Physics GRADE 9 - REVIEW 2023 2

PHYSICS
GRADE 9
Ministry of Education, Tertiary Education,

Science and Technology
PHYSICS
GRADE 9
Professor Vassen Naëck - Head Curriculum Implementation,Textbook Development and Evaluation
PHYSICS TEXTBOOK DEVELOPMENT PANEL
MAURITIUS INSTITUTE OF EDUCATION

Dr Sarojiny Saddul-Hauzaree - Coordinator, Associate Professor, MIE
Mohun Cyparsade - Associate Professor, MIE
Priya Darshini Lollchund - Educator
Maneeshah Ramkurrun - Educator
Sandeep Seebaluck - Educator
John Harry Tan Wee - Educator (Rodrigues)
Design
Leveen Nowbotsing
- Graphic Designer, MIE
Rakesh Sookun - Graphic Designer, MIE
Acknowledgements
The Science textbook panel wishes to thank:
- Dr Anwar Bhai Ramjaun (Associate Professor, MIE), Dr Ravhee Bholah (Associate Professor, MIE)
and Dr Fawzia Narod (Associate Professor, MIE) for their contribution.
elina Hookoomsing (Senior Lecturer, MIE), Majhegy Murden-Louise (Lecturer, MIE),
- Dr H
Suryakanti Anu Fulena (Lecturer, MIE), Kamini Moteea (Lecturer, MIE) for proofreading.
- Prakash Roopun (Senior Laboratory Technician, MIE) for taking photos that have been used in the textbook.
GRADE 9 PHYSICS TEXTBOOK REVIEW PANEL
Mohun Cyparsade - Overall Coordinator, Associate Professor, MIE

Dr Khemanand Moheeput - Lecturer, MIE
Charlotte Pierre Brune - Educator
Mouvish Jhummun - Educator
Design
Karnesh Ramful - Graphic Designer, MIE
Acknowledgements
The Science (Physics) textbook panel wishes to thank:
- Dr Yesha Devi Mahadeo-Doorgakant (Lecturer, MIE) for proofreading.
© Mauritius Institute of Education (2023)
ISBN: 978-99949-75-29-7
Consent from copyright owners has been sought. However, we extend our apologies to those we might have overlooked.
All materials should be used strictly for educational purposes.
ii
FOREWORD
The MIE produced a set of new textbooks for Grades 1-9 based on the
National Curriculum Framework and Teaching and Learning Syllabus for the
implementation of the Nine Year Continuous Basic Education (NYCBE) reform.
These have been key to curriculum transaction in the classroom. However,
curriculum development is a dynamic enterprise that constitutes constant
review and readjustment in relation to the evolving contextual factors and needs
of Educators and learners. As such the Grade 9 Science textbook was reviewed
taking into consideration the insights and views of stakeholders as well the
emerging trends in Science Education. Even though dedicated textbooks are
now available for each of the Science subjects, namely Biology, Chemistry and
Physics, for ease of use, the guiding philosophy has remained unchanged. The
content is contextualized, incremental and founded on basic scientific skills
developed in Grades 7 and 8.
As in all curriculum endeavours, a number of contributors have been involved

in the review of the Grade 9 textbook. I remain appreciative of the efforts of
the panel who, at the inception, gave the textbook its orientation. I thank the
review team for finetuning the resource in the light of feedback obtained to
enhance teaching and learning experiences. The Educators who were part of the
validation process have also played an important role in ensuring that the
reviewed Science textbooks are sound. Last, but not the least, the Graphic
Designers are to be thanked for their continuous collaboration in the
development of apt educational resources.
I wish all users of the Science textbooks an enriching and enjoyable experience.
Dr Hemant Bessoondyal
Director
Mauritius Institute of Education
iii
PREFACE
The Grade 9 physics textbook is in compliance with the National Curriculum
Framework (NCF, 2017) and the Teaching and Learning Syllabus (TLS, 2017) for
science. The textbook ensures a smooth transition from the earlier grades by
building upon content learnt up to Grade 8. The use of everyday experiences
and contexts that students can easily relate to is favoured.
The textbook is conceptualised in such a way that it includes a number of

inquiry-based activities and accompanying tasks for learners. In line with the
constructivist approach, the activities will enable learners to build and reinforce
understanding of science concepts. It attempts to develop in students the
necessary skills, attitudes and values for scientific inquiry. As such, a conscious
effort must be made to actively engage pupils in all activities and to allow
them to manipulate specimens, materials, simple equipment and apparatus
safely and under supervision. Though many questions are incorporated within
the activities, educators are encouraged to prompt learners with additional
questions while implementing them in the classroom.
In addition to the activities, the textbook includes important features that

support effective learning and teaching.
The “What I have learnt” icon summarises the concepts learnt through the
activities.
“Find out” features throughout the textbook and aims at encouraging students
to look for information beyond the scope of the textbook and to develop the
habit and skills of looking for information from various sources.
The “Did you know?” icon is included to trigger students’ interest and curiosity
about science. This section not only provides them with interesting information
related to the concepts being addressed but it also helps to stimulate their
curiosity and stretch their imagination further.
“Test yourself” is for formative purposes.
Suggestions are made for “Project work” to promote cooperative learning.
A “Summary of unit” and “Concept map” are incorporated at the end of each
unit to clearly summarise all the key and relevant concepts learnt. With the
visual impact that graphic organisers afford, it is hoped that learning is aided,
consolidated and eventually a high learning retention rate is ensured.
The “End of Unit Exercises” are meant for summative assessment purposes.
They provide educators with opportunities to assess learners’ understanding
of concepts addressed in the units and to provide timely feedback and support.
This section comprises a variety of exercises, such as fill-in-the-blanks, multiple
choice and structured questions, amongst others. It is recommended to
encourage learners to justify their answers as and when appropriate as this
promotes critical thinking, analysis and deeper conceptual understanding. By
adopting a differentiated approach, educators are expected to develop more
assessment exercises to assess learners of different abilities.
iv
In the conceptualisation of the textbook, care is taken to incorporate learner-
centred strategies like concept cartoons, role-play, project-based learning
and concept mapping to actively engage the learners in the learning process.
Furthermore, applications of the science concepts learnt in real life situations
are highlighted.
Additionally, the textbook addresses some of the issues of science, technology

