Subject: General Physics 1

Topic: Units, Physical Quantities, and Measurement

Prepared by: Johnrel S. Neri Grade Level: 12
Semester: First Week: 1

General Instruction in Accomplishing the Module:

A. Activities and Performance Tasks contained in this module are for
Enhancement of learning purposes only. Students may answer them
for mastery learning but it is for bench marking of learning only.
Assessment result will check if there is learning that took place. In
extreme cases the students’ scores unsatisfactory, the student will
be required to answer in school the activities and PT as form of
remedial measures.
B. You will submit the Assessment (detach the last page) to the class
adviser as this will be checked by the teacher and will be checked by
the teacher and will be recorded, scores will be used in the
computation of grades.

QUEST

What you are expected to learn:

 Solve measurement problems involving conversion of units, expression of
measurements in scientific notation. STEM_GP12EU-Ia1
 Differentiate accuracy from precision. STEM_GP12EU-Ia2
 Differentiate random errors from systematic errors. STEM_GP12EU-Ia3
 Differentiate vector and scalar quantities. STEM_GP12V-IA-8

EQUIP
STANDARDS AND UNITS
Physics is an experimental science. Experiments require measurements, we generally
use numbers to describe the results of measurements. Any number that is used to
describe a physical phenomenon quantitatively is called a physical quantity.
MEASUREMENT
A unit of measurement is a definite magnitude of quantity, defined and adopted by
convention or by law that is issued as a standard for measurement of the same kind of
quantity. Any other quantity of that kind can be expressed as a multiple of the unit of
measurement.

For example: a length is a physical quantity. The meter is a unit of length that
represents a definite predetermined length. When we say 10 meters (10m), we actually
mean 10 times the definite predetermined length called meter.
Measurement is a process of determining how large or small a physical quantity is as
compared to a basic reference quantity of the same kind.

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Another example, two physical quantities that describe you are your weight and your
height. Some physical quantities are so fundamental that we can define them only by
describing how to measure them. Such a definition is called an operational definition.
An operational definition is a procedure by which a number can be assigned to a
physical quantity. Such a definition typically has a range of validity. An example is
length. To assign a number to a length, we have to: Choose a standard unit of length
(e.g., an inch or a cm).
In other cases, we define a physical quantity by describing how to calculate it from other
quantities that we can measure.
When we use a number to describe a physical quantity, we must always specify the
unit that we are using. To make accurate, reliable measurements, we need units of
measurement that do not change and that can be duplicated by observers in various
locations. The system of units used by scientist and engineers around the world is
commonly called “the metric system”, but since 1960 is has been known officially as
the International System, or SI.

UNITS OF MEASUREMENT

A standard unit of measurement is a quantifiable language that helps everyone

understands the association of the object with the measurement. It is expressed in
inches, feet, and pounds, in the United States, and centimeters, meters, and kilograms
in the metric system.

Time
From 1889 until 1967, the unit of time was defined as a certain fraction of the mean
solar day, the average time between successive arrivals of the sun at its highest point in
the sky. The present standard, adopted in 1967, is much more precise. It is based on an
atomic clock, which uses the energy difference between the two lowest energy states of
cesium atom. When bombarded by microwaves of precisely the proper frequency,
cesium atoms undergo a transition from one of these states to the other.
One second (abbreviated s) is defined as the time required for 9, 192, 631, 770 cycles
of this microwave radiation.

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 Length
In 1960 an atomic standard for the meter was also established, using the wavelength
of the orange- red light emitted by excited atoms of krypton (Kr). From this length
standard, the speed of light in vacuum was measured to be 299, 792, 458 m/s. In
November 1983, the length standard was changed again so that the speed of light in
vacuum was defined to be precisely 299. 792, 458 m/s.
Hence the new definition of the meter is the distance that light travels in vacuum in
1/299, 792, 458 second. This modern definition provides a much more precise standard
of length than the one based on a wavelength of light.
Unit Prefixes
Once we have defined the fundamental units, it is easy to introduce larger and
smaller units for the same physical quantities. In the metric system these other units are
related to the fundamental units (or, in the case of mass, to the gram) by multiples of 10
or . Thus, one kilometer (1km) is 1000 meters, and one centimeter (1cm) is . We
usually express multiples of 10 or in exponential notation: 1000= 10ˉ3 and so on. With
this notation, 1 km= 10ˉ3 m and 1 cm = 10ˉ2 m.
The names of additional units are derived by adding a prefix to the name of the
fundamental unit. For example, the prefix “kilo” (abbreviated k) always means a unit
larger by a factor of 1000; thus
1 kilometer = 1 km = 10ˉ3 meters = 103 m
1 kilogram = 1 kg = 10ˉ3 grams = 103 g
1 kilowatt = 1 Kw = 10ˉ3 watts = 103 m
Table 1.1 Gives some examples of the use of multiples of 10 and their prefixes with the
units of length, mass and time.
Table 1.1 Some Units of Length, Mass, and Time

