GENERAL PHYSICS 1
Module 1: Physics: An Introduction
LESSON 1: WHAT IS PHYSICS?

INTRODUCTION AND FOCUS QUESTION(S)
Physics is considered as one of the most fundamental of the sciences. It involves
universal laws and the study of the behavior and relationships among a wide range of
important physical phenomena. In addition to its intrinsic beauty, physics also leads to
an understanding of many practical applications and ideas in other areas of science. It
is the laws of physics that govern many principles involved in chemistry, biology,
astronomy, and geology among others.
Imagine a world without telephones, televisions, and computers. How do you
think would people communicate with one another, entertain themselves, and process
vital information. Achievements in modern science and technology have made life more
convenient for people. As a result, people are able to communicate regardless of
distance, order take-out food or pay bills over the phone, send important documents
using E-mail, and even have a damaged internal organ replaced.
Behind these products and services people utilize are science principles.
Through the results of scientific discoveries, various tools, processes and products have
been invented and enhanced.
In what way is physics considered a scientific field? What tools is used to
formulate the laws of nature? Can students like you specialize in physics and make a
career out of it?
How significant is an accurate and precise measurement? What mathematical
principles are also used in physics? What relationships or variations exist among
variables?

LESSONS AND COVERAGE:
In this module, you will examine those questions as you take the following lessons:
Lesson 1.1 – Physics: A Basic Science
Lesson 1.2 – Mathematics in Physics
Lesson 1.3 – Measurement: A Universal Language
Lesson 1.4 – Equations: Relationships in a Capsule
In this lesson, you will learn the following:
● Relate physics to other branches of natural science
● Discuss how physics and technology change people’s way of living
● Discuss the developments of physics from the early part of the 17th
century to the early part of the 20th century.
● Explain the interrelationship between science, technology and the
society
Lesson 1.2 ● Tell the number of significant figures in a given measurement
● Express very large or very small numbers using the scientific notation
form
Lesson 1.3 ● Enumerate the fundamental and derived quantities and give their
corresponding SI units
● Differentiate between accuracy and precision
● Convert a particular unit into another unit
● Cite sources of errors and limitations in measurement
● Estimate errors from multiple measurements of a physical quantity using
variance.
Lesson 1.4 ● Determine the relationship between quantities
● Change the subjects of a formula
● Express the relationship between quantities graphically
 MODULE MAP:
Lesson 1.1
Here is a simple map of the lessons you will cover:

EXPECTED SKILLS:
To do well in this module, you need to remember and do the following:
1. Read all the instructions carefully before starting anything.
2. Complete all the activities and worksheets. Follow instructions on how to submit
them.
3. Look up the meaning of words that you do not know.
4. You will frequently come across process questions as you go through different
lessons. Keep a notebook (or use a Notepad) where you can write (and revise)
your answers to these questions. Use also the notebook to jot down short notes,
draw diagrams, and summarize what you have just read.
5. For worksheets and reports that need to be submitted, use the provided checklist
and rubric to evaluate your work before submission.
6. Allow time for relaxation and recreating when you are mentally tired. Make a
timetable to schedule your study and recreation.
PRE-ASSESSMENT
Let’s find out how much you already know about this module.
A. MATCHING TYPE: Match the fields of physics in Column B with the descriptions in
Column A.
A. Astrophysics
Column A
______1.
It deals with laws and methods,
observations, principles that relate
electricity and magnetism.
______2. It deals with the application of physical
science to explain life processes.
______3. It deals with the motion of objects with or
without reference of force.
______4. It deals with the structure and composition
of the Earth and is applied in locating
subsurface petroleum, mineral deposits
and water supplies.
______5. It is concerned with the properties of
highly ionized atoms forming a mixture of
bare nuclei and electrons.
______6. It is concerned with the structure and
properties of solid materials.
______7. It is concerned with the structure and
properties of the atom.
______8. It is concerned with the structure,
properties and reactions of the nuclei of
atom.
______9. It is concerned with the study of Physics of
the astronomical bodies.
______10. It is concerned with the study of the
chemical properties of matter and the
influence of fluid turbulence, temperature,
pressure, electricity and light.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Atomic Physics
Biophysics
Electromagnetism
Geophysics
Mechanics
Nuclear Physics
Physical Chemistry
Plasma Physics
Solid State Physics
Column B
B. MULTIPLE CHOICE: Choose the letter of the correct answer.
______1. How close a measurement is to the true value is called..
A. Accuracy
B. Precision
C. Significant
D. Estimate
______2. A set of data are all close to each other, and they are close to the actual value.
This set of data can be described as...
A. accurate
C. both precise and accurate
B. precise
D. estimate
______3. When a measurement is repeatable and consistent it is said to have...
A. High precision B. Low precision C. High accuracy D. Low accuracy
______4. A set of data are all close to each other, but they are not close to the actual
value. This set of data can be described as...
A. accurate
C. both precise and accurate
B. precise
D. significant
______5. A set of data are not close to each other, but the average of the data is very
close to the actual value. This set of data can be described as...
