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General Physics 1 – Grade 12 (STEM)

Learning Activity Sheets
Quarter 1 – Week 1: Units and Measurement

First Edition, 2021

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Author: RIC ME D. DIAZ

School/Station: LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL
Division: SURIGAO DEL SUR
email address: [email protected]
 WEEKLY LEARNING ACTIVITY SHEETS
General Physics I 12 Quarter 1 Week 1

UNITS AND MEASUREMENT

Name: ___________________________________________ Section: ____________________

Most Essential Learning Competencies

 Solve measurement problems involving conversion of units, expression of measurements
in scientific notation. (STEM_GP12EU-Ia-1)
 Differentiate accuracy from precision. (STEM_GP12EU-Ia-2)
 Differentiate random errors from systematic errors. (STEM_GP12EU-Ia-3)
 Estimate errors from multiple measurements of a physical quantity using variance.
(STEM_GP12EU-Ia-5)
 Differentiate vector and scalar quantities. (STEM_GP12EU-Ia-8)
 Perform addition of vectors. (STEM_GP12EU-Ia-9)
 Rewrite a vector in component form. (STEM_GP12EU-Ia-10)

Specific Objectives
 Convert units of measurement
 Express numbers in scientific notation.
 Apply the rules of counting significant figures in rounding-off numbers based on the
mathematical operation used.
 Determine the number of significant figures.
 Differentiate accuracy from precision.
 Distinguish between scalar and vector quantities, and random and systematic errors.
 Add vectors using graphical and component method.

Time Allotment: 4 hours

Key Concepts

Units of measurements
 Physicists, like other scientists, make observations and ask basic questions. For
example, how big is an object? How much mass does it have? How far did it travel? To
answer these questions, they make measurements with various instruments (e.g., meter
stick, balance, stopwatch, etc.).
 The measurements of physical quantities are expressed in terms of units, which are
standardized values. For example, the length of a race, which is a physical quantity, can
be expressed in meters (for sprinters) or kilometers (for long distance runners). Without
standardized units, it would be extremely difficult for scientists to express and compare
measured values in a meaningful way.

Physical Quantities
 Any number that is used to describe a physical phenomenon quantitatively is called
physical quantity.
 We define a physical quantity either by specifying how it is measured or by stating how
it is calculated from other measurements.
 For instance, you can measure the distance an object travels by using a meterstick and
you can measure the time interval by using a stopwatch.

Author: RIC ME D. DIAZ

School/Station: LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL
Division: SURIGAO DEL SUR
email address: [email protected]
  There are two major systems of units that are used in the world: (1) Metric System is
commonly used by scientists and engineers around the world, but since 1960 it has
been officially known as the International System of Units or SI units.(2) English
System of Units, also known as the British units, were historically used in nations once
ruled by the British Empire and are still widely used in the United States of America.
English system of units may also be referred to as the foot-pound-second or fps system,
as opposed to the centimeter-gram-second or cgs system.

SI units: Fundamental and Derived Units

 Some physical quantities are more fundamental than others. In physics, there are seven
fundamental physical quantities that are measured in base or physical fundamental
units: length, mass, time, electric current temperature, amount of substance, and
luminous intensity.
 The units in which they are measured are the meter, kilogram, second, ampere, kelvin,
mole, and candela. All other units are made by mathematically combining the
fundamental units. These are called derived units.
Table 1. SI Base Units
Quantity Name Symbol
Length Meter M
Mass Kilogram Kg
Time Second S
Electric current Ampere A
Temperature Kelvin K
Amount of substance Mole Mol
Luminous intensity Candela Cd