Length Mass Time

1 nanometer = 1 nm = 10ˉ³ m 1 microgram = 1 µg = 10ˉ6 g = 10ˉ9 1 nanosecond = 1 ns = 10ˉ9 s
kg
(A few times the size of the largest (Time for light to travel 0.3 m)
atom) (Mass of a very small dust particle)
1 microsecond = 1 µs = 10ˉ6 s
6 6
1 micrometer= 1 µm = 10ˉ m 1 milligram = 1 mg = 10ˉ³ g = 10ˉ
(Time for space station to move
kg
(Size of some bacteria and other 8 mm)
cells) (Mass of a grain of salt)
1 millisecond = 1 ms = 10ˉ³ s
1 millimeter = 1 mm = 10ˉ6 m 1 gram = 1 g = 10ˉ³ kg
(Time for a car moving at
(Diameter of the point of a ballpoint (Mass of a paper clip) freeway speed to travel 3 cm)
pen)

1 centimeter = 1 cm = 10ˉ² m

(Diameter of your little finger)

1 kilometer = 1km = 10³ m

(Distance in a 10-minute walk)

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 INTERNATIONAL SYSTEM OF UNITS
The International System of Units (SI, abbreviated from the French System
International (d’unites) is the modern from of metric system. It is the only system of
measurement with an official status in nearly every country in the world. It comprises
a coherent system of units of measurement starting with seven base units, which are
the second (the unit of time with the symbol s), meter (length, m), kilogram (mass,
kg), ampere (electric current, A), kelvin (thermodynamic temperature, K), mole
(amount of substance, mol), and candela (luminous intensity, cd).

How to convert units of measurement?

People use different units of measurement in the things in which they are engaged.
There are times that the units used do not match to a person’s preference or
convenience as well as standards in certain processes and applications. Converting
those units to an extent that it can be understood directly and applied properly is
important. For example, a person who is only familiar with the metric system cannot
easily figure out how tall a tree is measuring 25 feet in height. Converting 25 feet to
probably in meters will help the person know how tall the tree is.
 Metric-to-Metric Conversion
Converting a metric unit to another metric unit is the easiest as compared to the
other conversions. Familiarization on the equivalent values of the prefixes is important
in metric-to-metric conversion.
Here are the steps:
Step #1: Identify the base unit.
Step #2: Determine the prefixes used and their equivalents.
Step #3: Subtract the prefix exponent of the converted unit from the prefix exponent of the
original unit.
Step #4: Move the decimal place of the original measurement according to the value of the
exponent.
 If the difference is positive, move the decimal place to the right.
 If the difference is negative, move the decimal place to the left. Fill in the extra spaces
with zeros.

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 Example 1.1
Convert 2.5 decimeters to centimeters.
Explanation:
Step #1: Identify the base unit.
The base unit is meter (m).
Step #2: Determine the prefixes used and their equivalents.
(dm means decimetres) The prefix is deci which is equivalent to 10−110-1.
(cm means centimeters) The prefix is centi which is equivalent to 10−210-2.
Step #3: Subtract the exponent of the prefix equivalent of the converted unit from the original
unit.
The exponent of 10−110-1 is –1.
The exponent of 10−210-2 is -2.
–1 – (-2) = 1
Step #4: Move the decimal place of the original measurement according to the value of the
exponent.
• If the difference is positive, move the decimal place to the right.
• If the difference is negative, move the decimal place to the left.
Fill the extra spaces with zeros.
The difference 1 is positive.
So, move the decimal point by 1 decimal place to the right.
Therefore, 2.5 dm = 25 cm

