotta Y 1,000,000,000,000,000,000,000,000 1024
zetta Z 1,000,000,000,000,000,000,000 1021
exa E 1,000,000,000,000,000,000 1018
peta P 1,000,000,000,000,000 1015
tera T 1,000,000,000,000 1012
giga G 1,000,000,000 109
mega M 1,000,000 106
kilo k 1,000 103
hecto h 100 102
deca da 10 101
1 100
deci d 0.1 10-1
centi c 0.01 10-2
milli m 0.001 10-3

5
 micro μ 0.000001 10-6
nano n 0.000000001 10-9
pico p 0.000000000001 10-12
femto f 0.000000000000001 10-15
atto a 0.000000000000000001 10-18
zepto z 0.000000000000000000001 10-21
yocto y 0.000000000000000000000001 10-24

In the next part, you’ll be presented with examples on how to convert

from one unit to another in different ways. It is important in this part that
you must review your knowledge of the rules of significant figures and
scientific notation. Also, you always need to refer to the SI prefixes and
symbols to express your solutions and answers.

Conversion of Units

To convert units, you can use the chain-link-conversion method to

change the units of physical quantities. This method multiplies the original
measurement by a conversion factor which is the ratio of units that is equal
to one.

Examples:
1 ℎ𝑟 60 𝑚𝑖𝑛 1 𝑘𝑚 103 𝑚
= 1 𝑜𝑟 =1 , = 1 𝑜𝑟 =1
60 𝑚𝑖𝑛 1 ℎ𝑟 103 𝑚 1 𝑘𝑚

These are the following ways to convert units from one system to
another system.

English to English System

Sample Problem: How many inches are there in 18 feet?

This problem tells you to convert 18 feet into inches. Here, it is widely
known that there are 12 inches in 1 foot. Using this information, we can try
solving the problem using the solution below.

Solution:
12 in
18 ft ( ) = (18)(12 in)
1 ft
= 𝟐𝟏𝟔 𝐢𝐧 or 𝟐. 𝟐 𝐱 𝟏𝟎𝟐 𝐢𝐧
6
 Here, our final answer is 2.2 x 102 in where it is expressed in scientific
notation with two significant figures. In this case, our answer will have as
many significant figures as the given value with the least number of significant
figures.

English to Metric System

Sample Problem: How many meters are there in 35.8 yards?

This problem tells you to convert 35.8 yards into meters. We can try
solving the problem using the solution below. (note: 1m = 1.0936yd)

Solution:
1m 35.8 m
35.8 yd ( )=( )
1.0936 yd 1.0936

= 𝟑𝟐. 𝟕 𝐦

Here, our final answer is 𝟑𝟐. 𝟕 𝒎 where it has three significant figures.

Metric to English System

Sometimes, you will also be asked to convert from the metric system to
the English system, but the process is just the same.

Sample Problem: How many inches are there in 25 centimeters?

1 in 25 in
25 cm ( )=( )
2.54 cm 2.54
= 𝟗. 𝟖 𝐢𝐧

Here, our final answer is 𝟗. 𝟖 𝒊𝒏 where it has two significant figures.

Metric to Metric System

Sample Problem: How many nanoseconds are there in 850 milliseconds?

This problem tells you to convert 850 milliseconds into nanoseconds.

We can try solving the problem using the solution below.

Solution:
10−3 s 1 ns (851)(10−3 )(1)ns
851 ms ( ) ( −9 ) =
1 ms 10 s (1)(10−9 )

8.51 x 10−1 ns
=
10−9
= 𝟖. 𝟓𝟏 𝒙 𝟏𝟎𝟖 ns

7
 Here, our final answer is 𝟖. 𝟓𝟏 𝐱 𝟏𝟎𝟖 ns where it is expressed in
scientific notation with three significant figures.

Converting Derived Units

There are situations also in physics in which you will be dealing to

convert derived units like speed. However, the process is just pretty much the
same like the previous examples.

Sample Problem:

Convert 25 kilometers per hour to meters per second.

Solution:

𝑘𝑚 103 𝑚 1 ℎ𝑟 1 𝑚𝑖𝑛 (25)(103 )(1)(1)𝑚

25 ( )( )( )=
ℎ𝑟 1 𝑘𝑚 60 𝑚𝑖𝑛𝑠 60 𝑠 (1)(60)(60)𝑠

25 𝑥 103 𝑚
=
3600 𝑠
𝒎
= 𝟔. 𝟗𝟒
𝒔
In this case, the unit kilometers (km) is converted first to meters (m)
followed by (hr) to second (s).