and society. This is accomplished through activities, project work and
discussions which help learners appreciate how science and technology are
related to society.
It is expected that educators use the textbook to devise and plan further
inquiry-based activities. Students must be given ample time to actively engage
in the activities, communicate their findings and observations in multiple ways,
discuss with their friends and teachers and think before writing down their
answers.
It is sincerely hoped that the textbook helps motivate learners, stimulates

their interest in science and develops the habits of mind and skills for scientific
inquiry.
Dr (Mrs) Sarojiny Saddul-Hauzaree

Coordinator
The Science Panel
v
TABLE OF
CONTENTS
PART 1:
UNITS P1-P5
UNIT P1
Measurement
in Science
Pg 1-36
UNIT P2
Light
Pg 37-66
UNIT P3
Energy
Pg 67-100
UNIT P4
Motion
Pg 101-124
UNIT P5
Electricity
Pg 125-160
vi
vi
Measurement in Science Unit
Unit
P1
1
Unit
Measurement in Science P1
Learning Outcomes
At the end of this unit, you should be able to:
• State the SI units of length, mass, volume, time and temperature

• Describe how to measure a variety of lengths with appropriate accuracy using tapes
and rulers
• Recognise the types of errors associated with the measurement of length, namely,
parallax error and zero error
• Describe how to use a measuring cylinder to measure the volume of a liquid
• Discuss the experimental determination of the volume of an irregular solid
• Read balances to record mass in its correct unit
• Describe how to measure a variety of time intervals using stopwatches and a simple
pendulum
• Record the temperature from laboratory and clinical thermometers
The foundation of Physics rests upon physical quantities in terms of which the laws of Physics
are expressed. Therefore, these quantities have to be measured and expressed accurately.
A physical quantity is one that can be measured and it consists of a magnitude and a unit.
Example:
Measuring length of a pencil
length of pencil = 9 centimetres

unit
physical magnitude
quantity (value)
1
Unit Measurement in Science
P1
ACTIVITY 1.1 – Identifying physical quantities
1. Study the pictures below and identify the physical quantities. Record your answers in Table 1.
Table 1
Diagram Physical quantity Symbol of quantity SI unit Symbol of unit
2. Study the list below and circle the one which is NOT a physical quantity.
volume time newton temperature area kelvin
density speed electric current length joule metre
kilogram watt stopwatch balance force energy
2
Unit
P1
1
Measurement of Length
In Grade 8, you learnt about measurement of length. In Grade 9, we will emphasise more on the
techniques of measurement for better accuracy during scientific activities.
Length is the distance between any two points. The SI unit of length is the metre (m).
Other units of length are: Conversion of length

millimetre (mm) x 1000
centimetre (cm) 1 km = 1000 m

kilometre (km) x 100
1 m = 100 cm
x 10
1cm = 10 mm
ACTIVITY 1.2 – Measuring the length of a rod
Write down the values of x1 and x2 as shown in the above picture.
x1 = _______ cm
x2 = _______ cm
The distance from one end of the rod to the other end of the rod is _______ cm.
Length of rod = _______ cm.
3
P1
TEST YOURSELF
1. Convert the following: 2. Convert the following:
1 km = _________ m a) 2 m = ________ cm
1 km = _________ cm b) 25 mm = ________ cm
1 km = _________ mm c) 4.5 km = ________ m
1m = _________ cm d) 0.028 km = ________ cm

e) 52.0 cm = ________ m
1m = _________ mm
f ) 280 mm = ________ m
1 mm = _________ cm
1 cm = _________ m
1 mm = _________ m
Some words used to describe length are:

Width
Circumference, Radius and Diameter
diameter = 2 x radius
4
Unit
P1
1
Instruments used to measure length are:

• Measuring tape
• Metre rule
• Half metre rule
• Ruler
ACTIVITY 1.3A – Recalling the instruments used to measure length
Match the instrument’s name in Table 2 to its picture.
Table 2
Instrument name Picture

Measuring tape
Metre rule
Ruler
5
P1
Reading the scale of a ruler

When making a measurement, read the instrument to its smallest scale division.
Determining the smallest division on the ruler:
10 divisions = 1 cm
1 division = 1 cm
10
= 0.1 cm = 1 mm
Since each smallest division on the ruler corresponds to 0.1 cm, the measurements recorded with
a ruler are expressed in cm to 1 decimal place. So the accuracy of the ruler is 0.1 cm (or 1 mm).
Write down the value shown on each scale at the mark as shown by the arrow.
a.
b.
c.
d.
6
Unit
P1
1
ACTIVITY 1.3B – Measuring the length of various items
In this activity, you will use a metre rule, a half metre rule, a ruler or a measuring tape to measure
the lengths of objects given in the table below.
Procedure:
Use appropriate instruments to measure the lengths listed below and record your results in the
table.
Table 3
Quantity to be measured Instrument used Length recorded / unit
Length of physics book
Height of your chair
Length of your classroom
Width of door
Length of an eraser
ACTIVITY 1.4A – Measuring the diameter of a coin
Materials required:
• 2 set-squares (wooden blocks)