 English-to-English Conversion
Conversion involving English units is a bit tricky since relationship between two
English units differ from each other. Familiarization of the conversion table between
English units is important in English-to-English conversion.
Here are the steps:
Step #1: Identify the units used.
Step #2: Determine the relationship between the units.
Step #3: Determine the conversion factor (in fraction form).
The denominator should have the same unit as the original measurement.
Step #4: Multiply the original measurement by the conversion factor.
Explanation:
Step #1: Identify the units used.
The units are inches (in) and feet (ft).
Step #2: Determine the relationship between the units.
12 in = 1 ft
Step #3: Determine the conversion factor (in fraction form).
Take note that the denominator should have the same unit as the original
measurement.
The original measurement is in inches.
So, the denominator of the conversion ratio should be in inches.
The conversion factor is 1ft12 in1ft12 in
Step #4: Multiply the original measurement by the conversion factor.
30 in30 in x 1ft12 in1ft12 in = 2.5ft2.5ft
Therefore, 30 in = 2.5 ft

 English-to-Metric Conversion and Metric-to-English Conversion

Similar to English-to-English conversion, English-to-Metric and Metric-to-English
conversions require familiarization of the conversion table. The relationship between a
metric and an English unit is mostly in decimal form, thus great attention to digits is a
must in order to prevent conversion errors
The method of English -to-metric and metric-to- english conversion is similar to the
English -to- english conversion.

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 Here are the steps:

Step #1: Identify the units used.

Step #2: Determine the relationship between the units.
Step #3: Determine the conversion factor (in fraction form).
The denominator should have the same unit as the original measurement.
Step #4: Multiply the original measurement by the conversion factor.
Explanation:
Step #1: Identify the units used.
The units are feet (ft) and centimeters (cm).
Step #2: Determine the relationship between the units.
1 ft = 30.48 cm
Step #3: Determine the conversion factor (in fraction form).
Take note that the denominator should have the same unit as the original
measurement.
The original measurement is in feet.
So, the denominator of the conversion ratio should be in feet.
The conversion factor is 30.48cm 1ft 30.48cm 1ft
Step #4: Multiply the original measurement by the conversion factor.
3ft3ft x 30.48cm1ft 30.48cm1ft = 91.44cm 91.44cm
Therefore, 3 ft = = 91.44 cm
Mission 1
Convert the following:
1. 6 mm = ______cm
2. 0.80 m = ______mm
3. 60 cm = ______in
4. 9.0 km = ______m
SCIENTIFIC NOTATION
Scientific notation is a way of expressing numbers that are too big or too small to
be conveniently written in decimal form. In scientific notation, all numbers are written in
the form m × 10n (m times ten raised to the power of n), where the exponent n is
an integer, and the coefficient m is any real number. The integer n is called the order of
magnitude and the real number
EXAMPLE:
Write 312,000,000,000 in scientific notation
Step 1: Move the decimal place to the left to create a new number from 1 up to 10. Where’s the
decimal point in 312,000,000,000? Because it’s a whole number, the decimal point
is understood to be at the end of the number: 312,000,000,000.

So, N = 3.12.

Step 2. Determine the exponent, which is the number of times you moved the decimal.

In this example, you moved the decimal 11 times; also, because you moved the decimal to the
left, the exponent is positive. Therefore, a = 11, and so you get

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Step 3: Put the number in the correct form for scientific notation

(N x 10a)

312,000,000,000 = 3.12 x 1011

Write .00000031 in scientific notation.

Step 1. Move the decimal place to the right to create a new number from 1 up to 10.

So, N = 3.1.

Step 2. Determine the exponent, which is the number of times you moved the decimal.

In this example, you moved the decimal 7 times; also, because you moved the decimal
to the right, the exponent is negative. Therefore, a = –7, and so you get 10-7

Step 3. Put the number in the correct form for scientific notation.

( N x 10a )

.00000031 = 3.1 x 107

Mission 1.1
Change the following into scientific notation form.
1. 130, 000 _______________
2. 0.007865 _______________
3. 2,3120 _______________
4. 0.00009876 _______________

ACCURACY AND PRECISION

The Science of Measurement: Accuracy vs. Precision

Accuracy and precision are two important factors to consider when taking
data measurements. Both accuracy and precision reflect how close a measurement is
to an actual value, but accuracy reflects how close a measurement is to a known or
accepted value, while precision reflects how reproducible measurements are, even if
they are far from the accepted value.