A. accurate
C. both precise and accurate
B. precise
D. significant
______6. What does SI stand for?
A. Science Inquiry
C. Southern Igloo
B. Safety Issues
D. System of International Units
______7. What is the measurement using the correct number of sig. figs.?
A. 89cm
C. 88.90cm
B. 88.9cm
D. 88cm
______8. The “bullseye” demonstrates…
A. High Accuracy & High Precision
B. High Accuracy & Low Precision
C. Low Accuracy & High Precision
D. Low Accuracy & Low Precision
______9. The “bullseye” demonstrates…
A. High Accuracy & High Precision
B. High Accuracy & Low Precision
C. Low Accuracy & High Precision
D. Low Accuracy & Low Precision
______10. The metal is 7.1 cm long.
A. 7 is the estimated digit
C. 7 is the uncertain digit
B. 1 is the estimated digit
D. Both 7 and 1 are estimated digits
______11. Which student on the data provided below has the most precise data?
A. Student A
B. Student B
C. Student C
D. Cannot be determined
______12. Which student on the data below is the most precise AND accurate in
determining the melting point of sucrose?
A. Student A
B. Student B
C. Student C
D. Cannot be determined
______13. Find the percent error. Round to the nearest tenth of a percent.
Estimated length: 32 in.
Actual length: 54 in.
A. 27.4%
B. 70.4%
C. 41.8%
______14. How do you write an ordered pair?
A. (X,X)
B. (Y,X)
C. (X,Y)
D. 40.7%
D. (Y,Y)
______15. The graph represents the height of a
burning candle. What is the meaning of
the slope?
A. the time it takes to burn the entire
candle
B. the change in the height of the
candle each hour it is burning
C. the different heights of the candle
D. the original height of the candle
______16. What is the letter of the ordered pair (0, 3)?
A. A
C. R
B. M
D. L
______17. The graph below represents…
A. direct variation
B. inverse variation
C. neither direct nor inverse variation
D. insufficient data
●
●
●
●
______18. The graph on the right represents…
A. direct variation
B. inverse variation
C. neither direct nor inverse variation
D. insufficient data
______19. The graph below represents…
A. direct variation
B. inverse variation
C. neither direct nor inverse variation
D. insufficient data
______20. .
A. direct variation
B. inverse variation
C. joint variation
D. none of these
Lesson 1.1 – Physics: A Basic Science
 EXPLORE
Physics is derived from the Greek word “physika” which means “natural things”. It is a
science that deals with the properties of matter and energy, and the interaction between
them.
You cannot dissociate yourself from the world of physics. Look around you, observe the
sky, the houses in your neighborhood, and listen to the sounds that reach you from the
street. Everything you see, hear, or feel has some link with physics.
Physics plays an important role in your daily life as the natural world is governed by the
laws of physics. Consider the following everyday life definitions of physics:
Physics is a mathematical science. Physics utilizes mathematical concepts and
principles to explain and give solution to problems related to certain natural phenomena
Physics is the basis of technology. Our simple appliances at home utilize the natural
laws of physics (e.g. a can opener, washing machine, transformer, etc.). Physics is a
fundamental science. Many facts and theories of physics are fundamental in the study
of other sciences. (e.g. (a) Dentists do not confine their knowledge and study to teeth,
they need to have some background on leverage in pulling teeth, (b) Optometrists need
to have the knowledge of light and lenses, (c) Lawyers must know their physics if he
wanted to sue a contractor for a house that collapsed due to faulty construction).
Physics is a way of thinking. It answers the question why, how and what of things
(e.g. (a) A bridge collapsed, (b) A plane’s wing suddenly snaps while on flight, (c) A ship
at sea just turns on the side and sinks without any visible causes). Investigators of these
accidents will have to find reasons for the seemingly unexplainable mishaps. Physics is
the study of nature. Just like other scientists, physicists also study how nature works.
Knowing that nature works in a systematic and consistent way, physicists were able to
formulate the laws of nature. Knowing and understanding these laws will enable us to
understand nature and make useful things. Physics is an experimental science.
Physicists have to learn to ask appropriate questions and design experiments to answer
questions and draw appropriate conclusions from the results.
In general, a physicist must have wonder, inquiry, creativity, patience, love for work,
perseverance, open-mindedness, reverence for men and nature, and humility.
The following activity will solicit your concept of how science, technology and the
society are interrelated to one another.
ACTIVITY 1 – SCIENCE, TECHNOLOGY AND SOCIETY
ACTIVITY 1 - A: THE DEFINITION OF SCIENCE:
SCIENCE
may be classified into three major branches
NATURAL SCIENCES
is defined as
_______________________________
_______________________________
_______________________________
SOCIAL SCIENCES
that includes
which is subdivided into
1._____________________
2._____________________
3._____________________
4._____________________
5._____________________
6._____________________
BIOLOGICAL SCIENCES
1._____________________
2._____________________
3._____________________
4._____________________
5._____________________
6._____________________
7._____________________
8._____________________
9._____________________
Sociology
Architecture
Meteorology
Physiology
APPLIED SCIENCES
1._____________________
2._____________________
3._____________________
4._____________________
PHYSICAL SCIENCES
NOTE: To fill-in the given boxes, refer to the
fields of science listed in the box below.
