Meycauayan College Inc.

HIGH SCHOOL DEPARTMENT

SENIOR HIGH SCHOOL
S.Y. 2024-2025, First Semester

Adaptive Teaching Guide

General Physics 1

Adaptive Teaching Guide No.: 2 Date: August 12 – August 16, 2024

Notes: August 15, 2024 – Bulacan Founding Anniversary

MET # 1 Lesson # 2 (Name of the Lesson/topic) Physical Quantities and Measurements

Prerequisite Content-knowledge: (prior knowledge)
The students should know the following prerequisite topics before proceeding with the
lesson:
1. Basic knowledge of units and physical quantities (e.g., length, mass, time, etc.).
2. Familiarity with the SI system of units.
3. Understanding of simple algebraic manipulation and proportional relationships.
Prerequisite Skill: (prior knowledge)
The students should know the following prerequisite topics before proceeding with the lesson:
1. Ability to measure physical quantities using basic laboratory instruments (ruler, stopwatch, etc.).
2. Ability to perform basic unit conversions (e.g., cm to m, grams to kilograms).
3. Basic graph plotting and interpreting skills.
Prerequisites Assessment:
Instruction: Answer the following questions to the best of your ability. Each question is worth 1 point.
1. Which of the following is a fundamental physical quantity?
a. Speed
b. Volume
c. Time
d. Area
2. Which is NOT a unit of time?
a. Second
b. Minute
c. Hour
d. Meter
3.What is the SI unit of mass?
a. Gram
b. Kilogram
c. Pound
d. Ounce
4. A meter is equal to:
a. 100 cm
b. 1000 mm
c. Both a and b
d. 10 cm
5. Which of the following measurements is the most precise?
a. 0.1 m
b. 0.01 m
c. 1.0 m
d. 0.001 m
6. When converting 2 hours into seconds, the result is:
a. 7200 s
b. 3600 s
c. 1800 s
d. 5400 s
7. Which of the following best describes a systematic error?
a. Random fluctuation in measurement
b. Consistent deviation from the true value
c. Measurement error caused by poor instrument calibration
d. Both b and c
8. The uncertainty of a measurement refers to:
a. The unit of the measurement
b. The range of possible values within which the true value lies
c. The error in calculation
d. The magnitude of the physical quantity
9. The error that occurs due to the observer’s reaction time is known as:
a. Instrumental error
b. Systematic error
c. Personal error
d. Random error
10. When performing an experiment, if repeated measurements yield slightly different results, the differences
are most likely due to:
a. Systematic errors
b. Human errors
c. Random errors
d. Calculation errorS
Pre-lesson Remediation Activity:

1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):

● Provide students with a brief review session on fundamental physical quantities and
measurement units, focusing on key concepts such as mass, length, and time. Include basic
exercises on unit conversions and simple problem-solving tasks (e.g., converting centimeters
to meters). Supplement with videos or interactive simulations on the use of laboratory
instruments.
2. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s):
● Engage students with practice problems that involve measuring physical quantities with
different instruments (e.g., measuring the length of an object using a ruler and a vernier
caliper). Ask them to predict potential sources of error and discuss how to minimize
uncertainty in these measurements.
Introduction: Must include the following parts:

a. Time frames a student is expected to finish learning the lesson.

 ● 1-2 class sessions (90-120 minutes).
b. The knowledge (RUA) the student is expected to gain from learning the topic/lesson.
Remembering: Define uncertainties, systematic errors, random errors, and types of measurement errors.
Understanding: Explain how uncertainties arise in measurements and differentiate between types of errors.
Applying: Calculate uncertainties and identify errors in practical measurement scenarios.
c. Context where the student is going to apply his/their learning (FAA/EFAA - Activity/Assessment)
● Practical laboratory work: Students will measure physical quantities, record
uncertainties, and identify errors in their measurements.
● Real-life applications: Understanding measurement errors in everyday tools (e.g.,
thermometers, speedometers).
d. Overview of the Lesson:
Lesson #1 - Uncertainties and Deviations in Measurement
Lesson #2 - Sources, and Types of Error
Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General
Enabling Teaching Strategy. The number of chunking topics will be dependent on the teacher’s plan.)

Chunk 1: Identifying Measurement Uncertainties

Activity:
● Students will measure the length of an object using three different instruments: a ruler, a vernier
caliper, and a micrometer. They will record their measurements and calculate the uncertainty in each
case.
Formative question: How do the uncertainties differ between measurements made with different
instruments? What factors contribute to these differences?