Metric Prefixes
 Physical objects or phenomena may vary widely. For example, the size of objects varies
from something very small (like an atom) to something very large (like a star). Yet the
standard metric unit of length is the meter. So, the metric system includes many prefixes
that can be attached to a unit. Each prefix is based on factors of 10 (10, 100, 1,000,
etc., as well as 0.1, 0.01, 0.001, etc.).
Table 2. Metric Prefixes and symbols used to denote the different various factors of 10 in the metric system
Example Example Example
Prefix Symbol Value Example Description
Name Symbol Value
Distance light travels in a
Exa E 1018 Exameter Em 1018 m
century
Peta P 1015 Petasecond Ps 1015 s 30 million years
Tera T 1012 Terawatt TW 1012 W Powerful laser output
Giga G 109 Gigahertz GHz 109 Hz A microwave frequency
Mega M 106 Megacurie MCi 106 Ci High radioactivity
Kilo K 103 Kilometer Km 103 m About 6/10 mile
hector H 102 Hectoliter hL 102 L 26 gallons
Deka Da 101 Dekagram Dag 101 g Teaspoon of butter
____ ____ 100 (=1)
Deci D 10–1 Deciliter dL 10–1 L Less than half a soda
Centi C 10–2 Centimeter Cm 10–2 m Fingertip thickness
Mili M 10–3 Millimeter Mm 10–3 m Flea at its shoulder
Micro µ 10–6 Micrometer µm 10–6 m Detail in microscope
Nano N 10–9 Nanogram Ng 10–9 g Small speck of dust
Pico P 10–12 Picofarad pF 10–12 F Small capacitor in radio
Femto F 10–15 Femtometer Fm 10–15 m Size of a proton
Atto A 10–18 Attosecond As 10–18 s Time light takes to cross an atom

Author: RIC ME D. DIAZ

School/Station: LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL
Division: SURIGAO DEL SUR
email address: [email protected]
 Unit Conversion and Dimensional Analysis
 It is often necessary to convert from one unit to another. Some applications require the
conversion from SI unit to English unit and vice versa. In conversion, we need to
establish the conversion factor.
 It is a ratio that expresses the relationship between two units, i.e. how many or how
much of one unit is equal to another unit. Since the two different values mean the same
thing, conversion factor is just equal to one (1). Conversion of English units to SI units
have been defined exactly as follows:
Length: 1 foot(ft) = 12 inches(in) ; 1 in = 2.54 cm ; 1 mile (mi) = 1.609 km
Mass: 1 pound-mass (lbm) = 0.4536 kg
Time: Second is the same for both the English and the SI system of units.
Force: 1 pound-force (lbf) = 4.448 newtons (N)
Note: Refer to Appendix B for more list of conversion factors.
 Conversion uses dimensional analysis method of solving problems. Dimensional
analysis involves cancelation of the given unit(s) from the given quantity and conversion
factor(s) to get the desired units(s). Mathematically, it may be written as

𝑔𝑖𝑣𝑒𝑛 𝑞𝑢𝑎𝑛𝑡𝑖𝑡𝑦 × 𝑐𝑜𝑛𝑣𝑒𝑟𝑠𝑖𝑜𝑛 𝑓𝑎𝑐𝑡𝑜𝑟 = 𝑑𝑒𝑠𝑖𝑟𝑒𝑑 𝑞𝑢𝑎𝑛𝑡𝑖𝑡𝑦

𝑑𝑒𝑠𝑖𝑟𝑒𝑑 𝑢𝑛𝑖𝑡
𝑔𝑖𝑣𝑒𝑛 𝑢𝑛𝑖𝑡 × = 𝑑𝑒𝑠𝑖𝑟𝑒𝑑 𝑢𝑛𝑖𝑡
𝑔𝑖𝑣𝑒𝑛 𝑢𝑛𝑖𝑡

 Example, we want to convert one’s height of 1.5 m to feet. The first thing to do is to know
the given unit and the desired unit. In this case, the given unit is in meters and it is to
be converted to feet. Next, we need to determine the conversion factor relating meters to
feet. From the given conversion factors above for length, there is no direct conversion
from meters to feet. Thus, meters must be converted first to centimeters, then convert
centimeters to inches, and finally convert inches to feet. Therefore, 1.5 m can be
converted to feet as follows

100 𝑐𝑚 1 𝑖𝑛 1 𝑓𝑡 1.5 × 100

1.5 𝑚 × × × = 𝑓𝑡 = 4.9 𝑓𝑡.
1𝑚 2.54 𝑐𝑚 12 𝑖𝑛 2.54 × 12

Example 2. Converting speed units

The world land speed record is 763.0 mi/h, set on October 15, 1997, by Andy Green in
the jet-engine car Thrust SSC. Express this speed in meters per second.

Solution: We need to convert the units of a speed from mi/h to m/s. We must therefore
find conversion factors that relate (i) miles to meters and (ii) hours to seconds. In
Appendix B, we find the conversion factors 1 mi = 1.609 km, 1 km = 1000 m, and 1 h =
3600 s. We set up the conversion as follows, which ensures that all the desired
cancellations by division take place:

𝑚𝑖 𝑚𝑖 1.609 𝑘𝑚 1000 𝑚 1ℎ 𝑚
763.0 = 763.0 × × × = 341.0
ℎ ℎ 1 𝑚𝑖 1 𝑘𝑚 3600 𝑠 𝑠

Rounding off Numbers and Significant Figures

 One reason why we round off numbers is to simplify a report of a measurement or a
calculation.
 For a single value, just know which last digit to keep. This last digit remains the same if
the next digit to the right is less than 5, but if it is greater than or equal to 5, the last
digit increases by 1.