1._____________________
2._____________________
3._____________________
4._____________________
5._____________________
Astronomy
Morphology
Linguistics
Chemistry
Archaeology
Phylogeny
Engineering
Geology
Physics
Genetics
Criminology
Biology
Economics
Histology
Veterinary Medicine
Psychology
Botany
Zoology
Dentistry
Embryology
ACTIVITY 1 - B: THE DEFINITION OF TECHNOLOGY
1. Define technology:___________________________________________________________________
2. Give five examples of technology: _______________________
______________________
_______________________ _______________________ ______________________
3. Give five advantages of technology: _______________________
_____________________
_______________________ _______________________ ______________________
4. Give five disadvantages of technology: _______________________ _____________________
_______________________ _______________________ ______________________
5. Give at least five (5) helpful ways to reduce or lessen the harmful effects of technology to the
environment.________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
ACTIVITY 1 - C: HOW DO SCIENCE, TECHNOLOGY AND THE SOCIETY INTERRELATE
WITH EACH OTHER?
A. Complete the diagram below by stating the interconnectedness of science, technology and society.
SCIENCE
Science to Technology
Society to Science
Technology to Science
Science to Society
TECHNOLOGY
SOCIETY
Society to Technology
Technology to Society
B. Put a check next to each statement with which you agree.
_______1. During ancient times technology existed before science.
Explain:___________________________________________________________
_______2. Many products and process of technology have created serious environmental problems.
Explain:___________________________________________________________
_______3. Unemployment is another consequence of technology.
Explian:___________________________________________________________
_______4. Undesirable effects of technology cannot be totally eliminated.
Explian:___________________________________________________________
_______5. Physics through modern technology has been beneficial in many ways.
Explian:___________________________________________________________
_______6. Humans can be able to control some aspects of nature.
Explian:___________________________________________________________
C. PROBLEM SOLUTION CHART: List down problems commonly encountered in the use of
technology in the first column. Then, list solutions to solve the problems in the right column.
POSSIBLE PROBLEMS
POSSIBLE SOLUTION
 FIRM UP
PHYSICS AND ITS BRANCHES
Physics is divided into two main branches – classical physics and modern physics.
Classical physics refers to the traditional topics in physics that were recognized and
developed before the beginning of the 20th century. These topics are concerned with
matter and energy under normal conditions.
Modern physics, on the other hand, refers to concepts in physics that have surfaced
since the beginning of the 20th century. This branch is mostly concerned with the
behavior of matter and energy under extreme conditions.
BRANCHES AND SUBBRANCHES OF PHYSICS
All fields of science have been developing rapidly and links between them were
established. Chemists and astronomers then had to be knowledgeable about physics.
Biologists had to be familiar with chemistry and physics. The inclusion of astronomy,
chemistry geology, and biology to physics thus became necessary. These gave birth to
the recently known branches of physics such as: astrophysics, physical chemistry,
geophysics, biophysics, etc.
ACTIVITY 2 – FILIPINO AND FOREIGN PHYSICISTS
A. Match the names of the following foreign physicists/scientists with their invention by choosing from
the box below.
Telephone
Laws of Elasticity
Atomic Bomb
Wave Theory of Light
Laws of Motion and Gravitation
Computer Software
Transistors
Existence of Radio Waves
Gas Laws
Originator of the Atomic Theory
Steam Engine Technology
Laws of Planetary Motion
Ohm’s Law
Electrochemical Cells
1. John Bardeen
2. Robert Boyle
3. Henry Cavendish
4. James Rutherford
5. John Dalton
6. Alexander Graham Bell
7. Bill Gates
8. Robert Hooke
9. Georg Simon Ohm
10. Alessandro Volta
Diesel Engine
Earth’s Gravitational Constant
Lightning is a Form of Electricity
Electromagnetism
Theory of Relativity, Quantum Theory
Electromagnetic Induction
11. Heinrich Hertz
12. Rudolf Diesel
13. Albert Einstein
14. Michael Faraday
15. Benjamin Franklin
16. Christian Huygens
17. Isaac Newton
18. Hans Christian Oersted
19. James Watt
20. Johannes Kepler
B. Match the following Filipino physicists/scientists in the box with their inventions/studies conducted.
Write the letter of your choice on the space provided.
