1

UNITS AND
MEASUREMENTS

1. solve measurement problems involving conversion of units, expression of measurements in

scientific notation
2. differentiate accuracy from precision
3. differentiate random errors from systematic errors
4. estimate errors from multiple measurements of a physical quantity using variance

Hello learners! Welcome to our lesson for this week which is all about Units and Measurements. In
this module you will learn the concept you of scientific notation and its importance in writing number
and measurements that helps us in every measurement that we encounter. Are you excited? Come
on, let's get started!

ACTIVITY NO. 1 Identify and Associate

Identify household items that are commonly associated or measured by the given units
in the table below.

UNIT HOUSEHOLD ITEM

1. Pounds
2. Liters
3. Centimeters
4. Seconds
5. Celsius

After listing –down household items that are associated with different measurement units, what are
your observations among the units given? Are they meant for a single measurement such as length
or time? Write your ideas in the given space below.
Activity 2: Knowing More
As we go through this lesson, we will learn further about measurements.
To track your understanding, fill in the table below with your ideas about measurements and
the things you want to know more.
What I know about What I want to know more
measurements and units about it

1.1 Standards and Units

Physics is an experimental science. Experiments, requires measurements, and we generally use
numbers to describe the results of measurements. There are two systems that carry different
standardized units: English system and Metric system.
The English System (also called the British Engineering System) was first adopted in England. It is
also known as fps system derived from the name of the standard units of length (foot), force (pound),
and time (second).
The Metric System was originated in France in 1971. It is more convenient and accurate because it
uses prefixes and standard unit of measurement. The modernized version is called the SI Units
(International System of Measurement).

1.2 Scientific Notation and Unit Conversion

The scientific notation is a convenient a widely used method of expressing large and small numbers.
Any quantity maybe expressed in the form N ×10 n, where N is any number between 1 and 10 and n is
the appropriate power of 10.
How to convert into scientific notation?
Move the decimal point until there is one digit to the left of the decimal point. (N)

Exponent (n) goes up when decimal point moves to the left.

Exponent (n) goes down when decimal point moves to the right.

Examples:

Express the following in scientific notation.

1. The speed of light is approximately 300,000,000 m/s.

Solution:
300,000,000. m/s = 3×108 m/s

2. The mass of a strand of hair is approximately 0.00000062 kg.

Solution:
0.00000062kg = 6.2×10-7 kg

In expressing SI measurements in a scientific notation, the SI prefixes are used to denote decimal
multiples and sub-multiples of the SI units. These prefixes are listed in the table below:
The simplest way to convert one unit to another is to form a conversion ratio (equal to one) with the
desired unit on the numerator and the unit to be converted to be the denominator. The original
quantity is multiplied by this conversion ratio. Units maybe multiplied or divided just like any ordinary
algebraic factors.
Examples:
Convert the following and express your answers in scientific notation.
1. 55 kilometers into meters
2. 12 grams into kilograms
Solution:
1000 m 3
1. 55 km=55 km× =55 ×1000 m=55 ×10 m
1 km
4
¿ 5.5 ×10 m

1 kg −3
2. 12 g=12 g × =12× 10 kg
1000 g

1.3 Accuracy and Precision

Accuracy and precision are used in the context of measurement. Accuracy refers to the degree of
conformity and correctness of something when compared to a true or absolute value. Precision refers
to the closeness of the two or more measurements to each other.
An example of accuracy would be, if in a lab you obtain a weight measurement of 3.2 kg for a given
substance, but the actual or known weight is 10 kg, then your measurement is not accurate. In this
case, your measurement is not close to the known value. An example of precision is, if you weigh a
given substance five times, and get 3.2 kg each time, then your measurement is very precise.

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1.4 Random Errors and Systematic Errors

When we measure something or collect information, there are many reasons that our findings might
be wrong. The most obvious reason is that we could simply make a mistake in writing something
down.
Random Errors are statistical fluctuations (in either direction) in the measured date due to the
precision limitations of the measurement device. They are usually result from the experimenter’s
ability to take the same measurement in exactly the same way to get the exact number.
Example:
You measure the mass of a ring three times using the same balance and get slightly different values:
17.46g, 17.42g, 17.44g, the difference of masses are the random errors.
Systematic errors are reproducible inaccuracies that are consistently in the same direction. They are
errors associated with a flaw in the equipment or in the design of the experiment.
Example:
A plastic tape measure that you use to measure the length of of an object had been stretched out
from years of use. As a result, all your length measurements are inaccurate, hence there is a
systematic error.
Systematic errors are consistently in the same direction (e.g. they are always 50g, 1% or 99mm too
large or too small). In contrast, random errors produce different values in random directions. For
example, you use a scale to weigh yourself and get 148 lbs, 153 lbs, and 132 lbs.
I.