Author: RIC ME D. DIAZ

School/Station: LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL
Division: SURIGAO DEL SUR
email address: [email protected]
  For instance, if we round off 343 and 245 to the nearest tens, the answer is 340 and
250, respectively. Similarly, if we round off 8.345 and 67.47 to the nearest tenths, the
answer is 8.3 and 67.5, respectively.
 In measurement, however, what dictates which last digit to keep in reporting final
answers follows another guideline, depending on the mathematical operation involved.
 For addition or subtraction, count the number of decimal places each measurement in
the calculation has. The answer cannot have more digits to the right of the decimal point
than any of the original numbers. The result has the same number of decimal places as
the least precise measurement used in the calculation.

Example. As an illustration, what would be the result if 1.1 is added to 89.332?

89.332 ← 3 decimal places

+ 1.1 ← 1 decimal place (least precise)
90.432 ← round off to 90.4

 For multiplication or division, count the number of significant figures each

measurement in the calculation has. Significant figures are the reliably known digits.
The number of significant figures in the result is set by the original number that has the
least number of significant figures. How do we count the number of significant figures?
The following are the guidelines in determining whether a digit is significant or not.

1. All nonzero digits are significant. (nonzero integers)

o 1.234 kg → 4 sig. fig., 24 mL → 2 sig. fig., 6.4x104 molecules → 2 sig. fig.
2. Zeros between nonzero digits are significant. (captive zeros)
o 606 m → 3 sig. fig., 3001 g → 4 sig. fig., 10101 s → 5 sig. fig.
3. Zeros to the left of the first nonzero digit are not significant. (leading zeros)
o 0.08 L → 1 sig. fig., 0.0055 mol → 2 sig. fig., 0.0234 km → 3 sig. fig.
4. Zeros to the right of a nonzero digit and are on the right side of the decimal point are
significant.
o 2.00 mg → 3 sig. fig., 0.00420 g → 3 sig. fig., 6.022x10 23 atoms → 4 sig. fig.
5. Trailing zeros in a whole number are not significant. (ambiguous zeros)
o 560 kg → 2 sig. fig., 1500 mL → 2 sig. fig., 1250 m → 3 sig. fig.
6. Exact numbers, or numbers from definition or number of objects, are considered to have
an infinite number of significant figures.
o 1 kg, 2.54 cm (exactly) or 1 inch, 299792458 m/s or the speed of light, 2 pencils
Note that in conversion problems, the conversion factor consists exact numbers.
Since exact numbers contain infinite number of significant figures, the basis in
identifying the measurement having the least number of significant figures is the
given or original value.

Example. Find the product of 3.666 and 4.51.

3.666 → 4 significant figures

x 4.51 → 3 significant figures (least number of sig. fig.)
16.536366 → round off to 16.5

Author: RIC ME D. DIAZ

School/Station: LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL
Division: SURIGAO DEL SUR
email address: [email protected]
 Scientific Notation
 When we calculate with very large or very small numbers, we can show significant
figures much more easily by using scientific notation, sometimes called powers-of-10
notation. Scientific notation is a convenient way of expressing too large or too small
numbers. It is called powers-of-10 because it follows the form

𝑁 × 10𝑛
where,
 𝑁 is a number between 1 and 10, including 1 but not 10, i.e. 1 ≤ |𝑁| < 10;
Note that for the exponent 𝑛:
 If the decimal point is moved 𝑛 places to the left, 𝑛 is positive.
 If the decimal point is moved 𝑛 places to the right, 𝑛 is negative.

Example. The distance from the Earth to the moon is about 384,000,000 m. To write
this number in scientific notation, we move the decimal point eight places to the left,
that is,
3 8 4, 0 0 0, 0 0 0. m → 3 . 8 4 0 0 0 0 0 0 x 108 m = 3.84 x108 m
↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑
start 8 7 6 5 4 3 2 1 ← to the left

In this form, it is clear that we have 3 significant figures. It is important to note that in
counting the number of significant figures in the form of scientific notation only the “𝑁”
part should be considered, not the “× 10𝑛 ” part, following the same guidelines.