Let Us Practice

Let us do this activity to check our understanding of the lesson.

Activity 1.1 (Doing the Basics)

Direction: Solve the following measurement problems involving the

conversion of units. Don’t forget to express your answers in scientific notation
with the correct number of significant figures and units. Also, please check
the rubrics to be used on how your outputs will be graded.

1. Convert a volume of 701 liters into cubic centimeters.

(Note:1 mL = 1cm3).
2. Convert a mass of 65.83 pounds into milligrams.
3. Express 60 miles per hour of velocity in feet per second.

8
 Problem-Solving Rubrics in Physics
Scoring
Criteria 10 8 6 4 2 0
Mathematical All Correct Some parts The majority All There is no
Procedures mathematical mathematical of of mathematical attempt to
(Solutions) procedures procedures mathematical mathematical procedures give
are correct, are employed procedures procedures are wrong mathematical
clear, and with few are lacking are lacking and/or procedures.
complete. errors or and/or and/or include
erasures. include include errors.
errors. errors.
Answer The answer The answer The answer The answer The answer There is no
is correct is correct is correct has no unit. is incorrect. attempt to
with the with the with no unit. It doesn’t It doesn’t answer.
appropriate wrong unit. It It follows the follow the follow the
unit. It follows the rules of rules of rules of
follows the rules of significant significant significant
rules of significant figures and figures and figures and
significant figures and scientific scientific scientific
figures and scientific notation as notation as notation as
scientific notation as necessary. necessary. necessary.
notation as necessary.
necessary.

Let Us Practice More

Okay! Let us have this activity to let you apply your knowledge in
another situation.

Let’s do this!

Activity 1.2 (Applying the Basics)

Direction: Solve the following real-life problems involving the conversion

of units.
1.) While you are filing documents for a scholarship, the application form
asks you to write your height. If you had a height of 6 feet and 3 inches,
how could you be in centimeters?
2.) One day, you need a new storage device to save your important files. If
someone had bought you a 32 Gigabyte USB flash drive, how big could
this storage be in Megabytes?

9
 Lesson
Uncertainty and Error
2 Analysis

Let Us Study

Uncertainty always occurs in our measurements due to unavoidable

errors. An error is not a mistake but a factor that is part of the measuring
process. When your measured value deviates from the expected value, you
commit an error. The equation below represents how the factors in our
measurement relate to one another.

measured value = (true value ± uncertainty) units

Accuracy and Precision

Accuracy and precision are fundamental concepts in measurement.
They are used interchangeably in our daily conversations, but they are defined
differently in science. Scientists think about an error through accuracy and
precision. Accuracy pertains to how close a measured value is to the known
or true value of a physical quantity. In contrast, precision signifies how close
or consistent the independent measurements of the same physical quantity
are to one another. Precision is independent of accuracy. This means that it
is possible to be accurate without being precise. Also, it is possible to be
precise without being accurate. Thus, accurate and precise measurements
are the best quality of scientific observations since they are repeatable and
very close to true values. The best way to compare accuracy and precision is
with a dartboard. Think of the bullseye (center) of a dartboard as the true or
accepted value. The closer the darts hit the bullseye, the more accurate they
are.

10
 Here, precision is how close the dots are to each other while accuracy
is how close the dots are to the target.

Random and Systematic Errors

All uncertainties in our measurements are due to either random errors
or systematic errors. Random errors happen because of unpredictable
disturbances caused by an unknown source or because of the limitation of
the measuring device. Disturbances in the environment like the variation in
temperature, pressure, and even the incorrect readings of the observer can
contribute to random errors in an experiment. Thus, random errors affect the
precision of the measurements. However, these errors may be reduced by
repeatedly taking the readings and getting their average reading or mean. On
the other hand, systematic errors usually occur due to the imperfection of the
measuring instrument or in the design of the experiment itself. Systematic
errors limit the accuracy of the results, but they can be reduced with
standardized procedures. Therefore, learning how to use standard
instruments and protocols to minimize error is part of the learning process in
the sciences.