Exercise 1

Practice on Expressing Measurement in Scientific Notation

Express the following measurements to scientific notation:

1. 17200000023144002 mm =

2. 0.000123 km =

3. 122.00001 mL =

4. 0.000000000000000341 ns =

5. 2724100392482 m/s2 =

To check your answers, refer to the answer key provided at the end of this lesson.

Practice on Converting Measurements

Convert the following measurements:

1. 0.3 km to m =

2. 210 s to min =

3. 342 g to mg =

4. 0.003 mL to L =

5. 21 ̊C to K =
II. Multiple Choice. Read and analyze each item. Encircle the letter of the correct answer.
1. How many liters are there in a 250 mL vinegar bottle?
A. 250 L B. 25.0 L C. 2.50 L D. 0.25 L

2. How many centimeters are there in a 2.3 km string?

A. 23 cm B. 2,300 cm C. 23,000 cm D. 230,000 cm

3. Sandarra and Elly are taking an examination. They have to finish it in 80 minutes. How much
hours do they have to complete their exam?
A. 4,800 hrs B. 1.3 hrs C. 1.20 hrs D. 4.8 hrs

4. Alex is conducting an experiment. He recorded the boiling point of a cow’s milk in degree Celsius
and he needs to convert it in Kelvin. How will he do this?
A. K = °C - 237 C. K = °C + 273
9 9
B. K = °C x + 32 D. K = °C – 32 /
5 5

5. How many seconds are there in 1.2 minutes?

A. 72 s B. 4320 s C. 3600 s D. 3000 s

6. What would be your mass in kilograms if it is 610000 dg?

A. 610 kg B. 61 kg C. 6.1 kg D. 0.61 kg

7. The mass of a drop of water is approximately 0.000000000132 kg. How will it be written in
scientific notation?
A. 1.32 x 1010 kg C. 1.32 x 10-10 kg
B. 1.32 x 109 kg D. 1.32 x 10-9 kg

8. The length of a cat’s whisker can reach up to 7.1 inches or 0.18034 meters. How long would it be
in nanometer?
A. 0.18034 x 109 nm C. 1.8034 x 10-8 nm
B. 1.8034 x 1010 nm D. 1.8034 x 108 nm

9. The smallest amoeba recorded has a diameter of about 2 micrometers. What is its diameter in
cm?
A. 0.02 cm C. 2 x10-4 cm
B. 0.002 cm D. 2 x104 cm

10. Car A has the speed of 4.5 x103 cm/s while car B has 30 m/s. How fast is car A than car B?
A. 1.5 x102 m/s C. 15 x10-2 cm/s
B. 15 m/s D. 0.15 cm/s

III. Watch and Learn

Let’s watch a short video on YouTube by 2 Minute Classroom and look into the differences and
similarities between accuracy and precision. Kindly use the Venn Diagram below.
Click the provided link https://youtu.be/KEeSQvMCPLg or scan this QR code to redirect.

ACCURA PRECISIO
IV. Jamal, David, Marie and Helen spent the afternoon playing darts. In the last round they set
the target as the bull’s eye. Each person was allowed seven throws. The results of their game
are shown below.

Questions:
1. Who won the game of darts? ______________
2. What did the players choose to have as their reference value? ______________
3. Whose game would you describe as:
(a)precise but inaccurate? ______________
(b)imprecise but inaccurate? ____________
(c)precise and accurate? ________________
(d)imprecise and inaccurate? ____________
4. Who do you think needs to improve their game to avoid experiencing the same mistake next time
they play? ________________
5. What advice would you give that person? __________________________________
____________________________________________________________________