• a coin
• a ruler
Procedure:
1. Place the ruler along the edge of the table. Along the edge of the scale, place the set-square
P and then the coin. Place set-square Q on the other side of the coin so that it touches the
coin.
2. Then, looking vertically downwards, note the readings from the scale from the two sides of
the coin.
3. Diameter of coin = X2 – X1 cm.
7
P1
ACTIVITY 1.4B – Measuring the diameter of a coin using ten identical coins
Materials required:
• 2 set-squares (wooden blocks),

• 10 identical coins,
• a ruler.
Procedure:
1. Place the half metre rule along the edge of the table. Along the edge of the scale, place the
set-square P and then the ten coins, such that there is no gap between the coins. Place set-
square Q on the other side of the coins, such that it touches the coin.
2. Then looking straight and vertically downwards, note the readings from the scale from the
sides of the coin at x1 and x2.
3. Diameter of ten coins = X2 – X1

X2 – X1
4. Diameter of one coin =
10
Suggest which of the two methods, A or B, gives a more accurate value for the diameter.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Conclusion:
Averaging reduces error in measurement. Hence, method B is more accurate than method A.
8
Unit
P1
1
TEST YOURSELF
1. Name the instrument used to measure the:
a. Length of your school bag: __________________________
b. Circumference of a football: ____________________
c. Length of the teacher demonstration table: __________________
d. Thickness of 500 sheets of paper: ___________________________
2. Describe how you would determine the thickness of a sheet of paper, given that you
have 100 sheets of paper available.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Accuracy in measurement
• Accuracy is important in all scientific activities. Accuracy describes how close a measurement
is to its true value.
• Errors such as parallax error and zero error make the measurement greater or smaller than the
true value.
• Therefore, avoiding these errors will make a measurement more accurate.
9
P1
Parallax Error
In Grade 8, you have learnt that parallax error occurs when the eye is not correctly positioned.
Parallax error causes the measured quantity to be greater or smaller than the true value.
How to avoid parallax error
Parallax error is avoided by placing the eyes directly opposite and perpendicular to the mark
being read. The correct position of an observer’s eye while reading scales are shown below.
Correct position
Wrong position
Wrong position
Observer’s eye
glass rod
10 11 12
cm
cm
cm
10
Unit
P1
1
TEST YOURSELF
A student has 50 small identical glass beads in a jar.
The student is provided with a 30 cm ruler and two rectangular wooden blocks.
a. Draw a diagram to show clearly how the student could arrange the apparatus to accurately
measure the diameter of one of the beads.
Investigating zero error in the measurement of length
A. Using a ruler whose extremity does not coincide with the zero mark.
Study diagram 1A and write down the length of the block as shown.
Diagram 1A
Length of block = _______ cm
11
P1
Now, the same block is repositioned as shown in diagram 2A. Write down the length of the
block.
Diagram 2A
Length of block = _______ cm
Why are different values obtained for the same block?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Which value, between diagrams 1A and 2A, is correct? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Zero error occurs when measurement is taken from the extremity of a ruler which does not
coincide with the zero mark. Therefore, to avoid zero error, the block should be placed on the
zero mark.
B. Using a ruler whose end is damaged.
Study diagram 1B and write down the length of the pencil as shown.
Diagram 1B
Length of pencil = _______ cm
Now, the same pencil is repositioned as shown in diagram 2B. Write down the length of the
pencil.
Diagram 2B
Length of pencil = _______ cm
12
Unit
P1
1
Why are different values obtained for the same pencil?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Which value, between diagrams 1B and 2B, is correct? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
To avoid zero error, the pencil is placed on a clearly visible division and the end readings are
taken. The correct length of the pencil is obtained from the difference in the two readings.
Measurement of Volume
Volume is the amount of space occupied by an object. The SI unit of volume is the cubic metre
(m3).
Other units of volume are:
• cubic centimetre (cm3)

• millilitres (ml)
• centilitre (cl) 1 cm3 = 1 ml
• litre ( l )
Volume of liquids
The volume of a liquid can be determined using a