A. Eduardo San Juan
D. Diosdado Banatao
G. Dr. Apolinario Nazarea
J. Dr. Casimiro del Rosario
M. Fe del Mundo
B. Dr. Melecio Magno
E. Dr. Josefino Comiso
H. Amador Muriel, Ph. D.
K. Dr. Jose Juliano
N. Agapito Flores
C. Gregorio Zara
F. Roberto del Rosario
I. Dr. Eduardo Padlan
L. Daniel Dingle
1. Theory of Turbulence
9. Ethernet Controller Chip
2. Effects of Typhoon
10. Incubator
3. Researched on Soft X-rays
4. Radioactiviation and photoneutron counting in analyzing
sulfur and calcium
5. Detection of Climate Changes
11. Moon Buggy
6. Basis of Synthetic Vaccine
14. One-Man-Band (OMB)
7. Human antibodies and their potential treatment
15. Solar Water Heater
12.Flourescent Lamp
13. Water Powered Car
8. Two-Way Videophone
GUIDE QUESTIONS:
1. Who do you think among the scientists mentioned above has contributed a lot in the field of physics?
How did he change the world? ________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. If you will invent an instrument or gadget (supported by the government) that will benefit your
countrymen, what will it be? Why? ____________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Lesson 1.2 – Mathematic in Physics
 FIRM UP
Physics without mathematics is unthinkable. In fact, throughout your study of physics,
you will find out that the basic rules governing the behavior of nature are readily
expressed in mathematical form.
SIGNIFICANT FIGURES
Numerical values of measurement results are composed of digits known with complete
certainty and those considered an estimate. These digits are called significant figures.
RULES IN COUNTING THE NUMBER OF SIGNIFICANT FIGURES
1. All nonzero digits are significant.
Example:
2 596
4 significant figures
2. All zeros between nonzero digits are significant.
Example:
60.08
4 significant figures
3. Zeros to the right of a nonzero digit but to the left of an understood decimal point are
not significant unless indicated significant by a bar.
Example:
200 000
1 significant figure
200 000
5 significant figures
₱2000
4 significant figures
4. All zeros to the right of a decimal point but to the left of a nonzero digit are not
significant.
Example:
0.004 21
3 significant figures
5. All zeroes found to the right of the decimal point and to the right of a nonzero digit are
significant.
Example:
0.003 080
4 significant figures
6. Exponential numbers have no effect on the number of significant figures.
Example:
5.20 x 10-3
3 significant figures
Why is counting the number of significant figures necessary? It is because the result or
final answer to a mathematical problem should be expressed in accordance with the
least number of significant figures among the quantities given in the problem. In
general, the number of significant figures of a numerical quantity is the number of
reliably known digits and is based on the precision of the instrument used in measuring
the quantity.
ACTIVITY 3 – COUNTING THE NUMBER OF SIGNIFICANT FIGURES
A. Count the number of significant figures in the following:
1. 0.000 203
2. 500.00
3. 600 000 000
4. 20 010
5. 63 237
6. 80 002
7. 0.000 000 000 2
8. 5.64 x 10-15
9. 3.0045
10. 0.000 470
= ______________
= ______________
= ______________
= ______________
= ______________
= ______________
= ______________
= ______________
= ______________
= ______________
11. 463.55
12. 20.050
13. 500 000
14. 0.000 00755
15. 1.00 x 1020
16. 12 000 000
17. 1 000 045
18. 621.00
19. -7.45 x 10-9
20. 0.002 006
= ______________
= ______________
= ______________
= ______________
= ______________
= ______________
= ______________
= ______________
= ______________
= ______________
SCIENTIFIC NOTATION
The shorter way of writing a very large and very small number, in the form: N x 10
K
called scientific notation.
HOW TO WRITE NUMBERS IN SCIENTIFIC NOTATION
1. Move the decimal point after the first significant digit.
2. Indicate the number of times the decimal point is moved as the power of 10.
RULE 1: FOR NUMBERS < 1
N x 10 –K power k is always NEGATIVE
RULE 2: FOR NUMBER > 1
N x 10 K power k is always POSITIVE
ACTIVITY 4 – EXPRESSING NUMBERS IN SCIENTIFIC NOTATION
A. Express the following numbers in scientific
notation.
B. Rewrite the following into standard decimal
form.
1. 102 000 000 = ______________________
1. 8.05 x 10 -11 =_____________________
2. 0.000 000 708 = ______________________
2. 4.00 x 10 5
3. 8 145 000 000 = ______________________
4. 0.002 14
= ______________________
=_____________________
3. 6.60 x 10
-3
=_____________________
4. 5.03 x 10
-5
=_____________________
5. 0.000 000 1002 = ______________________
5. 7. 304 x 10 10 =_____________________
6. 360 500 000 = _______________________
6. 3.15 x 10 -6 =_____________________
7. 1 200
= _______________________
7. 2.09 x 10 8 =_____________________
8. 34 000 000
= _______________________
8. 5.5 x 10 -13 =______________________
is
9. 0.000 000 808 = _______________________
9. 3.45 x 10 12 =_____________________
10. 0.000 005 045 = _______________________
10. 1.64 x 10 -15 =_____________________
Lesson 1.3 – Measurement a Universal Language
 FIRM UP
ACTIVITY 5 – WHAT IS MEASUREMENT?
A. PARTS OF THE BODY AS UNITS OF MEASUREMENT
Fill in the blank spaces in the table by measuring the parts of your own body.
It was originally measured as the length of three barley grains placed end to end. Distance from tip of the
thumb to first knuckle.
