Senior High School

General Physics I
Quarter 1 – Module 1.2
Measurement
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Senior High School

General Physics I
Quarter 1 – Module 1.2
Measurement

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Introductory Message
For the facilitator:
Welcome to the General Physics I 12Self-Learning Module on Measurement.

This module was collaboratively designed, developed, and reviewed by educators

both from public and private institutions to assist you, the teacher, or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners in guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st-century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will help

you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
learning. Furthermore, you are expected to encourage and assist the learners as they
do the tasks included in the module.
For the learner:
Welcome to the General Physics I 12 Self-Learning Module on Measurement.

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

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This module has the following parts:

Activity : This will bring understanding to what you already know

and experience to what you should learn further.

Analysis : In this phase, you will process and classify what is valid
and not for a more in-depth understanding.

Abstraction : This part leads you in reinforcing what you know and
should know more. Exercises are presented for
independent practice to solidify your understanding and
skills of the topic.

Application : This stage brings you to a more practical way that you are
going to use what you have learned and think new ways
on how it can be improved further.

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CONTENTS OF THE MODULE
Page
Content Standards 1
Performance Standard 1
Learning Competencies 1
Learning Objectives 1

Daily Learning Task:

Day Learning Task

4 Introduction 1-3
Review of the Previous Module
Presentation of the New Module
Activity
Analysis
5 Abstraction 4-10
Exercise
Application
Post-Test
References 11

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CONTENT STANDARDS
1. Effect of instruments on measurements
2. Uncertainties and deviations in measurement
3. Sources and types of error

PERFORMANCE STANDARD
The learner can solve using experimental and theoretical approaches, multi-
concept, rich-content problems involving measurement.

LEARNING COMPETENCIES:
• 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)

LEARNING OBJECTIVES:
At the end of the module, you should be able to:
1. Identify the difference between accuracy and precision.
2. Demonstrate honesty, accuracy, and precision in making measurements.
3. Identify the difference between random error and systematic error
4. Perform calculations on data with uncertainties

INTRODUCTION

In an everyday discussion, the accuracy and precision of the terms are often
used interchangeably. However, their scientific meanings are quite different. Accuracy
is a measure of how close a measurement is to the correct or accepted value of the
quantity being measured. Precision is a measure of how close a series of
measurements are to one another. Precise measurements are highly reproducible,
even if the measurements are not near the correct value.

REVIEW OF THE PREVIOUS MODULE

You have learned in the previous module the concept of measurement and its
measuring process. Also, you have learned scientific notation as a way of expressing
large and small numbers together with the rules of significant figures and the steps of
converting scientific notation into decimal form.

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PRESENTATION OF THE MODULE

“It is better to be roughly right than precisely wrong." — Alan Greenspan

Have you experienced getting measurements repeatedly and obtaining
different results? Have you observed difficulty in measuring because the instrument/
equipment is new? This and more are just a few things that could hinder accuracy
and precision in measurement in real situations.

This module will help you understand the accuracy and precision and how they
affect the measurements.

ACTIVITY 2.1
Instruction: Read the statement carefully and write TRUE if the statement is
correct and FALSE if not. Write your answers to the space provided.
______1. Accuracy is obtained by taking small readings.
______2. Accuracy represents how closely the results agree with one
another.
______3. Accuracy represents how closely the results agree with the
standard value.
______4. In numerical analysis, accuracy is also the nearness of a
calculation to the true measurement.
______5. The closeness of two or more measurements to each other is
known as the accuracy of a measurement.

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ACTIVITY 2.2

Study the image below. The bull’s-eye represents the accepted true value. Each cross
represents a repeated measurement of the same quantity. Describe each of the figures
by choosing its description inside the box

A. Precise and Accurate C. Not accurate but precise

B. Accurate but not precise D. Not accurate and not precise

Figure 1 Figure 2

Figure 3 Figure 4

ANALYSIS

Answer the question below. (4pts) You will be graded base on the rubric.