Measurement Uncertainties
● Definition: A quantification of the doubt about the result of a measurement, describing the range
within which the true value is expected to lie.
● Types of Uncertainties:
o Random Uncertainties: Caused by unpredictable variations in measurement conditions (e.g.,
fluctuations in temperature, instrument sensitivity, human errors).
o Systematic Uncertainties: Result from consistent, repeatable errors in measurement (e.g.,
calibration issues, bias in instruments, environmental factors).
● Sources of Uncertainty:
o Instrumental: Inherent inaccuracies in measuring devices (e.g., limited resolution).
o Environmental: Changes in temperature, humidity, or other conditions affecting
measurements.
o Operator Error: Human mistakes in reading instruments or recording data.
o Calibration: Errors due to improper calibration of instruments.
o Methodological: Approximations or assumptions in the measurement method.
● Expressing Uncertainty:
o Absolute Uncertainty: The margin of error expressed in the same units as the measurement.
o Relative Uncertainty: Ratio of the absolute uncertainty to the measured value, often
expressed as a percentage.
o Confidence Interval: The range within which the true value is expected to lie with a certain
probability (e.g., 95% confidence level).
 ● Propagation of Uncertainty: When measurements are combined (e.g., in equations), uncertainties
are propagated through those calculations using specific formulas to determine the overall
uncertainty.
Measurement Deviations
● Definition: The difference between the measured value and the true or expected value, often
indicating a systematic error.
● Types of Deviations:
o Systematic Deviation: Consistent deviation from the true value (e.g., bias due to
miscalibration).
o Random Deviation: Irregular, unpredictable differences between repeated measurements due
to random errors.
● Causes of Deviations:
o Calibration Errors: Faulty or outdated calibration of instruments.
o Environmental Changes: Fluctuations in ambient conditions affecting measurements.
o Instrument Drift: Gradual deviation over time due to wear or degradation of equipment.
● Reducing Deviations:
o Regular Calibration: Frequent recalibration of instruments to ensure accuracy.
o Environmental Control: Keeping environmental conditions stable during measurements.
o Precision Instruments: Using high-precision instruments that reduce variability.
● Effects of Deviation:
o Accuracy: The closeness of the measurement to the true value is affected by deviations.
o Precision: Repeated measurements may be close to each other but still deviate from the true
value due to systematic errors.

Chunk 2: Understanding Systematic and Random Errors

Activity:
● Students will perform an experiment to time the fall of an object from a set height using a stopwatch.
They will repeat the measurement multiple times, record the data, and analyze the results to identify
random and systematic errors.
Formative question: What is the difference between systematic errors and random errors? How can you
reduce the impact of each type in future experiments?
Systematic Errors
● Definition: Consistent, repeatable errors that occur in the same direction each time, leading to a
biased measurement.
● Characteristics:
o Affect accuracy of the measurement.
o Usually consistent in magnitude and direction.
o Can be corrected once identified.
● Sources of Systematic Errors:
o Instrumental Errors: Faults or calibration issues with measuring devices (e.g., a
miscalibrated balance).
o Environmental Factors: Unaccounted for influences from temperature, pressure, humidity,
etc.
o Observer Errors: Human errors in reading instruments (e.g., parallax error, consistent bias in
reading).
 o Theoretical Errors: Approximations or assumptions in models or methods that introduce
consistent bias.
● Types of Systematic Errors:
o Calibration Errors: Caused by instruments that have not been properly calibrated.
o Zero Error: When the instrument doesn’t read zero when it should (e.g., the baseline of a
scale is offset).
o Parallax Error: Occurs when measurements are viewed from the wrong angle, causing
misreading.
o Loading Error: A disturbance caused by the measuring instrument itself (e.g., placing a
thermometer in a liquid may alter its temperature).
● Mitigating Systematic Errors:
o Regularly calibrate instruments.
o Use instruments with higher precision.
o Maintain consistent environmental conditions.
o Perform repeated measurements under varying conditions to detect systematic errors.
Random Errors
● Definition: Unpredictable, uncontrollable fluctuations in measurements, causing scatter around the
true value.
● Characteristics:
o Affect the precision of the measurement.
o Vary in magnitude and direction (positive or negative).
o Cannot be eliminated but can be reduced with repeated measurements.
● Sources of Random Errors:
o Instrumental Noise: Random variations due to electrical noise or imperfections in measuring
devices.
o Environmental Variations: Small, unpredictable changes in conditions like temperature,
pressure, or humidity.
o Human Error: Inconsistent readings or slight variations in experimental technique.
o Uncontrollable Factors: Variations inherent in the material or object being measured (e.g.,
slight fluctuations in mass or volume).
● Types of Random Errors:
o Measurement Fluctuations: Slight variations in repeated measurements of the same
quantity.
o Environmental Noise: Small environmental changes affecting measurements (e.g., vibration
or air currents).
o Instrumental Drift: Small, temporary variations in instrument response.
● Mitigating Random Errors:
o Take multiple measurements and calculate an average.
o Use better quality instruments with higher precision and stability.
o Minimize environmental fluctuations (e.g., use climate-controlled labs).
o Ensure consistent experimental procedures to reduce variability.
Key Differences:
● Systematic Errors: Bias results in a particular direction, affecting accuracy. Can often be corrected.

● Random Errors: Scatter results around the true value, affecting precision. Reduced through
repetition.
 Synthesis
Measurement uncertainties arise from two primary types of errors: systematic errors and random errors. Both
play distinct roles in affecting the reliability of measurements, influencing either accuracy or precision, but
together they contribute to the overall uncertainty in scientific and technical measurements.
RUA of a Student’s Learning: (Remembering, Understanding, Applying)
Remembering: Define and describe uncertainties, systematic errors, and random errors.
Understanding: Differentiate between the types of errors and understand their significance in
measurements.
Applying: Apply the concepts of uncertainty and error analysis to actual measurements and problem-solving
activities.

Post-lesson Remediation Activity: (Describe the activity and use a separate sheet to copy a full-blown activity.)
Activity:
Provide students with an activity sheet where they measure various physical quantities (e.g., mass, volume,
temperature) using different instruments. They will calculate uncertainties for each measurement and
determine whether systematic or random errors are present. For remediation, offer step-by-step guidance
and feedback on error analysis and uncertainty calculations.

Prepared by:

JULY O. MATURA, LPT.

Instructor, (General Physics 1)
Date & Time Submitted: October 20, 2024 – 11:30 am

Checked by:

ROSE ANN C. BALUTE

Academic Coordinator, Senior High School

Recommending Approval:

NORMAN BANICO COMPAÑERO

Assistant Principal, High School

Approved by:

LUZVIMINDA P. BRITANICO
Principal, High School