Variance
Aside from calculating the mean of repeated readings, another method
of estimating the errors from a set of measurements of a physical quantity is
to determine the variance. The variance measures the squared deviation of
each reading in the set from the mean. Below is the step-by-step procedure
in calculating the variance of a set of measurements.
Σ𝑥
1. Calculate the mean (average) of the set of measurements, 𝑥̅ = 𝑁 .
2. Solve for the deviation of each measurement from the mean (𝑥 − 𝑥̅ ).
3. Get the square of each deviation, (𝑥 − 𝑥̅ )2 .
4. Get the sum of the squares of each deviation, Σ(𝑥 − 𝑥̅ )2 .
5. Calculate the variance by dividing the sum of the squares by the
number of measurements (N) in the set.
Σ(𝑥 − 𝑥̅ )2
𝜎2 =
𝑁
Variance is denoted as (𝜎 2 ) in the equation. Technically, a variance of
zero indicates that all measurements are identical. However, a small variance
suggests that the values are close to one another, which means they are
precise.
Moreover, standard deviation is the square root of the variance. It is the
measure of how diverse or spread out the set of measurements from their
average or mean. Usually, a small standard deviation can be interpreted that
11
most of the measurements are close to their average. However, a large
standard deviation implies that the measurements are very diverse.
The measurement x of a physical quantity in a set of measurements is
usually reported as 𝑥 = 𝑥̅ ± 𝜎. This is patterned from our previous equation
of expressing uncertainty in our measurements.
The sample problem below will show us how to calculate the mean,
variance, standard deviation, and measured value of a certain physical
quantity.

Sample Problem:
A physics teacher asked a group of five students to measure the mass
of a certain rock. Determine the (a) mean, (b) variance, (c) standard deviation,
and (d) measured mass of the rock. The students came up with the following
measurements.
Student 1 Student 2 Student 3 Student 4 Student 5
1.2 kg 1.5 kg 1.1 kg 1.3 kg 1.4 kg

Solutions:
a. Solving for the Mean
Σ𝑥 1.2 𝑘𝑔+1.5 𝑘𝑔+1.1 𝑘𝑔+1.3 𝑘𝑔+1.4 𝑘𝑔
𝑥̅ = = = 𝟏. 𝟑 𝒌𝒈
𝑁 5

b. Solving for the Variance

Σ(𝑥−𝑥̅ )2
𝜎2 =
𝑁

(1.2 𝑘𝑔−1.3 𝑘𝑔)2 +(1.5 𝑘𝑔−1.3 𝑘𝑔)2+(1.1 𝑘𝑔−1.3 𝑘𝑔)2+(1.3 𝑘𝑔−1.3 𝑘𝑔)2 +(1.4 𝑘𝑔−1.3 𝑘𝑔)2
= 5

= 0. 𝟎𝟐 𝒌𝒈𝟐

c. Solving for the Standard Deviation

Σ(𝑥−𝑥̅ )2
𝜎= √ 𝑁

(1.2 𝑘𝑔−1.3 𝑘𝑔)2 +(1.5 𝑘𝑔−1.3 𝑘𝑔)2 +(1.1 𝑘𝑔−1.3 𝑘𝑔)2+(1.3 𝑘𝑔−1.3 𝑘𝑔)2+(1.4 𝑘𝑔−1.3 𝑘𝑔)2
=√ 5

= 𝟎. 𝟏𝟒 𝒌𝒈 ≈ 𝟎. 𝟏 𝒌𝒈
d. The measured mass of the rock is (1.3 ± 0.1) kg.

12
Guide Questions:
1. How do you interpret the variance and standard deviation of this
problem?
_____________________________________________________________________
_____________________________________________________________________
2. Was the set of measurements of the students for the mass of a certain
rock accurate? Why or why not?
_____________________________________________________________________
_____________________________________________________________________
3. How can this group of students improve their measurements based on
their data and your calculations?
_____________________________________________________________________
_____________________________________________________________________
How do you find the process of solving the problem? Was it simple and
easy? Great! Let’s try new problems.

Let Us Practice

Let us do the following activity to check our understanding of the

concept.

Activity 2.1 (Measuring the Length of a Tube)

Solve the following problems and follow what we did in the previous
examples to determine the (a) mean, (b) variance, (c) standard deviation, and
(d) measured value of a physical quantity.
Exercise 1: During an experiment, a group of seven students was asked to
measure the length of a tube. Their measurements were as follows:
5.18 cm, 5.20 cm, 5.14 cm, 5.19 cm, 5.22 cm, 5.23cm and 5.17
cm.

Let Us Practice More

Now that you have understood the basic concepts, let us practice what
you have learned by applying that in another situation.

Activity 2.2 (Measuring the Mass of a Copper Wire)

Exercise 2: Six students were asked to determine the mass of a copper wire.
The results are as follows: 2.02 g, 1.96 g, 1.98 g, 2.00 g, 1.97 g,
and 1.96 g. Again, determine the (a) mean, (b) variance, (c)
standard deviation, and (d) measured value of a physical quantity.
13
 Let Us Remember

After going through the activities in the previous parts of this module,
you should have learned the following key takeaway points.