 When carrying out arithmetic operations involving scientific notation, same rules in
rounding-off final answers should be applied. Addition or subtraction follows the value
with the least number of decimal places while multiplication or division follows the value
with the least number of significant figures. Consider the examples and steps below.

For addition or subtraction: Consider adding 4.31x104 and 3.9x103.

Step 1: Write each quantity with the same exponent n. → 4.31x104 + 0.39x104
Step 2: Combine N1 and N2. = (4.31+0.39) x104
Step 3: The exponent, n, remains the same. = 4.70x104

For multiplication: Consider 4.0x10-5 x 7.0x103.

Step 1: Multiply N1 and N2. → (4.0 x 7.0) x (10-5 x 103)
Step 2: Add the exponents n1 and n2. = 28x10-5+3 = 28x10-2 = 2.8x10-1

For division: Consider 8.5x104 ÷ 5.0x109.

Step 1: Divide N1 and N2. → (8.5÷5.0) x (104 x 109)
Step 2: Subtract exponents n1 and n2. = 1.7x104-9 = 1.7x10-5

Author: RIC ME D. DIAZ

School/Station: LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL
Division: SURIGAO DEL SUR
email address: [email protected]
 Accuracy and Precision
 Accuracy tells us how close the measurement is to the true value of the quantity that was
measured. Precision, on the other hand, refers to how close a set of measurements of
the same quantity agree with one another.
 Consider the figure below, the distribution of holes formed by darts shows as an analogy
that a set of measurement is (a) accurate and precise. (b) precise but not accurate. (c)
not accurate and not precise.

(a) (b) (c)

Figure 1. Accuracy and Precision

Source: Young, Hugh D., Roger A. Freedman, A. Lewis Ford, and Hugh D. Young. Sears and Zemansky's University
Physics. (13th ed), p. 1124

 An important factor in the precision of measurements involves the precision of the

measuring tool. In general, a precise measuring tool is one that can measure values in
very small increments.
 For example, a standard ruler can measure length to the nearest millimeter whereas a
Vernier caliper can measure length to the nearest 0.01 mm. The caliper is a more precise
measuring tool than a ruler because it can measure extremely small differences in
length. The more precise the measuring tool, the more precise the measurements.
 To ensure high accuracy and precision, one consideration is using appropriate
measuring instruments designed to fit the purpose. For example; if you want to measure
a piece of wood, tape measure is suitable.

Random and Systematic Errors

 No matter how we carefully perform the measurement, error is always inevitable. Note
that error is not a “mistake” – it’s part of the measuring process. In science,
measurement error is called experimental error or observational error.
 Two broad classifications of errors are random error and systematic error.
 Random error varies unpredictably from one measurement to another, while systematic
error has the same value or proportion for every measurement. Random errors are
unavoidable, but cluster around the true value.
 Random error primarily affects precision. Typically, random error affects the last
significant digit of a measurement. The main reasons for random error are limitations of
instruments, environmental factors, and slight variations in procedure. For example:
o When weighing yourself on a bathroom scale, you position yourself slightly
differently each time.
o When taking a volume reading in a flask, you may read the value from a different
angle each time.
o Measuring the mass of a sample on an analytical balance may produce different
values as air currents affect the balance.
o Measuring your height is affected by minor posture changes.
 Systematic error can often be avoided by calibrating equipment, but if left uncorrected,
can lead to measurements far from the true value.
 Systematic error is predictable and either constant or else proportional to the
measurement. Systematic errors primarily influence a measurement's accuracy. Typical
causes of systematic error include observational error, imperfect instrument calibration,
and environmental interference. For example:

Author: RIC ME D. DIAZ

School/Station: LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL
Division: SURIGAO DEL SUR
email address: [email protected]
 o Forgetting to tare or zero a balance produces mass measurements that are always
"off" by the same amount. An error caused by not setting an instrument to zero
prior to its use is called an offset error.
o Not reading the meniscus at eye level for a volume measurement will always result
in an inaccurate reading. The value will be consistently low or high, depending
on whether the reading is taken from above or below the mark.
o Measuring length with a metal ruler will give a different result at a cold
temperature than at a hot temperature, due to thermal expansion of the material.
o An improperly calibrated thermometer may give accurate readings within a
certain temperature range but become inaccurate at higher or lower
temperatures.
o Measured distance is different using a new cloth measuring tape versus an older,
stretched one. Proportional errors of this type are called scale factor errors.