INCH
My INCH = _______________________________ INCHES
Length of foot from tip of the longest toe to heel.
FOOT
My FOOT = _______________________________ INCHES
Distance from the shoulder to end of the middle finger with arm outstretched.
YARD
My YARD = _______________________________ INCHES
Width of one hand, including thumb.
HAND
My HAND = _______________________________ INCHES
Distance from pinkie to thumb tip with hand spread out.
SPAN
My SPAN = _______________________________ INCHES
Length from elbow to the middle finger.
CUBIT
My CUBIT = _______________________________ INCHES
Spanish for “upper arm”.
BRAZO
My BRAZO = _______________________________ INCHES
From the Anglo-Saxon word for “embrace,” it was the length of rope held between two hands with two
hands with the arms outstretched.
FATHOM
My FATHOM = _______________________________ INCHES
Length of a single step. In Roman times one pace was a double step.
PACE
My PACE = _______________________________ INCHES
QUESTIONS:
1. Compare your results with your classmates. Explain your observations.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2. How do you think will the use of body parts affect measurement results in general?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
3. What is measurement?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
ACTIVITY 6 – ACCURACY AND PRECISION
DEFINITIONS:
A. Accuracy – how close a measurement is to _______________________________
B. Precision – how close a measurement to _________________________________
PRECISION VS. ACCURACY
“Bull’s Eye” Analogy: Look at each target and decide whether the “hits” are precise,
accurate, both accurate and precise, or neither accurate nor precise. Put a check on the
space provided. (Note: An accurate hit is a bull’s eye!)
Accurate? - __________
Precise? - ___________
Accurate? - __________
Precise? - ___________
Accurate? - __________
Precise? - ___________
Accurate? - __________
Precise? - ___________
ACTIVITY 7 – CALCULATING FOR THE DEGREE OF PRECISISON
1. Several lab groups measured the density of aluminum. Here are there data:
TEAM 1
2.65 g/cm3
TEAM 2
2.75 g/cm3
TEAM 3
2.80 g/cm3
TEAM 4
2.77 g/cm3
TEAM 5
2.80 g/cm3
TEAM 6
2.65 g/cm3
TEAM 7
2.68 g/cm3
The average length is ______________g/cm3.
(This is the mean or average.)
Subtract the lowest value from the highest value: _________ g/cm3
(This is the range or spread.)
Divide this by 2: __________ g/cm3
(This is the approximate ± deviation from the average.)
The precision of the measurement can be shown as Average ± Deviation from the Average.
The precision of the measurement was ___________ ± _________ g/cm3.
2. Here is more data. Is this more precise, less precise or the same precision as
the above data? ___________
TEAM 1
TEAM 2
2.60 g/cm3
2.70 g/cm3
Show your process.
TEAM 3
2.80 g/cm3
TEAM 4
2.75 g/cm3
TEAM 5
2.65 g/cm3
TEAM 6
2.62 g/cm3
TEAM 7
2.78 g/cm3
Note: To compare the precision of data, take a look at the ± Deviation from the average. The larger the
deviation, the farther apart are the values making them less precise.
ACTIVITY 8 – CALCULATING FOR THE DEGREE OF ACCURACY
Accuracy in measurement is determined by calculating the Percentage of Error. The greater its
value, the less accurate the measurement is. The lesser its, the more accurate the
measurement is.
% error = |
| x 100 %
1. A student estimated the mass to be 250 g, but upon carefully measuring it, he found the
actual mass to be 240 g. What is his percentage of error?
2. A student measured the temperature of boiling water and got an experimental reading of
97.5 OC, however the true boiling point of water is exactly 100 OC. What is the percent error?
EXERCISES:
A measurement was taken three times. The correct measurement was 68.1 mL. Circle
whether the set of measurements is accurate, precise, both or neither.
a. 78.1 mL, 43.9 mL, 2 mL
accurate
precise
both
neither
b. 68.1 mL, 68.2 mL, 68.0 mL
accurate
precise
both
neither
c.
98.0 mL, 98.2 mL, 97.9 mL
accurate
precise
both
neither
d. 72.0 mL, 60.3 mL, 68.1 mL
accurate
precise
both
neither
 FIRM UP
ERRORS IN MEASUREMENT
No measurement is said to be accurate! Errors occur because of the following:
1. Parallax error (incorrectly sighting the measurement).
2. Calibration error (if the scale is not accurately drawn).
3. Zero error (if the device doesn’t have a zero or isn’t correctly set to zero).
4. Damage (if the device is damaged or faulty).
5. Limit of reading of the measurement device (the measurement can only be as
accurate as the smallest unit of measurement of the device).
Errors are generally categorized into (3) major types:
1. GROSS ERROR
• generally the fault of the person using the instruments
• such as incorrect reading, incorrect recording, and incorrect calculation
• They can be avoided only by taking care in using and reading all instruments.
2. SYSTEMATIC ERROR
• Systematic errors in experimental observations usually come from the measuring
instruments and environmental factors.