measuring cylinder. The liquid is gently poured into
the measuring cylinder and the volume of liquid in
the measuring cylinder is read and recorded. The
curved surface formed by a liquid is known as a
meniscus.
13
P1
Precautions to be taken:
When reading the measuring cylinder,
1. The eyes must be placed level with the meniscus of the liquid and perpendicular to the scale.
2. The measuring cylinder is placed on a flat horizontal surface.
3. The scale should face the observer.
TEST YOURSELF
Reading the scales of a measuring cylinder
Consider the 3 different measuring cylinders below. Draw the line of sight for each measuring
cylinder shown below and record the volume of each liquid.
Measuring cylinders
14
Unit
P1
1
Volume of regular-shaped solids
cuboid
The volumes of the above objects are obtained by taking measurements such as length, height,
width, diameter and then calculating the volume using their respective formula.
Volume of irregular-shaped solids
Volumes of irregular solids cannot be obtained by using formulas. They are determined by other
methods such as the displacement method.
When an object is immersed in water, it displaces a volume of water that is equal to its own
volume. This method is known as the displacement method.
ACTIVITY 1.5 – Determining the volume of a small irregular object
In this experiment, you will use the displacement method to find the volume of a small stone
using a measuring cylinder.
Materials required:
• a measuring cylinder
• a small irregular object (key)
• a beaker of coloured water
• thin non-absorbent thread
15
P1
Procedure:
1. The measuring cylinder is half filled with water and the volume of
water in the measuring cylinder is recorded as V1.
V1 = _________ cm3
2. The key is tied with the piece of thread and gently immersed into
the measuring cylinder. The new volume is recorded as V2.
V2 = _________ cm3
3. The volume of the key is calculated using:
Volume of key = (V2 – V1 ) cm3
= ______________ cm3
Precautions to be taken:
1. The measuring cylinder is placed on a flat horizontal surface when reading the volumes.
2. The line of sight must be perpendicular to the scale, and level with the meniscus of water.
3. The key is gently immersed to avoid the splashing of water.
Further investigation
The key is submerged so that it is at the base, and the level of water in the measuring cylinder is
observed. The key is raised slowly so that it is still completely submerged just below the water,
and the level of water in the measuring cylinder is recorded. What do you observe?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
16
Unit
P1
1
Volume of a large irregular object
The volume of a large irregular solid can be determined using the displacement can.
ACTIVITY 1.6 – Determining the volume of a large irregular object

using a displacement can
Materials required:
• a large irregular stone

• thin non-absorbent thread
• a displacement can
• a beaker of water
• an empty beaker
• an empty measuring cylinder
• a wooden block
The displacement method
Procedure:
1. The displacement can is placed on a wooden block on the table

with the empty beaker at its spout.
2. The displacement can is completely filled with water until the
excess water overflows into the beaker.
3. The beaker is replaced with the empty measuring cylinder and
the stone, tied to the piece of thread, is gently immersed into the
displacement can. The stone should be completely immersed in
the water.
4. The volume of water collected in the measuring cylinder is
recorded.
The displacement method
Volume of water displaced into the measuring cylinder = Volume of the stone
Why is it important to ensure that the water is levelled with the spout before immersing the
stone?
__________________________________________________________________________
___________________________________________________________________________
17
P1
FIND OUT
Web link:
A TEDEd video which tells the story about Archimedes’ discovery of the way to measure volume of an
irregular solid.
https://www.youtube.com/watch?time_continue=89&v=ijj58xD5fDI
ACTIVITY 1.7 – Measuring the volume of one drop of water
Materials required:
• a beaker of water
• a small measuring cylinder
• a dropper
Procedure:
1. Add 100 drops of water carefully to the empty measuring cylinder, without splashing.
2. Read the volume of the 100 drops.
Volume of 100 drops of water = ________________
3. Determine the volume of one drop of water.
Volume of 1 drop of water = ________________
Why should you avoid splashing while adding water?
______________________________________________________________________________
______________________________________________________________________________
Why was the volume of one drop of water not measured directly?
______________________________________________________________________________
______________________________________________________________________________
18
Unit
P1
1
TEST YOURSELF
1. a A group of students is determining the volume of a sample

of cards. Each student has a stack of ten cards. The diagram
is drawn to scale.
(i) In the figure shown, measure the height (h) of the stack of
cards.
h = ____________ cm
(ii) Calculate the average thickness (t) of one piece of card.

t = ____________ cm
(iii) Why was a stack of ten cards used to calculate the thickness of one card instead of
measuring the thickness of one card directly?
______________________________________________________________________
______________________________________________________________________
b (i) Measure the length (l) and width (w) of the top piece of card.
l = ____________ cm w = ____________ cm
(ii) Calculate the volume (V) of one card.

V = ____________ cm3
Measurement of Mass
Mass is a measure of the amount of matter. The SI unit of mass is the kilogram (kg).
Other units of mass are:

milligram (mg), Conversion of mass
gram (g), 1 t = 1000 kg
tonne (t).
1 kg = 1000 g
The instruments used to measure mass are:
Electronic balance Compression balance Beam balance
19
P1
ACTIVITY 1.8 – Measuring the mass of various objects
Materials required:
• an electronic balance
• a paper clip
• a pencil
• a protractor
• a 30cm plastic ruler
• a small fruit
An electronic balance
Procedure:
1. The electronic balance is placed on a flat, horizontal surface and then switched on. Wait for
the balance to show zeroes on the digital screen.
2. Place the objects listed in Table 4 on the balance.
3. Read and record its mass in Table 4.
Table 4
Object Mass / Unit
A paper clip
A pencil
A protractor
A plastic ruler
A coin
A small fruit
FIND OUT
1. How is the mass of water, kept in a measuring cylinder, determined?

2. Why is the mass of an object on Earth the same as its mass on Moon?
20
Unit
P1
1
Measurement of Time
Time is the interval between two events. The SI unit of time is the second(s).
Other units of time are:
• minute,
Conversion of time
• hour,
• day, 1 day = 24 hours
• week, 1 hour = 60 minutes
• month, 1 minute = 60 seconds
• year, 1 hour = 3600 seconds
• decade,
• century.
The instruments used to measure time are:
An analogue stopwatch A simple pendulum A digital stopwatch
Reading an analogue stopwatch
The analogue stopwatch can have a second or minute scale or both as shown below.
With second scale only With both second scale and minute scale
With second scale only With both second scale and minute scale
reading = 11 seconds minute scale = 57 minutes

second scale = 3.8 seconds
reading = 57 minutes 3.8 seconds
21
P1
TEST YOURSELF
1. Write down the readings of the following digital stopwatches.