V. Analyze each case given below and answer the questions that follow.
CASE 1:
In a study on weight loss, the researcher found out at the end of the study that the scale used to
measure the participant’s weight was inaccurate. The scale added 10 pounds to the person’s actual
weight every time the scale was used. Because the researcher realized that the scale consistently
added 10 pounds to each participant’s weight, they adjusted for this problem when analyzing the
results.
Questions:
1. What type of unit system is being used in the study?
2. What type of error occurred in the situation?
3. If you were the researcher, how would you handle this problem if you found out about it at the end
of the study?
4. What are some things the researcher should have done in the first place to avoid this problem?
5. Is systematic error problematic in research in general if it can be corrected? What if the researcher
is not aware about the systematic error?
CASE 2:
A study about the average height of a grade 6 student was conducted in a science class in Davao
city. A length scale instrument was used and added a few centimeters more or a few centimeters less
each time the scale was used. The researcher was not aware that the scale was not able to measure
the participant’s exact height. Because the researcher did not realize this, the researcher could not
adjust for this problem when analyzing the results. This caused the study results to include some
error.
Questions:
1. What fundamental quantity is being measured in this case? What type of unit system is being used
in the study?
2. What type of error occurred in the situation?
3. Are the results of the study accurate? Why or why not?
4. Does the use of a slightly inaccurate scale cause serious problems with the study results?
5. Is there anything that the researcher should have done to avoid this problem?
6. Which do you think is a more serious problem in research - systematic or random error?
7. Which type of error is easier to control?

VI. For numbers 1-3, refer to the picture below.

A B C D

1. Which one shows high accuracy and high precision? A. B. C. D.

2. Which shows low accuracy but high precision? A. B. C.
D.
3. Which diagram shows no accuracy and no precision?A. B. C. D.

4. Which of the following measurements is the most precise?

A. 1.2,1.31,1.4 B. 1.10,1.9.1.7 C. 1.4,1.02,0.9 D. 1.2, 1.21, 1.22

5. Which of the following statements is true?

A.Accuracy is the consistency of measurements.
B. Precision is the inconsistency of measurements.
C. Accuracy is the closeness of a measurement to the true value while precision is the
consistency of measurements.
D. Precision is the closeness of a measurement to the true value while accuracy is the
consistency of measurements.

6. Which of the following does not exemplify random errors?

A. Measuring the distance from your house to your school by counting your steps as you
walk.
B. Measuring the distance between you and a car using your thumb.
C. Measuring the boiling speed of water in different altitudes.
D. Measuring your weight using an old weighing scale.

7. The volume of the liquid is 30 cm3. A student measures the volume and finds it to be 29.8 ml, 30.1
ml, and 29.7 ml in the first, second, and third trial, respectively. Which type of error occurred in this
situation?
A. random error C. both random and systematic
B. systematic error D. neither random nor systematic
8. Three different types of birds weigh a standard mass of 3.50 g on the same balance. Each bird
obtains a reading of exactly 5 g for the mass of the standard. What do these result imply about the
balance?
A. accurate but not precise C. both precise and accurate
B. precise but not accurate D. neither accurate nor precise

9. Which of the following statements is true?

A. Measuring your height is not affected by any posture changes.
B. Reading the meniscus at any level will surely give precise measurements.
C. Improper calibration of any measuring tool will always result with systematic error.
D. One example of systematic error is estimating readings when they fall between marks
on a scale.

10. The volume of a liquid 20.5 mL. Which of the following sets of measurement represents the value
with good accuracy?
A. 18.9 mL, 16.1 mL, 21. 5 mL
B. 20.1 mL, 20. 3 mL, 20.7 mL
C. 21. 0 mL, 18.9 mL, 19.9 mL
D. 19.9 mL, 20.2 mL, 20.3 mL

An Architect designs an establishment through miniature before building it. This will show the
proposed measurements of the establishment in smaller unit.
Now, consider yourself as an Architect. Apply what you have learned from the two previous lessons.
Create a miniature of a part of your own house (e.g. Living room). To make this possible, you will be
measuring each corner of your chosen part of your house in meters and translate it into centimeters.
Example: A wall in your house measures 8x10 meters. In your miniature, this will become 8x10
centimeters. Your miniature should represent the measurement of your own house.
Record a video or time lapse, not more than 2 minutes, on making this project. Submit it on our LMS.

Your time lapse must show from measuring your chosen part of the house up to your final output.
For us to check your outputs, label each wall of your miniature with numbers to be reflected on your
recorded data. Example is shown below.
Wall number My actual house My miniature
1 8x10 meters 8x10 centimeters
2
3
4
Floor
1
2
3
4