• Instrumental errors occur due to wrong construction of the measuring instruments.
These types of errors include loading effect and misuse of the instruments. In order to
reduce the errors due to faulty instruments, the extreme condition instrument must be
recalibrated carefully.
• The external conditions of the instrument can result to instrumental errors. External
conditions mainly include pressure, temperature, humidity or due to magnetic fields. In
order to reduce the environmental errors
• Try to maintain the humidity and temperature constant in the laboratory by making some
arrangements.
• Ensure that there shall not be any external electrostatic or magnetic field around the
instrument.
3. RANDOM ERRORS
• These errors are due to unknown causes and occur even when
have been accounted for.
• This variation cannot be corrected by any method of calibration or
of control.
• Random errors may be avoided by increasing the number of
statistical means to obtain the best approximation of the true value
measurement.
all systematic errors
other known method
readings and using
of the quantity under
ACTIVITY 9 – REDUCING ERRORS IN MEASUREMENT
Accomplish the graphic organizer below by identifying the problems you encountered in
measurement and listing your solutions to each problem.
POSSIBLE PROBLEMS
POSSIBLE SOLUTIONS
QUESTIONS:
1. What is the significance of using a measuring instrument?
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2. To make measurements more accurate can you ask several people to do the measuring
process and then take the average of their reading? Why or why not?
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3. Why is it important to perform the measuring process carefully and systematically?
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Lesson 1.4 – Equations: Relationship in a Capsule
 FIRM UP
KINDS OF PROPORTION OR VARIATION BETWEEN VARIABLES
A. DIRECT PROPRTION – as one quantity increases, the other quantity also increases
Expressed in the equation:
y = kx
where: k – constant of the variation; y – dependent variable; x – independent variable
In equation form the relationship may be expressed as:
C = kD
B. INVERSE PROPORTION – as one quantity increases, the other quantity decreases,
and vice versa.
Expressed
in the
equation:
= expressed as:
In equation
form
the relationship mayybe
V=k/P
C. DIRECT SQUARE PROPORTION – as the square of one quantity increases, the
other quantity also increases
Expressed in the equation:
y = kx2
In equation form the relationship may be expressed as:
A = kr2
D. INVERSE SQUARE PROPORTION – as the square of one quantity increases, the
other quantity decreases, and vice versa
Expressed in the equation:
y=
In equation form the relationship may be expressed as:
mv2 = k
then, m = k / v2
In all cases given above: k (the constant of variation, which is equivalent to the slope of
a line) is determined by taking two known points P1 (x1,y1) and P2 (x2,y2). Then, using
the formula for slope (m) = ᐃy / ᐃx, or m = (y2 – y1) / (x2 – x1)
(
)
(
)
 FIRM UP
FORMULA is a set of algebraic symbols representing a mathematical fact, rule or
principle. The symbol for the unknown quantity is written on the left-hand side of the
equal sign. The symbols of the known quantities are written on the right-hand side of
the equal sign
FORMULA TRANSFORMATION is the process of rearranging the symbols in a given
formula to change its subject.
ACTIVITY 10 – MANIPULATING EQUATIONS
Transform the following formula. Then, determine the relationship between the indicated
variables.
1. GIVEN: A = lw
FIND THE EQUATION FOR:
a. l
b. W
DETERMINE THE RELATIONSHIP BETWEEN:
a. Length and Area
b. Width and Length
c. Area and Width
2. GIVEN: d = gt2
FIND THE EQUATION FOR:
a. g
b. t
DETERMINE THE RELATIONSHIP BETWEEN:
a. Distance and square of time
b. Acceleration due to gravity and square of time
c. Distance and acceleration due to gravity
3. GIVEN: Fe = k
FIND THE EQUATION FOR:
a.
c.
b.
d. k
DETERMINE THE RELATIONSHIP BETWEEN:
a. k and Fe
c. Fe and q1·q2
b. Fe and r2
d. q1·q2 and r2
4. GIVEN: d = 2π √
FIND THE EQUATION FOR:
a. m
b. k
DETERMINE THE RELATIONSHIP BETWEEN:
a. d2 and m
c. m and k
b. d2 and k
 DEEPEN
ACTIVITY 11 – CAREERS IN PHYSICS
INSTRUCTION: Name five (5) fields of specialization related to physics and the corresponding
careers that one could pursue after college.
FIELD OF SPECIALIZATION
CAREERS
 TRANSFER
KINDS OF DATA:
A. QUALITATIVE DATA – are non-numerical information describing objects or situations
B. QUANTITATIVE DATA – data expressing a certain quantity, amount or range.
A graph provides a picture of the relationships existing between the variables in a given set of
data. A smooth-line graph displays information as a series of data points called 'markers' and
how they are connected to form a line (may take the shape of a parabola, hyperbola or a
smooth-straight line graph) used to determine the trend of the variation between variables,
rather than how the points are plotted in the graph.
STEPS IN PREPARING A GRAPHICAL REPRESENATION OF EXPERIMENTAL DATA
1. Identify the dependent and independent variables.
2.
3.