The first one has been done for you.
Reading = 37.22 s
Reading = __________________
Reading = __________________
A simple pendulum
The simple pendulum consists of a small mass (called the pendulum bob)
attached to a string, which is suspended from a rigid support as shown.
Displace the bob slightly and observe what happens.
One oscillation is the complete to-and-fro motion of the bob.
The time period is the time taken by the bob to make one complete
oscillation.
Shorten the length of the pendulum bob. Let it oscillate. What do you observe?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Conclusion: The time period of a simple pendulum depends on the length of the pendulum.
As the length of the pendulum increases, the time period increases.
22
Unit
P1
1
ACTIVITY 1.9 – Determining the time period of a simple pendulum
Materials required:
• a pendulum bob
• two wooden blocks
• 90 cm of cotton thread
• a stopwatch
• a retort stand, a boss and a clamp
Procedure:
One complete oscillation
1. The pendulum bob, attached to a thread, is held in the clamp using two wooden blocks.
2. The bob is made to swing by moving it to one side and then released. The time for the
period of 20 oscillations is measured using a stopwatch.
Time, t1 = ____________s
3. The time taken for 20 oscillations is measured again and the results are recorded.
Time, t2 = ____________s
4. The average time <t> for 20 oscillations is calculated.

<t> = ____________s
<t>
5. The time period, T of the pendulum is calculated using: T = ____________s
20
6. Why is it better to measure the time for 20 oscillations when calculating the time period?
______________________________________________________________________________
______________________________________________________________________________
Conclusion:
More accurate value of time period is obtained when it is calculated using larger number of
oscillations. Thus, human reaction time is reduced.
FIND OUT
Watch this video from YouTube to understand more about human reaction time.
Web link: https://www.youtube.com/watch?v=Ez4-Dt9AQQg&t=15s
23
P1
Using the simple pendulum to measure a time interval
A simple pendulum of known period, such as 2s, is taken. It is set into oscillation.
A person is asked to walk from a point A to another point B which is 10 m away. The number of
oscillations during this event is noted. If we assume it takes 20 oscillations to cover this distance.
One oscillation of the bob takes 2s. Hence, 20 oscillations take 20 x 2s = 40s.
Thus, the person takes 40s to walk through a distance of 10 m.
Measurement of temperature
Temperature is a measure of the degree of hotness or coldness of a body. The SI unit of
temperature is the kelvin, K.
Other units of temperature are:

degree Celsius (oC)
degree Fahrenheit (oF)
A thermometer is the instrument used to measure temperature. The table below shows the
different types of thermometers used.
Laboratory thermometer
1. A laboratory thermometer is used to measure temperature in a science laboratory.

2. It reads temperature from -10°C to 110°C.
3. Alcohol and Mercury are two thermometric liquids used in laboratory thermometers.
Mercury is silvery grey in colour.
Alcohol is transparent and therefore, it has to be dyed to be visible.
4. The capillary bore is narrow so that the thermometric liquid can move a longer distance
along the capillary tube for a small change in temperature.
5. The bulb is made up of thin glass to allow heat to reach the thermometric liquid quickly.
24
Unit
P1
1
Clinical thermometer
1. A clinical thermometer is used to measure human body temperature.

2. It has a shorter scale around 35°C to 42°C because this is the range within which human
body temperature can vary.
3. There is a special marking at 37°C which is the approximate temperature of a healthy
person.
4. The bulb of the thermometer is generally placed under the armpit or in the mouth of
the patient.
5. The bulb is made up of thin glass to reach the mercury quickly.
6. The constriction in the thermometer prevents the backflow of the mercury into the bulb
when the thermometer is taken out from the patient’s mouth or any part of the body.
7. The stem is triangular in shape so that the mercury is seen clearly.
Digital clinical thermometer
1. It is used to measure human body temperature

2. It is easier to read as it has a digital display. Hence, there is no possibility of parallax
error.
3. It does not use mercury, which is a poisonous liquid.
4. It needs batteries in order to work.
DID YOU KNOW…
Nowadays, infra-red thermometers are being used increasingly. This is because they
are fast, easy-to-read and can measure temperature at a safe distance.
25
P1
Reading a liquid-in-glass thermometer

Part of a thermometer scale in degrees Celsius is shown below.
The smallest division on the scale represents a temperature change of ____________.

The position of the mercury meniscus is at ____________.
-30 -20 -10 0 10 20 30 40 50 60 70
TEST YOURSELF
1. The figure below shows the upper part of the thermometer.
Draw
(i) a vertical line to show the position of the mercury thread when the temperature is 650C
on the figure above.
(ii) a second vertical line to show an increase of temperature by around 10.50C.
2. The diagram below shows a clinical thermometer.
B C
35 36 37 38 39 40 41 42 o
C
A D
a. Label the parts A, B, C, D and E of the thermometer.

b. State the range of the clinical thermometer. _________________________________
c. What is the function of feature B on the clinical thermometer?
_______________________________________________________________________
_______________________________________________________________________
26
Unit
P1
1
3. A student measures room temperature using the instrument shown below.
(a) State the range of the thermometer. ________________

