MINISTRY OF EDUCATION

SECONDARY ENGAGEMENT PROGRAMME

GRADE 10
PHYSICS
WEEK 1 LESSON 1
TOPIC: MECHANICS
SUB-TOPIC: PHYSICAL MEASUREMENTS
OBJECTIVE: To explain the development of the International System (SI) of quantities and units.

For many of you, this is the first time that you will be exposed to the subject, Physics. It is one that helps
us to become critical thinkers as we use Science to explain occurrences all around us. There are two parts
to Physics:
 Observations about the world
 The theories to explain those observations

METROLOGY – The Science of Measurement

Measurements, accurately taken and appropriately recorded, help us to make sense of natural phenomena
and to understand the physical world better.
For example, here are two statements about the weather:
1. “This Summer was much hotter than last year’s own”
2. “The average temperature this Summer was 35𝑜 𝐶, while last year it was only 30𝑜 𝐶”
The second statement includes a quantitative value and thus is more useful to Science as we can see that
the temperature has indeed increased by 5𝑜 𝐶 from the previous summer to present.

Technological Trade
Breakthroughs
Measurement
plays an
important role
in

All branches Everyday life

of Science

Figure 1.1: The roles of measurement to our existence

In the laboratory at school, there are a host of different quantities we may measure, from the length of a
pendulum to the voltage supplied by a battery. These quantities and the units in which they are measured
form part of the ‘language of Physics’.

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 MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
GRADE 10
PHYSICS
At one time there were so many standards and units in use that the communication and
interpretation of experimental results caused much confusion and difficulty. Some countries used
the ‘foot of their king’ as the standard for length. Can you imagine how difficult this must have
been for someone to barter with such a country?

THE INTERNATIONAL SYSTEM (SI)

Measurements involve comparing unknown quantities with known standard units.
Due to the confusion caused by countries having their system of measurement, a system of units
to be used in the scientific community was officially created in 1960 by a group of Scientists. It is
called the International System and is abbreviated ‘SI’ because the conference was held in France
where the adjective usually comes before the noun (Système International).

The Seven (7) Fundamental Quantities: A fundamental quantity is a basic quantity from which
others may be derived e.g. we derive velocity using the fundamental quantities length and time.

Fundamental Quantity Symbol for Quantity SI Unit Unit Symbol

MASS 𝑚 kilogram 𝑘𝑔
LENGTH 𝑙 meter 𝑚
TIME 𝑡 second 𝑠
CURRENT 𝐼 ampere 𝐴
TEMPERATURE 𝑇 Kelvin 𝐾
AMOUNT OF SUBSTANCE 𝑛 mole 𝑚𝑜𝑙
LUMINOUS INTENSITY 𝐼𝑣 candela 𝑐𝑑
Figure 1.2: Table showing list of fundamental quantities and their standard units recognized by SI

N.B. Degree Celsius (oC) and degree Fahrenheit (oF) are non-SI, even though we use them daily.

Units: A unit is a specified measure of a physical quantity. When recording measurements we

MUST give both the numerical value and the unit. For example, 73.8m or 3.5mol. However, a few
quantities have no units e.g. relative density. It is expressed as a numerical value only and is said
to be a dimensionless quantity.

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 MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
GRADE 10
PHYSICS
Multiple and Sub-Multiple Units
 Imagine you are to run a marathon race. Would it not be easier to visualize a distance of 30
kilometers rather than 30 000 meters? Units, such as the kilometer, which are larger than the
fundamental unit, in this case, meter, are called multiple units.
 Now imagine measuring the diameter of a coin. Which would you prefer to say: 5 millimeters
or 0.005 meters? You would agree that 5mm is more practical. Units, such as the millimeter,
which are smaller than the fundamental unit, are called sub-multiple units.
There are several multiple and sub-multiple units which are larger or smaller than the fundamental
quantity and are written in terms of powers of 10 with each having a designated prefix.
PREFIX SYMBOL VALUE PREFIX SYMBOL VALUE

1
Kilo 𝑘 103 milli 𝑚 10−3 or 1000
1
micro 𝜇 10−6 or
Mega 𝑀 106 1000000
1
nano 𝑛 10−9 or 1000000000
Giga 𝐺 109
1
pico 𝑝 10−12 or 1000000000000
Tera 𝑇 1012

Figure 1.3 Multiples and their value Figure 1.4: Sub-multiples and their value

N.B. The value listed is how much times bigger or smaller the prefix is than the base unit.

Converting from the Multiple or Sub-Multiple Unit to the base unit:

When converting from multiple or sub-multiple units to the base unit, simply multiply the number
to be converted by the value of the multiple or sub-multiple prefixes given in figures 1.3 and 1.4.
EXAMPLE 1: EXAMPLE 2: Convert 36000𝜇m to m
1
Convert 1500km to m micro = 10−6 or 1000000
𝟏
kilo = 103 or 1000 Thus, multiply 36000 by
𝟏𝟎𝟎𝟎𝟎𝟎𝟎
Thus, multiply 1500 by 𝟏𝟎𝟑 or 1000. 36000μm = (36000× 1000000) m
1

1500km = (1500 × 1000)m = 0.036m

= 1 500 000 m ANS: 0.036 metres
1
ANS: 1 500 000 metres N.B Multiplying by 1000000 is = dividing by 1000000

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 MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
GRADE 10
PHYSICS
TASK:
Write an essay in 250-300 words explaining why Standardization (having a system of globally
accepted units) in Measurement is important. Ensure to follow the format of introduction,
two or three paragraphs of supporting evidence and conclusion.

ADDITIONAL RESOURCES:
1. The failure of the $125 Million Mars Climate orbiter mission, which was launched in 1999 due
to a mix up of metric and imperial units. https://www.mentalfloss.com/article/25845/quick-6-
six-unit-conversion-disasters
2. How to convert from one unit of measurement to another.
https://www.youtube.com/watch?v=L8x2ObgNah8

REFERENCES:
 Avison, J., & Petheram, L. (2014). Physics for CSEC (2nd ed.). Cheltenham: Nelson Thornes Ltd.

 DeFreitas, P. (2015). Concise Revision Course CSEC Physics. London: Collins.

 Duncan, T. (2013). Physics for CSEC examination (5th ed.). London: Hodder Education.

 Farley, A., & Trotz, C. (2014). Physics for CSEC Examinations (3rd ed.). (M. Taylor, Ed.) London:
Macmillan.

 Lambert, N., & Santos, N. L. (2000). Physics for CXC (2nd ed.). Essex: Heinemann.

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