1. The chain-link-conversion method can be used to convert units of

measurement from the English system to the metric system and vice
versa. This method multiplies the original measurement by a
conversion factor which is the ratio of units that is equal to one.

2. Measurement is the comparison of an unknown quantity with some

known quantity or a standard. Uncertainty always occurs in our
measurements due to unavoidable errors. When your measured value
deviates from the expected value, you commit an error.

3. Accuracy pertains to how close a measured value is to the known or

true value of a physical quantity while precision signifies how close or
consistent the independent measurements of the same physical
quantity are to one another. Accurate and precise measurements are
repeatable and very close to true values.

4. Random errors result from unpredictable or inevitable changes during

data measurement which affect the precision of the measurements. In
contrast, systematic errors usually come from the measuring
instrument or in the design of the experiment itself which limits the
accuracy of the results.

5. Variance estimates the errors from multiple measurements of a

physical quantity. Zero variance means that all measurements are
identical while a small variance indicates that the values are close to
one another, which means they are precise.

14
 Let Us Assess

Now, let us find out how much you have learned from the discussions
and activities presented in this module. There are 15 questions that would
help you express your understanding of concepts. Choose the letter of your
choice. Use a separate sheet for your answers.

Direction: Read each question carefully and choose the best answer.
1. What is the value of 15.33 kg per liter in grams per milliliter?
A. 1.593 x 101 g/mL C. 1.543 x 101 g/mL
B. 1.533 x 101 g/mL D. 1.523 x 101 g/mL

2. How can we reduce random errors?

A. Replace defective and inconsistent instruments.
B. Calibrate periodically the scientific instruments.
C. Repeat the experiment until the true value is obtained.
D. Increase the number of trials of measurement and calculate the average.

3. The average lifespan of a Filipino is 69.3 years. How many minutes are
there in this lifespan?
A. 3.35 x 107mins C. 3.51 x 107 mins
B. 3.47 x 107mins D. 3.63 x 107 mins

4. Which system of unit is the most convenient for scientific

measurements and is agreed on by scientists throughout the world?
A. English System
B. British Imperial System
C. International System (SI)
D. United States Customary System

5. In a physics experiment, five trials were done to determine the

elongation of a spring. These are the measurements in centimeters (3.2,
3.6, 3.1, 3.0, 3.4). What is the mean of these measurements?
A. 3.1 cm C. 3.3 cm
B. 3.2 cm D. 3.4 cm

6. What is the variance of the measurements in number 5 situation?

A. .046 cm2 C. .061 cm2
B. .058 cm 2 D. .063 cm2

7. What is the standard deviation of the measurements?

A. .1 cm C. .3 cm
B. .2 cm D. .4 cm

8. What is the elongation of a spring?

A. (3.1 ± 0.2) cm C. (3.3 ± 0.2) cm
B. (3.2 ± 0.2) cm D. (3.4 ± 0.2) cm

15
9. What does it mean when theirs is a small variance in your set of
measurements?
A. It indicates that the values are close to one another, which means
they are precise.
B. It indicates that the values are close to the true value, which
means they are accurate.
C. It indicates that the values are close to one another, which means
they are accurate.
D. It indicates that the values are close to the true value, which
means they are precise.

10. What is the comparison of an unknown quantity with some known

quantity or a standard?
A. Accuracy C. Precision
B. Measurement D. Variance

For question 10-14

11. What is the mean temperature for these values (30.1ºC, 30.6 ºC, 30.2
ºC, 31.0 ºC, 30.4 ºC) obtained in measuring the temperature of a
physics laboratory?
A. 30.3 ºC C. 30.5 ºC
B. 30.4 ºC D. 30.6 ºC

12. What is the variance of the measurements?

A. .124 ºC C. .136 ºC
B. .128 ºC D. .137 ºC

13. What is the standard deviation of the measurements?

A. .2 ºC2 C. .4 ºC2
B. .3 ºC2 D. .5 ºC2

14. What is the measured temperature of the physics laboratory?

A. (30.5 ± 0.3)℃ C. (30.6 ± 0.4)℃
B. (30.5 ± 0.4)℃ D. (30.8 ± 0.3)℃

15. How do you compare accuracy and precision in a dartboard?

A. Accuracy is how close the dots are to the target while precision is
how close the dots are to each other.
B. Accuracy is how close the dots are to each other while precision
is how close the dots are to the target.
C. Precision is how close the dots are scattered away from the bull’s
eye while accuracy is how far the dots are from each other.
D. Precision is how far the dots are from the target while accuracy is
how far away the dots are from each other.