(b) Record the room temperature shown on the thermometer. _____________
(c) State one error that must be avoided while taking the measurement.
_______________________________________________________________________
(d) Why is the capillary tube of the thermometer thin?
_______________________________________________________________________
Summary of unit
• A physical quantity is one that can be measured and has a magnitude and a unit.
• Length is the distance between two points. The SI unit of length is the metre (m).
Other units of length are the millimetre (mm), centimetre (cm) and kilometre (km).
• The metre rule and the measuring tape are used to measure the length of an object.
• Parallax error occurs when the observer places his eyes at an angle to the mark being
read. Parallax error can be avoided by placing the eyes perpendicular and in line with
the mark being read on the scale.
• Zero error in a rule occurs when the object is not placed on a clearly visible division or
is placed on the damaged end of a rule.
• Zero error is avoided by placing the object between two clearly visible marks and
the end readings are noted. The measured quantity is calculated using the difference
between the two end readings.
• Volume is the amount of space occupied by an object. The SI unit of volume is the
cubic metre (m3).
• The volume of an irregular solid is found by the displacement method.
• Mass is a measure of the amount of matter. The SI unit of mass is the kilogram (kg).
A balance is used to measure the mass of an object.
• The digital and the analogue stopwatches are commonly used to measure time
intervals in a laboratory. The SI unit of time is the second (s).
• Temperature is a measure of the degree of hotness or coldness of a body. The SI unit
of temperature is the kelvin (K).
• A thermometer is used to measure temperature.
27
28
• Unit P1 • Measurement in Science P1
Unit
distance between any two points
parallax error zero error
second SI unit length SI unit metre
errors associated
Measurement in Science
metre rule
stopwatch measured using time
Measurement in measured using
Science tape
kelvin SI unit temperature
measured using
m3
measured using
a measuring cylinder
SI unit
laboratory thermometer clinical thermometer space occupied

volume
mass
irregular solid
SI unit displacement method
kilogram
a measure of the
amount of matter
measured using
electronic balance
Unit
P1
1
END OF UNIT QUESTIONS
Multiple choice questions
1. The diagram shows four identical spheres placed between two wooden blocks.
What is the diameter of one sphere?
END OF UNIT EXERCISES

A 1.0 cm B 2.0 cm C 3.0 cm D 4.0 cm
2. Which of the following are physical quantities?
A temperature length electric current mass

B mass time speed metre
C area joule force acceleration
D volume power thermometer mass
3. The diagram shows a measuring instrument.
Which physical quantity does this instrument measure?
A Area B Density C Mass D Volume
29
P1
4. A measuring cylinder contains 20 cm3 of water. A stone is placed in the water and the water
level rises to 38 cm3. What is the volume of the stone?
A 18 cm3 B 29 cm3 C 38 cm3 D 58 cm3
5. Which instrument is used to measure mass?

A Balance B Metre rule C Measuring cylinder D Stopwatch
6. A block of metal is placed on an electronic balance to record its mass. What is the unit of the
reading on the electronic balance?
A m B s C g D °C
7. A pendulum is set in motion and 20 complete swings are timed. The time measured is 10 s.
What is the time for one complete swing of the pendulum?
A 2s B 0.75 s C 0.5 s D 3s
8. The smallest reading that can be recorded by a metre rule is
A 1 mm B 1 cm C 1m D 0.01 cm
30
Unit
P1
1
9. One condition required to measure the volume of an object using the displacement
method is
A the object should sink to the bottom of the container.
B the object should float in the liquid.
C the object should absorb the liquid
D the object should be completely (fully) immersed in the liquid.
10. One oscillation of a swinging pendulum occurs when the bob moves from X to Y and back
to X again.

Using a stopwatch, which would be the most accurate way to measure the time for one
oscillation of the pendulum?
A Time 20 oscillations and multiply by 20.
B Time 20 oscillations and divide by 20.
C Time one oscillation.
D Time the motion from X to Y, and double it.
11. Which of the following is used to measure the temperature of a sick patient?
A alcohol-in-glass laboratory thermometer
B clinical thermometer
C mercury-in-glass laboratory thermometer
D pendulum clock
31
P1
12. The diagram shows an electronic balance. The balance is said to have
A a parallax error B an end error

C no error D a zero error
STRUCTURED QUESTIONS
1. Fill in the blanks with the correct words from the list given below:
mass measuring cylinder second length
1. ______________ is a measure of the distance between two points.
2. ______________ is the amount of matter in a given body.
3. A ______________ is used to measure the volume of a liquid.
4. The SI unit of time is the ______________
2. The statements given below are incorrect. Write the correct statements.
1. One kilometre is equal to 100 metres.
______________________________________________________________________
2. The degree of hotness or coldness is called heat energy.
______________________________________________________________________
3. A clinical thermometer can measure the temperature of boiling water.
______________________________________________________________________
4. Zero error is avoided by placing the eye directly opposite and perpendicular to the
mark being read.
______________________________________________________________________
32
Unit
P1
1
3. Here is a list of instruments.

ruler stopwatch measuring tape electronic balance
Choose the correct instrument for the measurement of
the following quantities:
Time to boil rice:
_________________________
The mass of a pen:
_________________________
Length of your trousers: _________________________

4. The figure below shows a measuring cylinder containing a small irregular object. A student
pours 60 cm3 of water into the measuring cylinder. She, then, gently lowers the object into
the water. Using the information in the figure, calculate the volume of the irregular object.
displacement can cross-section
spout
spout
water
Volume of irregular object = ____________________ cm3.
5. A displacement can is a container with a spout and used to determine the volume of an
irregular object. The figures below show a displacement can and its cross-section. The can
is filled with water to the level of its spout.
a. (i) Explain how the displacement can is used to measure the volume of an irregular
object such as a sea shell. State any additional apparatus that is required.
_____________________________________________________________________
_____________________________________________________________________
33
P1
(ii) State one possible difficulty in using a can that has:
1. a very small diameter.