1. What is your basis for your choices in describing the figures above?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. What is your idea about accuracy? How about precision?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

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ABSTRACTION

A. Accuracy versus Precision

Measurement always has some degree of uncertainty due to avoidable errors.
Error is the deviation of a measured value from the expected or true value. Uncertainty
is a way of expressing this error.
Accuracy refers to the closeness of the measurement to the true value or
accepted value. On the other hand, precision refers to the closeness of several
measurements that have been obtained. Let us differentiate accuracy and precision in
the context of a basketball player making a basket. We can say that a basketball player
has a high degree of accuracy if the player always makes a basket even though he
strikes in different positions of the rim. However, if he does not make many baskets but
always strikes in the same position of the rim, then he has a high degree of precision
but not accurate. This concept is also the same as the figures shown in the previous
activity showing targets on a dartboard.
In simpler terms, given a set of data points from repeated measurements of the
same quantity, the set can be said to be accurate if their average is close to the true
value of the quantity being measured, while the set can be said to be precise if the
values are close to each other. In the first, a more common definition of “accuracy”
above, the two concepts are independent of each other, so a particular set of data can
be said to be either accurate, or precise, or both, or neither.
To ensure high accuracy and precision, one consideration is using appropriate
measuring instruments designed to fit the purpose. Just take for example; if you want to
measure a piece of wood, a tape measure is suitable. But if you are going to use a tape
measure in measuring smaller objects, do you think it will yield an accurate and precise
measurement? Do you expect an accurate and precise measurement if you will use a
ruler in measuring the eternal diameter of a thin wire

B. Random versus Systematic Errors

Random errors result from unpredictable or inevitable changes during data
measurement. Examples of causes of random errors are electronic noise from an
electrical device, slight variation of temperature when the volume of a gas is being
measured. Random errors affect the precision of the measurements. These errors
may be reduced by increasing the number of trials of measurement and averaging out
the results.
Systemic errors usually come from the measuring instrument or in the design
of the experiment itself. These errors limit the accuracy of one’s results.
The main difference between systematic and random errors is that
random errors lead to fluctuations around the true value as a result of difficulty
taking measurements, whereas systematic errors lead to predictable and
consistent departures from the true value due to problems with the calibration
of your equipment. This leads to two extra differences that are worth noting.

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C. Variance
Another way to estimate errors from multiple measurements of a physical
quantity is to determine the variance of the set of measurements. The variance
measures the squared deviation of each number in the set from the mean.
A better way of obtaining a better estimate of something you are trying to
measure is to take repeated measurements and calculate the average or mean of
these measurements. Variance is the measure of how far each value in the data set
is from the mean. Here it is defined as:
1. Subtract the mean from each value in the data
2. Square each of these distances
3. Divide the sum of the squares by the number of values in the data set.
Let’s have this as an example: Given that the accepted distance from Surigao
to Cabadbaran = 125 miles, but values of 151, 152, 148, and 149 miles were
determined experimentally, estimate the error.

Values Residuals Residual square

148 = |148-150| = 2 =22 =4
149 = |149-150| = 1 =12 =1
151 = |151-150| = 1 =12= 1
152 = |152-150| = 2 =22=4

Average=15 Sum=4+1+1+4 = 10
0
So the variance = √10/3 = 1.82

Thus, the result would be reported as 150 ± 2 miles.

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APPLICATION

1. Instruction: Analyze the measurement data set provided and

describe the data set in terms of accuracy and precision.

1.1 A gold coin has an ‘accepted’ diameter of 28.054 mm.

Two students are asked to measure the diameter of four gold coins. 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

1. Calculate the average value for each set of measurements

Student A – plastic ruler Student B – micrometer

(Adopted from http://sciencelearn. org.z)

2. Compare the average value for each set with the accepted value:

• Which student’s data is more accurate? Justify your answer.

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

3. Explain any odd findings:

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1.2
1. A student collects a series of six groundwater samples from a well.
She measures the dissolved oxygen concentration in six of these. Her
observations in mg/L are: 8.8, 7.1, 7.2, 8.2, 7.6, 8.6.
2. Plot a graph based on the given values above.

2. Find the mean of the different samples collected.

3. Find the variance.

ENRICHMENT

Would you rather have a pilot that is accurate in-flight landings or have a pilot that is
precise in-flight landings? Justify your answer.

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POST-TEST

Instruction: Read the questions carefully and identify what is asked. Write the
letter of the correct answer on the space provided.