16
 Let Us Enhance

Let us apply what you have learned to real-life situations for you to
appreciate the concepts of our lessons.

Activity 2.3 (Estimating the Selling Time of Durian Seedlings)

Let us try another problem that is very familiar but with a bit of a twist.
You are still going to find what you are being asked. Are you ready? Here we
go!
Charles owns a plant nursery, and one of his biggest sellers is durian
seedling. He sells the seedlings to his customers when they are at least 18
inches tall. Charles wants to know how long it will take for each of his durian
seedlings to grow tall enough to be sold. To get an estimate of this time, he
selects ten plants at random and records the number of days each one takes
to grow from a seed into a 20-inch-tall plant. Below is the time each plant is
required to grow to 20 inches tall.

Plant 1 2 3 4 5 6 7 8 9 10
Number
Days 103 95 87 100 96 88 105 101 93 90

Let Us Reflect

After going through all the activities, reflect on the key concepts
discussed in this module by completing this another task. Use another sheet
for your answers.

Instruction: Search and read the article entitled “Missing What Didn't Add
Up, NASA Subtracted an Orbiter” written by Andrew Pollack for The New York
Times. This reports how NASA (National Aeronautics and Space
Administration) lost a $125 million Mars orbiter in 1999 due to a mistake in
measurement conversions. The details of the article can be found in the
Reference section of this module. In at least 300-500 words, how would you
react to the situation if you were one of the project engineers in the said
mission? How will you relate the significance of this incidence to our current
lessons?

17
 18
Let Us Assess
1. B
2. D
3. D
4. C
5. C
6. B
7. B
8. C
9. A
10.B
11.C
12.B
13.C
14.
15.A
Let Us Enhance
a. Mean = 95.8 days
b. Variance = 40 days
c. Standard Deviation = 6.3 days
d. The measured value = (95.8 ± 6.3) days
LESSON 2 Let Us Try
1. ) B
Let Us Practice 2. ) B
Exercise 1 3. ) D
a. Mean = 5.19 cm 4. ) A
b. Variance = 0.00093 cm2 or 9.3x10-4 cm2 5. ) C
c. Standard Deviation = 0.03 cm
d. The measured value = (5.19 ± 0.03) cm
LESSON 1
Let Us Practice More
Exercise 2 Let Us Practice
a. Mean = 1.98 g 1.) 7.01 x 105 cm3
b. Variance = 0.000577 g 2 2.) 2.986 x 107 mg
c. Standard Deviation = 0.02 g 3.) 88 ft/s
d. The measured value = (1.98 ± 0.02) g
Let Us Practice More
1.) 1.9 x 102 cm
2.) 3.2 x 104 MB
Answer Key
 References

Chang, Raymond. General Chemistry: The Essential Concepts. New York,

NY: McGraw-Hill, 2006.

Cutnell, John D., Kenneth W. Johnson, David Young, and Shane Stadler.
Introduction to Physics: International Student Version. Hoboken, NJ:
John Wiley & Sons, 2015.

Giancoli, Douglas C. Physics: Principles with Applications. Boston, MA:

Pearson, 2014.

Pollack, Andrew. “Missing What Didn’t Add Up, NASA Subtracted an

Orbiter.” The New York Times, 1999. October 1.
https://www.nytimes.com/1999/10/01/us/missing-what-didn-t-
add-up-nasa-subtracted-an-orbiter.html.

Serway, Raymond A., and Chris Vuille. College Physics. Stamford, CT:
Cengage Learning, 2015.

Silverio, Angelina A. Exploring Life Through Science Series:GeneraL Physics

I. Quezon City: Phoenix Publishing House, 2017.

Tro, Nivaldo, and Ho Au-Yeung. Introductory Chemistry Essentials.

Boston, MA: Pearson Education, 2015.

Young, Hugh D., Roger A. Freedman, A. Lewis Ford, Francis Weston Sears,
and Hugh D. Young. Sears and Zemansky's University Physics with
Modern Physics. San Francisco, CA: Pearson Addison-Wesley, 2013.

19
For inquiries or feedback, please write or call:

Department of Education – Davao City Division

E. Quirino Avenue, Davao City

Telephone: (082) 227 4762

Email Address: [email protected]

20