4.
5.
6.
7.
Dependent Variable – the variable being tested in a scientific experiment and whose
value depends on another variable (also called the y-variable)
Independent Variable - the variable that is changed or controlled in a scientific
experiment and whose value does not depend on that of another (also called the xvariable)
Use the most convenient scale of the coordinate axis and calibrate each axis equally.
Plot the points and draw the graph
Line of Best Fit is drawn if the points do not lie on a straight line but show a straight line
trend.
Determine the kind of relationship existing between the variables of the graph.
Express the relationship in equation form.
Calculate the constant of variation k.
Perform interpolation and extrapolation to estimate other values for the given variables.
Extrapolation is a process of estimating values that lie beyond the graph by extending it.
Interpolation is the process of estimating values between two points of a graph.
EXAMPLE:
1. Consider the dependence of the circumference (C) of the circle on its diameter (D) in
the given table.
DIAMETER
(cm)
CIRCUMFERENCE
(cm)
1
3.14
2
6.28
3
9.42
4
12.56
5.5
?
?
8.00
a. Plot the points in a graph
b. Describe the relationship that exist between the Circumference (C) and Diameter
(D)
c. Determine the constant of variation.
d. Express the relationship in equation form.
e. Determine the diameter if the circumference is 8.00 cm.
f. Determine the circumference if the diameter is 5.5 cm.
ACTIVITY 12 – GRAPHICAL DATA
Draw the graph of the following data.
TABLE 1: LENGTH OF VIBRATING STRING AND FREQUENCY OF NOTES
LENGTH (l)
(m)
Frequency (f)
(1/s)
7.5
3.14
15
6.28
20
9.42
?
12.56
80
96
2400
?
a.
b.
c.
d.
e.
f.
Plot the points in a graph
Describe the relationship between the variables.
Determine the constant of variation.
Express the relationship in equation form.
Determine the length if the frequency is 128/s (128 Hz).
Determine the frequency if the length is 240 m.
TABLE 2: STRETCHING FORCE AND ELONGATION OF SPRING
FORCE (F)
(N)
ELONGATION
(e)
(m)
8
3.2
15
6
25
?
37.5
15
?
22
a.
b.
c.
d.
e.
f.
Plot the points in a graph
Describe the relationship between the variables.
Determine the constant of variation.
Express the relationship in equation form.
Determine the elongation if the stretching force is 25N.
Determine the amount of force applied if the elongation is 22m.
ACTIVITY 13 – EXPLORING FURTHER ACCURACY AND PRECISION
Explain how accuracy and precision are important to the following occupations:
1. chemist
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2. pilot
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3. astronaut __________________________________________________________
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4. dressmaker__________________________________________________________
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5. traffic enforcer_______________________________________________________
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6. news reporter________________________________________________________
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7. civil engineer________________________________________________________
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8. stockbroker_________________________________________________________
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9. accountant__________________________________________________________
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10. geneticist __________________________________________________________
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 TRANSFER
Physical quantities are quantities derived
from taking measurements.
Fundamental Quantities are quantities that
can be measured directly using a specific
instrument. Examples are length, mass, time,
temperature, luminous intensity, electric
current, and amount of substance.
Derived quantities are quantities that are based on fundamental measurement; can be
a combination of fundamental quantities or a combination of fundamental and derived
quantities. Examples are area, volume, density, speed, acceleration weight, etc.
CONVERSION FACTORS
LENGTH
1 cm = 10 mm
1 in = 2.54 cm
1 ft = 12 in
1 m = 100 cm
1 yd = 3 ft
1 km = 1000 m
1 mi = 1.6093 km
MASS
1 g = 1000 mg
1 kg = 1000 g
1 kg = 2.205 lb
1 ton = 1000 kg
1 lb = 16 oz
1 amu = 1.6605402 x 10-24 g
VOLUME
1 mL = 1 cm3
1 L = 1000 mL
1 gal = 4 qt
1 gal = 128 oz
1 m3 = 35.3147 ft3
AREA
1 ha = 10 000 m2
1 ha = 2.471 acres
1 km2 = 1 x 106m2
1 m2 = 1 x 104 cm2
1 m3 = 1000 mL
1 L = 1 dm3
1 qt = 2 pt
1 gal = 3.78541 L
1 in3 = 16.4 cm3
FORCE
1N = 100 000 dynes
ENERGY
1 kcal = 1000 cal
1 kcal = 4184 J
1 J = 0.2388 cal
1 J = 1 x 107 erg
PRESSURE
1 bar = 1 x 105 Pa
1 atm = 1.01325 x 105 Pa
1 atm = 1.01325 bar
1 atm = 760 torr = 760 mmHg
TEMPERATURE
O
F = OC + 32
O
C = (OF – 32)
K = OC + 273.15
EXAMPLES:
1. 67.5 gal = _________ pt
67.5 gal x
x
71 kg x
= 540 pt
x
= 2504.88
oz
2. 71 kg = _______ oz
3. 67.5 OF = ______ K
Step 1: Convert OF measure to OC
(67.5OF-32) = 19.72 OC
Step 2: Convert OC measure to K
19.72 OC + 273.15 = 292.87 K
ACTIVITY 14 – CONVERSION OF UNITS
Convert the following.