_____________________________________________________________________
2. a spout that is attached near the middle of the can.

_____________________________________________________________________
(iii) Write down two precautions that can be taken to make the measurement more
accurate.
_____________________________________________________________________
_____________________________________________________________________
6. A beaker contains water at 38.5 °C. A student is looking at a thermometer from the position
marked by the eye in the diagram below.
a. Explain why the temperature appears to be different from 38.5 °C when seen by the
student.
You may draw on the diagram.
__________________________________________________________________________
__________________________________________________________________________
b. To describe the correct use of a thermometer, a student wrote: “The line of sight must be
vertical to the thermometer”. This is wrongly described. Write the correct description.
__________________________________________________________________________
__________________________________________________________________________
c. Draw the correct position of the eye on the diagram.
34
Unit
P1
1
7. The diagram below shows a rectangular box.
a) Calculate the area of the shaded region.
Area of shaded region = __________
b) Define ‘volume’ of an object.

_______________________________________________________________________
c) Is the box a regular or irregular object? Explain your answer.

_______________________________________________________________________

d) Hence, calculate the volume of the box.
Volume of box = __________
e) Hence, how many cubes of length 3 cm will be needed to fill completely the box?
Number of cubes needed = __________
8. A student wants to find the circumference of a cylindrical can. He rolls the cylindrical can
three times along a ruler as shown below.
a) Record the reading at the starting position and at the final position.
Starting position = ________ cm
Final position = ________ cm
b) Calculate the circumference of the can.
Circumference of can = __________ cm
35
P1
c) Name another measuring instrument that can be used to measure the circumference of
the can. Support your answer.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
36
Measurement in Science
Light Unit
Unit
P2
P1
1
Unit
Light P2
Learning Outcomes
• Investigate the importance of light for vision

• Differentiate between luminous and non-luminous objects by giving examples
• Recognise that stars produce their own light
• Recognise that planets and moons reflect light received from the sun
• Describe a simple experiment to show that light travels in straight lines
• Describe the reflection of light
• State the laws of reflection
• Use ray diagrams to demonstrate reflection
We certainly see with our eyes but, as you may have noticed, even with our eyes wide open,
vision is not possible when there is no light! In fact, light is a vital form of energy that has an
important role to play in all aspects of our lives.. In the absence of light, plants would not be able
to manufacture their food as sunlight is required for the process of photosynthesis to occur.
Light comes from a number of different sources that may be natural or artificial. Our main
natural light source is the Sun.
Apart from the Sun, other sources of natural light include stars, flame from a combustion process
and artificial light sources such as electric light-bulbs and torches operated with batteries.
3737
Unit Light
P2
Importance of Light
Light is required for vision. Light allows us to see.
ACTIVITY 2.1 – Investigating the importance of light for vision
Materials required:
• a small box (for example a shoe box)

• a pair of scissors or a cutter
• a small object
Procedure:
1. Make a central hole in the top face (lid) of the box and another central hole in one face of
the box as shown below.
2. Remove the lid and place the small object inside

the box at its centre.
3. Cover the box with the lid.
4. Cover the hole on the lid of the box with one

hand as shown and observe the object from the
hole on the side of the box.
What do you observe? Can you see the object inside the box?
____________________________________________________________________
Now, remove your hand from the lid and again look at the object through the side hole of the
box.
38
Light Unit
Unit
P2
1
Can you see the object inside the box?

____________________________________________________________________
From Activity 2.1, we have learnt that nothing can be seen without light. In fact, light is essential
for vision. The visual ability of humans and other animals is the result of the interaction of light,
eyes and the brain. We are able to see because light from an object can move through space and
reach our eyes. Once light reaches our eyes, signals are sent to our brain. Our brain translates
these information in order to interpret the appearance, location and movement of the objects
we are looking at.
The whole process would not be possible without light coming from different sources.
TEST YOURSELF
If you are in a room at night and you close all the windows, doors and draw the curtains shut,
do you see any objects? Do you see yourself in the mirror? Why? Discuss.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
DID YOU KNOW…
Light arrives on Earth from the Sun after a trip that

covers a distance of about 149 million kilometres
travelling at the fastest speed known to us!
FIND OUT
Given that light travels at 300 thousand kilometres per second and that the distance between the Sun
and the Earth is 149 000 000 km, calculate the time taken for light to travel from the Sun to the Earth.
39
Unit Light
P2
Luminous and Non-Luminous Objects

We can see objects around us because of the presence of light. Only some of these objects have
the ability to emit light while most objects do not emit light. They just reflect light.
ACTIVITY 2.2 – Identifying luminous and non-luminous bodies
In the table below, there are objects which emit light and objects which do not emit light.
Put a tick ( ) in the appropriate column according to whether the object emits light or not.
Table 1
Object Emits light Does not emit light

1. Lighted matchstick
2. Mirror
3. Sun
4. Tree
5. Star
40
Light Unit
Unit
P2
1
6. Cloud
7. Traffic light (switched on)
8. Moon
9. Lighted torch
10. Lighted candle
11. Glow-worm
12. Crystal Jelly
41
Unit Light
P2
Light is a form of energy that is emitted by certain living and non-living things.
Luminous objects are objects that emit light.

Examples: Sun, star, traffic lights (on), lighted torch and lighted candle
Non-luminous objects are objects that do not emit light.