You can think of accuracy and precision in terms of hitting a

bull's-eye. Accurately hitting the target means you are close to
the center of the target, even if all the marks are on different
sides of the center. Precisely hitting a target means all the hits
are closely spaced, even if they are very far from the center of
the target. Measurements that are both precise and accurate are
repeatable and very near true values.

Accuracy of measurement describes how well the results agree with an accepted value
of the quantity being measured. There are two common definitions of accuracy. In math,

7
science, and engineering, accuracy refers to how close a measurement is to the true
value.

Accurate means "capable of providing a correct reading or measurement." In physical

science it means 'correct'. A measurement is accurate if it correctly reflects the size of
the thing being measured.

Precision refers to the degree of exactness to which a measurement can be

reproduced. It is how consistent results are when measurements are repeated. Precise
values differ from each other because of random error, which is a form of observational
error.

Precise means "exact, as in performance, execution, or amount. "In physical science it

means "repeatable, reliable, getting the same measurement each time."

We can never make a perfect measurement. The best we can do is to come as close as
possible within the limitations of the measuring instruments.

Let's use a model to demonstrate the difference.

 Suppose you are aiming at a target, trying to hit the bull's eye (the center of the
target) with each of five darts. Here are some representative patterns of darts in the
target.

Mission 1.2
Which one of the following shows high precisions but low accuracy?

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 SCALARS AND VECTOR QUANTITIES
A Scalar quantity is a scalar quantity that is described by a magnitude.
There are many scalar quantities:

 distance
 speed
 time
 power
 energy
Scalar quantities change when their magnitude changes.
Examples
 40kg, which describes mass
 30 min, which tells time
 5hm, which shows distance
 27ᴼC, which gives he temperature

A vector quantity is a quantity that is completely described by both magnitude

and direction.
There are many vector quantities. This guide will use the following six:
 displacement
 velocity
 acceleration
 force
 weight
 momentum
Vector quantities change when:
 their magnitude changes
 their direction changes
 their magnitude and direction both change

Examples
 80km/h E, which tells the velocity of a vehicle (the magnitude is 80 km/h and
direction is East)
 2O N upward, which describes a force of 20N (magnitude) directed upward
 1 m/s2 to the right, which expresses the acceleration of a moving object with
magnitude of 1m/s2 directed to the right.

Vector quantities are important in the study of physics. Of scalar quantities follow
ordinary arithmetic rules, vector quantities do not.

Why are vector quantities so important to us?

Vectors are utilised in day-to-day life to assist in the localization of people,

places, and things. They are also used to describe things that are acting in response
to an external force being applied to them. A quantity that possesses both a

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 magnitude and a direction is known as a vector.

Vector Scalar

A physical quantity with both the A physical quantity

Definition
magnitude and direction. with only magnitude.

A number (magnitude), direction using A number (magnitude)

Representation
unit cap or arrow at the top and unit. and Unit

Quantity symbol in bold and an arrow

Symbol Quantity symbol
sign above

Direction Yes No

Mass and
Example Velocity and Acceleration
Temperature

Mission
Measurement
Objective: To define measurement and explain it’s important.
Materials: Weighing Scale, (5 objects present in your house)
Procedure:
1. Prepare the materials needed
2. Estimate the weight of each objects and write it on the box
3. Use weighing scale to measure the exact amount of each object
4. Convert the following measurement based on the date given in the table
Conversion
My Use the Scientific
What I am My ESIMATE
MEASUREMENT measurement Notation
MEASURING (in kilograms)
(in kilograms) (kilograms to
grams)

Question and Analysis:

1. What did you observe when you estimate the weight of the object and when you
measure it using weighing scale?
2. Is it important to use weighing scale when you want to know the weight of an object?
3. What are the advantages of using weighing scale when measuring an object?

Conclusion:
______________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________.
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 STACK
Modern society simply could not exist without measurement. Twenty first century
civilization is inconceivable without the indispensable measurement tools on which
everyday life depends. Time, size, distance, speed, direction, weight, volume,
temperature, pressure, force, sound, light, and energy- these are among physical
properties for which humans have developed accurate measures, without which we
could not live our normal daily lives.
A measurement permeates a very aspect of human life. Yet, ironically, we tend to
take measurement for granted, and we fail to appreciate just how much we need and
depend on our measurement tools. We overlook the importance of measurement
because we are surrounded by it and have grown accustomed to it, it is only when our
measurement tools malfunction or unavailable just how important they are. Truly we
only know that we’ve got when it’s gone. However, if we were to try to live without
measurement for even a single day, then we would quickly see just how vital
measurement is in our everyday life. A normal day would be impossible without
measurement.

