General Physics 1 Module 1

General Physics 1
Rojielynne T. Yusay Grade – 12 Aquinas
What I know
1. d
2. d
3. d
4. b
5. d
6. d
7. b
8. a
9. d
10. c
11. b
12. a
13. b
14. a
15. d
Lesson 1
What’s In
Activity 1: It’s My Unit!
1. Kilometers
2. Meters
3. Kilograms
4. Centimeters
5. Seconds
6. Milligrams
7. Years
8. Hours
9. Seconds
10. Grams
What’s New
Activity 1.1 Express Me Scientifically!
a) 1. ox 10−5 m
b) 8.5 x 103 m
c) 2 x 10−5 kg
d) 5 x 10 4 kg
e) 2 x 10−6 m
Q1: The negative was the a, c, and e while the positive was the b and d.
Q2: When the exponent is positive it means it is a large measurement, and if the
exponent is negative, it means it is a small measurement.
Activity 1.2 Convert Me!
Object/Thing Metric Unit English Unit

(cm) (in)
1. Soft drink Bottle (1L) 34 cm 13. 386 in
2. A sheet of bond paper (long) 38.1 cm 15 in
3. A slipper (size 10) 27 cm 10.6299 in
4. An egg (medium size) 7. 62 cm 3 in
5. A Ping-Pong ball 6. 35 cm 2.25 in
Q1: The shortest object was the Ping-Pong ball since in metric unit (cm) it is just 6.
35 cm and the English unit (in) it was measured 2.25 in. Then, the longest object
was the long bond paper since in cm it measured 38.1 cm and it comes to inches it
measured 15 inches.
Q2: The ruler I used was one meter, then one meter is equal to 100 centimeters
which in unit it is equivalent to 39.37 inch. The cm equivalent to an in is 2.54 cm.
Q3: Yes, the measurement expressed in different units for the same material was
equal since the number or the result of the measurement using different
measurement unit is equivalent to each other.
What’s more
Activity 1.3 That is My Equivalent
1. False
2. True
3. False
4. False
5. False
6. False
7. True
8. True
9. True
10. True
What I have learned
Activity 1.4 Fill you
1. Measurement
2. Units
3. Conversion Factors
4. Notation
5. Exponent
6. Positive
7. Negative
8. Weighing
9. Volume reading
10. Height
What I can do
Activity 1.5 Let’s Solve It!
1. 1, 393. 85 m
2. 1. 00 x 1054 atoms H
3. 1. 5 m or 150 cm
4. 20 cm
5. 73.17 seconds
Lesson 2
Activity 2.1 How accurate am I
1. C
2. A
3. C
4. D
5. A
1. My bases to make it accurate was the labels and scales that depicted on the
picture.
2. I’ve noticed with the unit problem number 1, 3, and 4 that they are all volume
measurement, that’s why they are related to each other.
What’s New
Activity 2.2 Error, Error It’s My Call
1. Looking into the table 1, the measurements are different.

2. The source of the difference it could be the person’s skill in measuring.
3. Looking into the table 2, the measurement is different.
4. The source of difference it could be the calibration of instruments.
Activity 2.3 Am I accurate or precise?

Precise
2
4
Accurate
1
3
What’s More
Activity 2.4 True or False!
1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. TRUE
6. FALSE
7. FALSE
8. TRUE
9. TRUE
10. TRUE
What I have learned
Activity 2.5 You Made Me Complete
1. Measurement
2. Units
3. Conversion Factors
4. Notation
5. Exponent
6. Positive
7. Negative
8. Weighing
9. Volume reading
10. Height
What I can do
Activity 2.6 Let’s Think of It!
1. A
2. B
3. C
4. D
5. C
Lesson 3
What’s In
Activity 3.1 I Will Do It Again!
Distance Time 1 (s) Time 2 (s) Time 3 (s) Time 4 (s)
2m 1.12 1.05 1.12 1.04
Average = 1.0825 seconds
1. The object doesn’t hit the floor in the same time but in my data in time 1 (s) and
time 3 (s) both hit the floor at the same time at 1. 12 seconds.
2. It’s possible that having the same or different times of hitting the floor is due to a
variety of factors. The force that causes things to fall to earth is known as gravity.
Everything falls at the same rate due to gravity. This is why rocks of varying or
same weight strike the ground at the same time.
What’s New
Activity 3.2 The Story of a Line
dependent variables
10
8
6
4
2
5 10 15
20 25 independent variables
Y- axis - Amount of Fertilizer Applied
X- axis - Number of Leaves Grown
1. The line graph depicts how a value varies overtime. The height of the line above
a time point on the axis indicates how high the values.
2. The dependent variable was the number of leaves grow while the independent
variable was the amount of fertilizer applied.
What is It
Activity 3.3 It Might Be Your Error
2. Plot the graph of these values.
Distance (m)
1.5 1.6 1.4 1.7 1. 3