____1. The Earth has an average distance of 9.3 x 10 7 miles from the sun.
How far is this in kilometers? Express the answer in 2 significant
figures
A. 1.5 x 105 km
B. 1.5 x 108 km
C. 3.0 x 106 m/s
D. 3.5x 108 mi

____2. The coefficient part of a number written in scientific notation is between which
numbers?
A. 1 and 10
B. -1 and -10
C. Both A and B
D. none of these

____ 3. One inch equals 2.54 cm, How many centimeters tall is a 76- inch man?.
Express the answer in 2 significant figures.
A. 20 cm
B. 29.92 cm
C. 190 cm
D. 300.04 cm

_____4. The length of the Enchanted River in Surigao del Sur is 0.27 kilometers. What
is the length written in scientific notation? Express the answer in 2 significant
figures.
A. 2.7 x 101 km
B. 2.7 x 10 -1 km
C. 270 x 104 km
D. 2700 x 105 km

_____5. Which zeros are significant in the number 0.01030?

A. All zeros are significant.
B. Only zero after 3 is significant.
C. Only zero between 1 and 3 is significant.
D. The zero between the 1 and 3, and the zero after 3 is significant.

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____6. Mr. Santos’ lot measures 1.5 acres. If an acre is 43560 ft 2, how large
is this in square meter (m 2)? Express the answer in 2 significant
figures. 1 acre = 43560 ft2 1 m2 = 10.76 ft2
A. 6.1 m2
B. 60.72 m2
C. 607.25 m2
D. 6100 m2

______7. You have orders to give a patient 20 mg of a certain medication. The

medication is stored 4 mg per 5-mL dose. How many milliliters will need to be
given? Express the answer in 1 significant figure.
A. 15 mL
B. 20 mL
C. 25 mL
D. 30 mL

_____8. A virus is viewed under a microscope. Its diameter is 0.0000002 meters. How
would this length be expressed in scientific notation?
A. 2 x10-7 m
B. 2 x 10-6 m
C. 2 x 106 m
D. 2 x 107 m

_____9. For which value of n is the equation below true?

4,522,800,000 = 4.5228 × 10n?
A. 5
B. 8
C. 9
D. 10

_____10. A commercial drone usually flies at a height of 10 ft, this is equivalent

to 120 inches, hence conversion factor between ft. to inches is ____.
A. 10
B. 11
C. 12
D. 13

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_____11. Martin is experimenting. His first test gives him a yield of 5.2 grams.
His second test gives him a yield of 1.3 grams. His third test gives
him a yield of 8.5 grams. On average, his yield is 5.0 grams, which is
close to the known yield of 5.1 grams of the substance. Which of
the following are true?
A. His results are accurate but not precise.
B. His results are precise but not accurate.
C. His results are both accurate and precise.
D. His results are neither accurate nor precise.

_____12. Jared is practicing for a golf tournament. His normal driver distance
is 250 yards. He hits three balls with his driver, and they travel a
distance of 190 yards, 195 yards, and 187 yards. Which of the
following is true?
A. His drives are accurate but not precise.
B. His drives are precise but not accurate.
C. His drives are both accurate and precise.
D. His drives are neither accurate nor precise.

_____13. Susan experiments five times and gets a solution concentration of

1.9M, 2.1M, 1.8M, 1.9M, and 2.2M. The known concentration of the
solution is 2.0M. Which of the following are true about Susan's
results?
A. They are precise, but not accurate.
B. They are accurate, but not precise.
C. They are both accurate and precise.
D. They are neither accurate nor precise.

_____14. Precision pertains to all of the following except:

A. The sameness of measurements.
B. Reproducibility of measurements.
C. Agreement among numerical value.
D. The closeness of measurements to an accepted value.

_______15. When a measurement is repeatable and consistent it is said to be ___

A. High precision
B. High accuracy
C. low precision
D. low precision

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REFERENCES

https://www.sophia.org/concepts/accuracy-and-precision--2

https://www.webassign.net/question_assets/unccolphysmechl1/measurements/manu
al.html

https://www.kentschools.net/ccarman/cp-chemistry/practice-quizzes/quiz-2-2/

https://www.mlbgsd.k12.pa.us/cms/lib/PA09000085/Centricity/Domain/83/lab_-
_accuracy_and_precision.pdf

Angelina A. Silverio (2017) General Physics 1 Exploring Life Through Science Series

Ryan G. Malenab (2006) Essentials of Physical Science

Cherryll A.Bogacia, Maureen Marie F. Flame, Sheree P. Estrada, Rosamar L.

Pagulong, Florencio M. Ruaya Jr. (2020) General Physics 1 Module
General Physics 1 Module (2020) Retrieved from tiny.cc/GCDriveR10Modules

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Surigao del Norte

Peñaranda St., Surigao City
Surigao del Norte, Philippines 8400
Tel. No: (086) 826-8216
Email Address: [email protected]

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