Scalar and Vector Quantities

 It is useful to separate physical quantities into two types: the first are called scalars; the
second are known as vectors. A scalar is a quantity that can be described by a single
number which can be positive, negative or zero.
 An example of a scalar quantity is the mass of an object, so we might state that ‘the
mass of the stone is 3 kg’. It is important to give the units in which the quantity is
measured.
 On the other hand, vectors are
quantities which require the
specification of a magnitude and a
direction. An example of a vector
quantity is the force applied to an Figure 2. Force is a vector quantity.
object to make it move. When the object shown in Figure 2 is moved by applying a force
to it, we achieve different effects depending on the direction of the force.

Vector Addition
 Calculations that combine scalar quantities use the operations of ordinary arithmetic.
For example, 6 kg + 3 kg = 9 kg or 4 x 2 s = 8 s. However, combining vectors requires a
different set of operations.
 To understand more about vectors and how they combine, we start with the simplest
vector quantity, displacement. Displacement is simply a change in the position of an
object.
 Displacement is a vector quantity because we must state not only how far the object
moves but also in what direction. Walking 3 km north from your front door doesn’t get
you to the same place as walking 3 km southeast; these two displacements have the
same magnitude but different directions.
 We usually represent a vector quantity such as displacement by a single letter, 𝐴⃗ such
as in Figure 3a. Displacement is always a straight-line segment directed from the
starting point to the ending point, even though the object’s actual path may be curved
(Figure 3b).
 Note that displacement is not related directly to the total distance traveled. If the object
were to continue on past P2 and then return to P1, the displacement for the entire trip
would be zero (Figure 3c).

Figure 3. Displacement is a vector

quantity.
Source: Young, Hugh D., Roger A.
Freedman, A. Lewis Ford, and
Hugh D. Young. Sears and
Zemansky's University Physics.
(13th ed), p. 11

Author: RIC ME D. DIAZ

School/Station: LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL
Division: SURIGAO DEL SUR
email address: [email protected]
  Suppose a particle undergoes a displacement ⃗⃗⃗ 𝑨 followed by a second displacement 𝑩 ⃗⃗⃗.
The final result is the same as if the particle had started at the same initial point and
undergone a single displacement ⃗𝑪⃗ (Figure 4a).
 We call displacement 𝑪 ⃗⃗ the vector sum, or resultant, of displacements 𝑨 ⃗⃗⃗ and 𝑩 ⃗⃗⃗. We
express this relationship symbolically as 𝑪 ⃗⃗ = 𝑨
⃗⃗⃗ + 𝑩
⃗⃗⃗.
 The boldface plus sign emphasizes that adding two vector quantities requires a
geometrical process and is not the same operation as adding two scalar quantities such
as 2 +3 = 5. In vector addition we usually place the tail of the second vector at the head,
or tip, of the first vector (Figure 4a).
 Figure 4c shows another way to represent the vector sum: If vectors ⃗𝑨 ⃗⃗ and 𝑩 ⃗⃗⃗ are both
drawn with their tails at the same point, vector ⃗𝑪⃗ is the diagonal of a parallelogram
constructed with 𝑨 ⃗⃗⃗ and 𝑩
⃗⃗⃗ as two adjacent sides.

Figure 4. Three ways to add vectors.

Source: Young, Hugh D., Roger A. Freedman, A. Lewis Ford, and Hugh D. Young. Sears and Zemansky's University
Physics. (13th ed), p. 12

 ⃗⃗ = 𝑨
Several constructions for finding the vector sum 𝑪 ⃗⃗⃗ + 𝑩
⃗⃗⃗.

Figure 5. Other ways to add vectors.

Source: Young, Hugh D., Roger A. Freedman, A. Lewis Ford, and Hugh D. Young. Sears and Zemansky's University
Physics. (13th ed), p. 12

Example. A cross-country skier skis 1.00 km north

and then 2.00 km east on a horizontal snowfield. How
far and in what direction is she from the starting point?
Solution.
1. In this case, vector addition amounts to solving a
right triangle, which we can do using the
Pythagorean theorem and simple trigonometry.
2. The distance from the starting point to the ending
point is equal to the length of the hypotenuse:
𝑐 = √𝑎 2 + 𝑏 2
𝑐 = √(1.00 𝑘𝑚)2 + (2.00 𝑘𝑚)2 Figure 6. The vector diagram, drawn to
scale for a ski trip.
𝑐 = 2.24 𝑘𝑚
3. A little trigonometry allows us to find angle θ:
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒 2.00 𝑘𝑚
𝑡𝑎𝑛 𝜃 = = = 63.4°
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒 1.00 𝑘𝑚
We can describe the direction as 63.4° east of north or 90° - 63.4° = 26.6° north of east.