Time (s)
3. The average of time I have in my data was 1.5 seconds
4. The mean or the average of time is the measured value and it is 1.5 seconds
Q1: No, since the time value was not consistent and it changes every rolled down of the
marble.
A straight line plotted indicates that the object (assumed to be a point particle) is
in multiple positions at the moment. This is not an option. It can be in one position at
several times, but it cannot be in more than one position at several times, but it cannot
be in more than one position at the same time.
Q2: The need to get the average of these time values is to give one general idea of how
the data set as a whole is functioning or performing.
What’s More
Activity 3.4 I Will Estimate You!
8.8 7.1 7.2 8.2 7.6 8.6
3. mean = 7.91666666667 or 7.92

4. variance = 0.00366666666
What I have learned

1. Error
2. Tabular
3. Graphs
4. Horizontal
5. Y-axis
6. Several or many
7. Deviation
8. Error
9. Precision
10. Accuracy
What I can do
Activity 3.6 Plot me and My Family
Name Height (m) Weight (kg)

Rolando 5’7 60
Claire 5’1 62
Irelle 5’3 45
Rojielynne 5’2 46
Vince 5’6 48
Khyle 5’1 38
4.
Height (m)
5’7
45
5’6
40
5’5 35
5’4 30
25
5’3
20
5’2 15
5’1 10
5’0
30 35 40 45 50 55 60 65 Weight (kg)
Q1: The graph appears to depict a non-linear relationship. Since a nonlinear graph
shows that each unit change in the x variable does not always result in the same
change in the y variable.
Q2: Yes, I seen relationship between the height and the age of my family members. As
you can see at the graph, that age and height was link to each other, it is because the
higher the age is, the more the height won’t be constant. But of course, genetics, and
other factors can alter these patterns.
Assessment
1. B
2. D
3. C
4. B
5. C
6. D
7. C
8. B
9. D
10. D
11. D
12. C
13. B
14. B
15. D
Additional Activities
Activity 3.7 PAG-ASA Lend Me Your Data
TARBULATED DATA 2018-2020 PHILIPPINES STRONG TYPHOONS
Name Month Year

Typhoon Ompong September 2018
Typhoon Rosita October 2018
Typhoon Hanna August 2019
Typhoon Liwayway September 2019
Typhoon Onyok September 2019
Typhoon Ramon November 2019
Typhoon Tisoy December 2019
Typhoon Ursula December 2019
Typhoon Ambo May 2020
Typhoon Quinta October 2020
Typhoon Rolly October - November 2020
Typhoon Ulysses November 2020
2018-2020 PHILIPPINES STRONG TYPHOONS (GRAPH)
1. According to my data the month which are the greatest number of typhoons that
hit the country was the month of September, October, and November. In the
other hand, the month which are the least number of typhoons hit the country
was the month of May and December.
2. I think, the significance of this data was to provide ideas and information to
people about what month a strong typhoon will hit the country and how crucial it
is to know about prior typhoons that had affected our country.

General Physics 1 Module 1

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General Physics 1 Module 1

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General Physics 1

Rojielynne T. Yusay Grade – 12 Aquinas

Object/Thing Metric Unit English Unit

1. Looking into the table 1, the measurements are different.

Activity 2.3 Am I accurate or precise?

Distance Time 1 (s) Time 2 (s) Time 3 (s) Time 4 (s)

2m 1.12 1.05 1.12 1.04

Average = 1.0825 seconds

Y- axis - Amount of Fertilizer Applied

X- axis - Number of Leaves Grown

2. Plot the graph of these values.

1.5 1.6 1.4 1.7 1. 3

8.8 7.1 7.2 8.2 7.6 8.6

3. mean = 7.91666666667 or 7.92

What I have learned

Name Height (m) Weight (kg)

Activity 3.7 PAG-ASA Lend Me Your Data

TARBULATED DATA 2018-2020 PHILIPPINES STRONG TYPHOONS

Name Month Year

2018-2020 PHILIPPINES STRONG TYPHOONS (GRAPH)

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