RESOURCES

Check Google Site:

 https://byjus.com/physics/scalars-and-vectors/
 https://www.varsitytutors.com/hotmath/hotmath_help/topics/
 https://www.bmdshapi.com/the-necesity-of-measurement-in-everyday-
life-fred-b-bryant-ph-d-loyola-university-chicago/
 https://www.honolulu.hawaii.edu/instruct/natsci/science/brill/sci122/SciLab/L
5/accprec.html
 Sears and Zemansky’s UNIVERSITY PHYSICS WITH MODERN PHYSICS
Volume 1
11
 ASSESSMENT WEEK 1
GENERAL PHYSICS 1
Name: _____________________ Date: ________________
Grade & Section: ____________ Teacher: _____________

I. Multiple choice
Directions: Choose the letter corresponding to the correct answer for each of the
following questions provided below. Write your answer before the number.
1. It is a quantity that is described by a Magnitude.
a. Scalar Quantity.
b. Vector Quantity.
c. Accuracy Quantity.
d. Precision Quantity.
2. It refers to the degree of exactness to which a measurement can be
reproduced.
a. Accuracy b. Precision. c. Precise. d. Vector
3. It is a way of expressing numbers that are too big or too small to be
conveniently written in decimal form.
a. Scientific Solution b. Vector addition
c. Vector Subtraction d. Scientific Notation
4. It is a quantity that is completely described by both magnitude and direction.
a. Vector b. Measurement c. Scalar` d. Magnitude
5. Which of the following is an example of scalar quantity?
a. 26m b. 2O N upward c. 99 m/sec, East d. 18km/h N
6. It has the “capable of providing a correct reading or measurement”.
a. Accuracy b. Precision c. Precise d. Accuracy.
7. Convert 10,000 g to kg
a. 10kg b. 1kg c. 100kg d. 0.10kg

8. It means it has “exact, as in performance, execution, or amount.”

A. Accuracy b. Precision. C. Precise. D. Vector
For items 9 to 16 identify whether it is vector or scalar quantity

9. 250 kg m/s upwards. 13. 50 km, east

10. 10 Degree Celsius. 14. 11 m/s upwards

11. 2000 Joules. 15. 5 kilogram

12. 20 N to the left. 16. 19 metres

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 ASSESSMENT WEEK 1
GENERAL PHYSICS 1
Name: _____________________ Date: ________________
Grade & Section: ____________ Teacher: _____________

II. Multiple choice

Directions: Choose the letter corresponding to the correct answer for each of the
following questions provided below. Write your answer before the number.
3. It is a quantity that is described by a Magnitude.
a. Scalar Quantity.
b. Vector Quantity.
c. Accuracy Quantity.
d. Precision Quantity.
4. It refers to the degree of exactness to which a measurement can be
reproduced.
a. Accuracy b. Precision. c. Precise. d. Vector
3. It is a way of expressing numbers that are too big or too small to be
conveniently written in decimal form.
a. Scientific Solution b. Vector addition
c. Vector Subtraction d. Scientific Notation
4. It is a quantity that is completely described by both magnitude and direction.
a. Vector b. Measurement c. Scalar` d. Magnitude
5. Which of the following is an example of scalar quantity?
a. 26m b. 2O N upward c. 99 m/sec, East d. 18km/h N
6. It has the “capable of providing a correct reading or measurement”.
a. Accuracy b. Precision c. Precise d. Accuracy.
7. Convert 10,000 g to kg
a. 10kg b. 1kg c. 100kg d. 0.10kg

8. It means it has “exact, as in performance, execution, or amount.”

A. Accuracy b. Precision. C. Precise. D. Vector
For items 9 to 16 identify whether it is vector or scalar quantity

9. 250 kg m/s upwards. 13. 50 km, east

10. 10 Degree Celsius. 14. 11 m/s upwards

11. 2000 Joules. 15. 5 kilograms

12. 20 N to the left. 16. 19 meters

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