Author: RIC ME D. DIAZ

School/Station: LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL
Division: SURIGAO DEL SUR
email address: [email protected]
 Components of Vectors
 A coordinate system allows
you to expand your
description of a vector. In
coordinate system shown in
Figure 7, the vector ⃗⃗⃗ 𝑨 is
broken up into two
component vectors. One, ⃗𝑨 ⃗⃗𝑥 ,
is parallel to the x-axis, and
Figure 7. Representing a vector in terms of component vectors.
the other, ⃗⃗⃗
𝑨𝑦 , is parallel to the Source: Young, Hugh D., Roger A. Freedman, A. Lewis Ford,
y-axis. In symbols, ⃗⃗⃗ 𝑨 = ⃗⃗⃗
𝑨𝑥 + ⃗⃗⃗𝑨𝑦 . and Hugh D. Young. Sears and Zemansky's University
Physics. (13th ed), p. 14

 The process of breaking a vector in to its components is

called vector resolution. The magnitude and sign of the
component vectors are called the components.
 The components are calculated according to these
equations shown below, where the angle is measured
counterclockwise from the positive axis.

Figure 8. The sign of a component

Figure 7. Calculating vector components. depends upon which of the quadrants
the component is in.

Example. A bus travels 23.0 km on a straight road that is 30° north of east.
What are the east and north components of its displacement?

Solution. Use the trigonometric ratios to find the components.

⃗𝑨 ⃗⃗𝑥 = ⃗𝑨
⃗⃗ cos 𝜃 ⃗𝑨 ⃗⃗𝑦 = ⃗𝑨
⃗⃗ sin 𝜃
⃗𝑨⃗⃗𝑥 = (23.0 𝑘𝑚) cos 30° ⃗𝑨⃗⃗𝑦 = (23.0 𝑘𝑚) sin 30°
⃗𝑨
⃗⃗𝑥 = 19.9 𝑘𝑚 ⃗𝑨
⃗⃗𝑦 = 11.5 𝑘𝑚

Author: RIC ME D. DIAZ

School/Station: LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL
Division: SURIGAO DEL SUR
email address: [email protected]
 Activity 1: Conversion of Units, Scientific Notation, and Significant Figures

Objectives
 Convert units of measurement
 Express numbers in scientific notation.
 Apply the rules of counting significant figures in rounding-off numbers based on the
mathematical operation used.
 Determine the number of significant figures.

What you need

 pencil/ballpen
 sheets of paper
 scientific calculator

What to do
 1A. Determine the number of significant figures in the following measurements:
(a) 5.03 g (f) 2.720 x 1022 atoms
(b) 0.714 m (g) 3 000 mL
(c) 0.052 kg (h) 35 mg
(d) 2008 g (i) 0.0580 m3
(e) 7.2 x 10 molecules
4 (j) 830 kg

 1B. Express the following number in standard notation to scientific notation. Answers
should include 3 significant figures applying rules in rounding-off numbers.

(a) 75 000 (c) 1 647 000 000

(b) 0.004894 (d) 0.000001995

 1C. Carry out the following arithmetic operations applying the rules on rounding-off final
answers.

(a) 12 343.2 g + 0.1893 g - 78.238 g

(b) 55.67 L – 2.386 L + 4.3237 L
(c) 7.52 kg x 6.9232 m/s2
(d) 0.0239 kg ÷ 46.5 mL
(e) 5.21 x 103 + 2.92 x 102
(f) 3.62 x 10-5 – 5.14 x 10-6
(g) 7.1 x 104 x 2.2654 x 102
(h) 7.50 x 10-7 ÷ 2.20 x 10-13

 1D. Convert the following quantities as indicated. If possible, express answers in scientific
notation.

(a) 365 days to minutes (e) 1.08x108 dm3 to m3

(b) 107.5 MHz to kHz (f) 0.0833 lbm to mg
(c) 650 cm2 to km2 (g) 0.808 g/cm3 to kg/m3
(d) 1000 L to m3 (Hint: 1 mL = 1 cm3) (h) 75 mph to m/s

Author: RIC ME D. DIAZ

School/Station: LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL
Division: SURIGAO DEL SUR
email address: [email protected]
 Activity 2: Accuracy and Precision

Objective
 Differentiate accuracy from precision.