1. 0.310 ton = _____ g
6. 22.5 mi = __________ m
2. 450 torr = _____ Pa
7. 48 oz = __________ kg
3. 84 OF = _____ K
8. 10 pt = __________ cm3
4. 327 oz = _____ m3
9. 105 bar = __________ Pa
5. 45 ha = _____ cm2
10. -78 OF = __________ OC
Note: Round-off your final answers to the nearest hundredths.
 END OF TRANSFER
In this module, you have examined the nature of physics, its significant contributions to
world, the mathematical principles it requires, and the significance of accuracy and
precision in measurement.
According to Colossians 4:2-6, “Devote yourselves to prayer, being watchful and
thankful. And pray for us, too, that God may open a door for our message, so that we
may proclaim the mystery of Christ, for which I am in chains. Pray that I may proclaim it
clearly, as I should. Be wise in the way you act toward outsiders; make the most of
every opportunity. Let your conversation be always full of grace, seasoned with salt, so
that you may know how to answer everyone.”
Processing Questions:
1. What is the message of the scripture text?
2. Why is prayer the most important guide in anything we do?
3. How can you be sensible to others?
4. How would you relate the text in the development of science and technology?
You have completed this lesson. Before you go to the next lesson, you have to answer
the following post-assessment questions.
EXIT CARDS
The most important thing I learned…
The most challenging part of the lesson…
I would like to learn more about…
I wish…
POST-ASSESSMENT
Now, it’s time to evaluate your learning.
______1. What is the constant of proportionality?
A. 45
B. 50
C. 27
D. 1
______2. Concrete building blocks weigh 28 pounds each. If b represents the number
of concrete blocks and w represents the weight, what equation relates the two
variables?
A. 28/w=b
B. 28w=b
C. 28b=w
D. 28bw
______3. Zane walked 2 miles to school yesterday. What is this distance in feet?
A. 3520 ft
B. 9000 ft
C. 10,560 ft
D. 15,840 ft
______4. Shawn bought 5 pounds of potatoes. What is this value in ounces?
A. 8 oz
B. 80 oz
C. 40 oz
D. 240 oz
______5. It is a measure of how close measurements come to each other when they
are made in the same way.
A. Accuracy
B. Precision
C. Error
D. Extrapolation
______6. Q. Describe the accuracy and precision of the image
A. Accurate and Precise
C.
Not
Accurate and Precise
B. Accurate and not precise D.
not
accurate and not precise
______7. Which Student is the most Precise?
A. Alex
C. Luis
B. Chandra
D. Alex and Luis
______8. The students measured length during a science experiment, they got 12 cm.
But the actual measurement was 14.25 cm. What was the percent error?
A. 15.79%
B. 18.75%
C. 2.25%
D. 18%
______9. This image is an example of...
A. precision ONLY
C. BOTH precision and accuracy
B. accuracy ONLY
D. NEITHER precision and accuracy
______10. Q. What does the Direct Variation Equation look like?
A. y= kx
B. y = mx + b
C. y = b
D. y = x
______11. Which of the following represents indirect variation?
A. y = kx
B. y = k/x
C. y = x/k
D. y = mx + b
______12. What ordered pair does a direct variation always go through when graphed?
A. (0, 0)
B. (1, 0)
C. (0, 1)
D. (1, 1)
______13. A chemist measured the amount of caffeine in a new energy drink called
FlipOUT to be 84.20 mg. The correct amount of caffeine is 87.10 mg.
Calculate the percent error.
A. 9.6%
B. 3.4%
C. 3.3%
D. 0.033%
______14. What type of variation does this scenario represent?
The outside temperature and the number of layers of clothes you need to
wear outside to feel comfortable.
A. direct variation
C. joint variation
B. inverse variation
D. none of these
______15. What
type
of
variation
does
this
scenario
represent?
You and some friends decide to buy 2 pizzas and split the cost evenly.
The number of friends who are sharing the cost of the pizzas
and the amount of money you pay for your share.
A. direct variation
C. joint variation
B. inverse variation
D. none of these
______16. Y varies directly with x, and y is 84 when x is 16. Which equation represents
this situation? (Find k first.)
A. y=1344x
B. y=100x
C.
y=5.25x
D. y=4/21x
______17. Determine the type of variation:
A. Direct
B. Inverse
C. Neither
D. Both A and B
______18. Which of the given graphs is a direct variation?
A. A
B. B
C. C
D. D
______19. Is the given table a direct or inverse variation? What is the
constant of variation? (Hint: As the x-values are increasing,
what are the y-values doing?)
A. Direct, 12
C. Direct, 1/12
B. Inverse, 12
D. Inverse, 1/12
______20. Is the given table a direct variation? If so, what is the constant
of variation?
A. Yes; 1/3
C. Yes; 5
B. Yes; 3
D. No
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END
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