What you need

 pencil/ballpen
 sheets of paper
 scientific calculator

What to do
 Read and answer as directed. Write your answers in a separate sheet of paper.

 Gold coin has an ‘accepted’ diameter of 28.054 mm. Two students are asked to measure
the diameter a gold coin four times. Student A uses a simple plastic ruler. Student B uses
a precision measuring tool called a micrometer.

Student A (Plastic ruler) Student B (Micrometer)

27.9 mm 28.246 mm
28.0 mm 28.244 mm
27.8 mm 28.246 mm
28.1 mm 28.248 mm

 Calculate the average diameter for each set of measurement.

Student A (Plastic ruler) Student B (Micrometer)

 Compare the average value for each set with the accepted value.
1. Which student’s data is more accurate? Justify your answer.

2. Which student’s data is more precise? Justify your answer.

Activity 3: Which is which?

Scalar and Vector Quantities, Random and Systematic Errors

Objective
 Distinguish between scalar and vector quantities, and random and systematic errors.
What you need
 pencil/ballpen
 sheets of paper
 scientific calculator

What to do

 3A. In a separate sheet of paper, write SCALAR if the given is a scalar quantity and write
VECTOR if the given is a vector quantity.
1. Area of a rectangle
2. Distance

Author: RIC ME D. DIAZ

School/Station: LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL
Division: SURIGAO DEL SUR
email address: [email protected]
 3. Work
4. Increase/Decrease in temperature
5. Magnetic Polarization
6. Momentum
7. Temperature
8. Force
9. Energy
10. Density

 3B. In a separate sheet of paper, write RANDOM if the given is a random error and write
SYSTEMATIC if the given is a systematic error.
1. When taking a volume reading in a flask, you may read the value from a different
angle each time.
2. Measuring the mass of a sample on an analytical balance may produce different
values as air currents affect the balance.
3. Measured distance is different using a new cloth measuring tape versus an older,
stretched one.
4. When weighing yourself on a bathroom scale, you position yourself slightly differently
each time.
5. Forgetting to tare or zero a balance produces mass measurements that are always
"off" by the same amount.
6. Not reading the meniscus at eye level for a volume measurement.
7. When measuring participants’ wrist circumferences, you misread the “2” on the
measuring tape as a zero-point.
8. Using an improperly calibrated thermometer.
9. You measure wrist circumference using a tape measure. But your tape measure is
only accurate to the nearest half-centimeter, so you round each measurement up or
down when you record data.
10. If a piece of equipment has an offset.

Activity 4: Addition of Vectors

Objective
 Add vectors using graphical and component method.
What you need
 pencil/ballpen
 ruler and protractor
 sheets of paper
 scientific calculator

What to do

 3A. In a separate sheet, add the following vectors using graphical method and determine
the magnitude of the resultant vector and its direction.
1. A. 5.0 km, West
B. 2.5 km, North (Scale: 1 cm = 1 km)
C. 3.5 km, 345°

2. A. 8 km, 150°
B. 6 km, 220° (Scale: 1 cm = 1 km)
C. 5 km, 290°

Author: RIC ME D. DIAZ

School/Station: LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL
Division: SURIGAO DEL SUR
email address: [email protected]
  3B. In a separate sheet, add the following vectors using analytical method and determine
the magnitude of the resultant vector and its direction.
1. A. 4.5 km, 20°
B. 4.2 km, 270°
C. 6.0 km, 210°

2. A. 25 N, 60°
B. 10 N, 180°
C. 16 N, 315°

Reflection

Directions: In a separate sheet of paper, write a five-sentence explanation of the quote

given below.

“Take care of your units and they will take care of you” ~ David M. Himmelblau

Rubrics
5 4 3 2 0
Practical Practical Practical Practical No discussion at
application is application is application is applications are all.
scientifically scientifically explained explained
explained explained consistent to the consistent to the
consistent to the consistent to the concepts but concepts but
concepts, and concepts, but with one or two with more than
has no with minimal misconceptions. two
misconceptions. misconceptions. misconceptions.

References for learners:

Krauskopf K., & Beiser A. (2010). The Physical Universe (14th ed.). The McGraw-Hill Companies,
Inc., 1221 Avenue of the Americas, New York, NY 10020.

Shipman, J., Wilson, J., & Higgins, C. (2013). An Introduction to Physical Science (13 th ed.).
Brooks/Cole, Cengage Learning

Young, Hugh D., Roger A. Freedman, A. Lewis Ford, and Hugh D. Young. Sears and Zemansky's
University Physics. 13th ed. Boston, MA: Pearson Learning Solutions, 2012.

Author: RIC ME D. DIAZ

School/Station: LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL
Division: SURIGAO DEL SUR
email address: [email protected]
 email address: [email protected]
Division: SURIGAO DEL SUR
School/Station: LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL
Author: RIC ME D. DIAZ
Activity 4: Addition of Vectors
4A
1. R ≈ 2.3 km, 135° CCW from E
2. R ≈ 10.8 km, 205° CCW from E Activity 2: Accuracy and
Precision
4B
1. R = 5.74 km, 260.3° CCW from E (a) Student A – 28.0
2. R = 17. 3 N, 37° N of E Student B – 28.246
(b) more accurate – Student A
Activity 3: Which is which? more precise – Student B
Scalar and Vector Quantities, Random and
Systematic Errors
3A Activity 1: Conversion of Units,
1. SCALAR Scientific Notation, and
2. SCALAR Significant Figures
3. SCALAR
4. VECTOR 1. (a) 3 s.f. (f) 4 s.f.
5. VECTOR (b) 3 s.f. (g) 1 s.f.
6. VECTOR (c) 2 s.f. (h) 2 s.f.
7. SCALAR (d) 4 s.f. (i) 3 s.f.
8. VECTOR (e) 2 s.f. (j) 2 s.f.
9. SCALAR 2. (a) 7.50x104 (c) 1.65x109
10. SCALAR (b) 4.89x10-3 (d) 2.00x106
3. (a) 12 265.2 g (e) 5.50x103
3B (b) 57.61 L (f) 3.11x10-5
1. RANDOM (c) 52.1 kg.m/s2 (g) 1.6x107
2. RANDOM (d) 5.14x10-4 kg/mL(h)3.41x106
3. SYSTEMATIC 4. (a) 5.256x105 km
4. RANDOM (b) 1.075x105 kHz
5. SYSTEMATIC (c) 6.5x10-8 km2
6. SYSTEMATIC (d) 1 m3
7. SYSTEMATIC (e) 1.08x105 m3
8. SYSTEMATIC (f) 3.78x104 mg
9. RANDOM (g) 8.08x102 kg/m3
10. SYSTEMATIC (h) 3.4x10 m/s
Answer Key
 APPENDICES

Appendix A. List of metric prefixes, symbols, meaning, and examples

Prefix Symbol Meaning Examples

yotta- Y 1024 1 Ym = 1024 m
zetta- Z 1021 1 Zt = 1021 m
exa- E 1018 1 Em = 1018 m
peta- P 1015 1 Pm = 1015 m
tera- T 1012 1 Tm = 1012 m
giga- G 109 1 Gm = 109 m
mega- M 106 1 Mm = 106 m
kilo- k 103 1 km = 103 m
hecto- h 102 1 hm = 102 m
deka- da 101 1 dam = 101 m
deci- d 10-1 1 dm = 10-1 m
centi- c 10-2 1 cm = 10-2 m
milli- m 10-3 1 mm = 10-3 m
micro- µ 10-6 1 µ m = 10-6 m
nano- n 10-9 1 nm = 10-9 m
pico- p 10-12 1 pm = 10-12 m
femto- f 10-15 1 fm = 10-15 m
atto- a 10-18 1 am = 10-18 m
zepto- z 10-21 1 zm = 10-21 m
yocto- y 10-24 1 ym = 10-24 m

Appendix B. List of conversion factors for length, mass, and time

Length Mass Time

1 m = 100 cm 1 kg = 1 000 g 1 min = 60 s
1m = 1 000 mm 1kg = 0.0685 slug 1 h = 3 600 s
1 km = 1 000 m 1 g = 6.85x10-5 slug 1 day = 86 400 s
1 in = 2.54 cm 1 slug = 14.59 kg 1 y = 3.156x107 s
1 ft = 12 in (1 kg = 2.205 lbm when
1 ft = 30.48 cm g=9.81 m/s2)
1 ft = 0.3048 m 1 lbm = 0.4536 kg
1 yd = 91.44 cm 1 lbm = 453.6 g
1 mi = 1.609 km
1 mi = 5 280 ft

Author: RIC ME D. DIAZ

School/Station: LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL
Division: SURIGAO DEL SUR
email address: [email protected]