Examples: matchstick, mirror, tree, cloud and moon
Sources of light can also be natural or man-made.
TEST YOURSELF
In Table 2, put a tick in the appropriate column according to whether you consider each object
as luminous or non-luminous and a natural source or artificial source of light.
Support your answer with a short justification.
Table 2
Non-
Object Luminous Natural Artificial Justification
luminous
1. Candle
2. Lighted matchstick
3. Planets
42
Light Unit
Unit
P2
1
4. Angler fish
5. Diamond
6. Stainless steel
7. Screen of a mobile
phone
8. Chair
9. Firefly
10. Lava
43
Unit Light
P2
Light Travels in Straight Lines

Once light has been emitted from a source, it will keep travelling away from the source until it
hits something along its path.
When you wear a hat on a sunny day, you actually apply this idea. The brim of the hat blocks the
sunlight from hitting your eyes. Similarly, we are able to avoid the heat of the Sun by standing
in the shade of a tree as the sunlight is blocked by the leaves of the tree.
Brim of a hat blocking sunlight Trees blocking light rays from the sun
ACTIVITY 2.3 – Investigating that light travels in straight lines
Materials required:
• 2 filament lamps
• 2 retort stands with clamps
• a black bristol paper
• sticky tape
Procedure:
1. Roll the chart paper to make a paper cylinder that is about 40 cm long and of diameter
about 5 cm. Stick the paper tube with the sticky tape.
2. Suspend the filament lamp from the clamp of one retort stand.
3. Clamp the paper tube horizontally in the second retort stand and on the same level as the
filament lamp, with one end of the tube pointing directly towards the lamp as shown on the
figures on the following page.
44
Light Unit
Unit
P2
1
4. Check that the lamp is visible when looking at it through

the opposite end of the tube.
5. Switch on the lamp and observe through the tube.
6. Can you see the light from the lamp? ___________
7. Do you think that the appearance would be the same if

the tube was bent? _________________
8. Switch off the lamp. Now bend the end of the tube near
the lamp at an angle of about 900.
9. Keeping the tube bent, switch on the lamp and look through the tube.
10. Can you see the light of the lamp? _______________
11. What do you conclude from this experiment?

__________________________________________________________________________
__________________________________________________________________________
45
Unit Light
P2
Reflection of light
A few general properties of light are given below:
1. Light is a form of energy.

2. Light travels in straight lines.
3. A ray of light is the path along which light travels. It is represented using a straight line with
an arrow to show the direction of travel.
A ray of light
4. A group of light rays travelling together is called a beam of light. There are three types of
light beams: parallel, converging and diverging.
Parallel beam Converging beam Diverging beam
Parallel beam Converging beam Diverging beam
Rays of light travelling Rays of light travelling Rays of light starting from
parallel to each other towards a common point a point and travelling in
various directions
46
Light Unit
Unit
P2
1
The process by which light rays falling on the surface of an object bounce back is called the
reflection of light. Thus, when light falls on the surface of an object, the latter reflects back the
light. Reflection is what allows us to see non-luminous objects. Light, from a source such as the
Sun, strikes the objects and is reflected back to our eyes.
A ray of light reflected by the object
Ray Diagrams
A ray diagram can be drawn to show the path that light takes when it travels in a given situation.
The ray diagram below illustrates the reflection of light on a plane mirror.
DID YOU KNOW…
Light travels at an exact speed of 299,792,458 m/s (that is nearly 300,000 km/s!). The distance around
the Earth is 40,000 km, so in 1 second, an object travelling at the speed of light could go around the
world seven and a half times!
Sound only travels at about 330 m/s through the air; so light is nearly a million times faster than
sound.
47
Unit Light
P2
Terms used in the study of reflection of light
1. Normal – imaginary line perpendicular to the reflecting surface
2. Incident ray – ray of light falling onto the reflecting surface
3. Reflected ray – ray of light bouncing off the reflecting surface
4. Point of incidence – point where the normal, incident ray and reflected ray meet
5. Angle i – angle of incidence (measured from the normal to the incident ray)
6. Angle r – angle of reflection (measured from the normal to the reflected ray)
ACTIVITY 2.4 – Investigating the reflection of light
CAUTION: A dark room is required for the observations of this experiment to be easily visible.
Materials needed:
• a transparent container of cuboid shape (e.g. a small aquarium)

• a small mirror
• a ray box
• protractor
• markers
• a pinch of powdered milk
Procedure:
1. On one flat face of the transparent container, draw lines to

represent the incident and reflected rays of light at angles
of 70o and 50o measured between the ray of light and
the normal as shown below. A blank sheet of paper can
be placed behind the container for improved visibility.
48
Light Unit
Unit
P2
1
2. Place the mirror flat at the bottom of the container with the reflecting surface facing
upwards.
3. Place the container on a flat surface (the laboratory bench is suitable) and fill it with water.
4. Add the pinch of powdered milk to the water and stir gently to give the water a cloudy
appearance. The cloudy water will make the path of the light visible.
5. Now, the ray box is switched on and the beam is aligned with the line drawn at the angle of 50o.
6. What do you observe about the angles of incidence and reflection? ____________________
7. Repeat step (5) above for the angle of incidence of 70o.
8. What do you conclude about the angles of incidence and reflection?

9. What do you conclude from this experiment?

Therefore, the two laws of reflection are:

1. The angle of incidence equals to the angle of reflection.
2. The incident ray, the reflected ray and the normal at the point of incidence all lie in the same plane.
49
Unit Light
P2
TEST YOURSELF
incident ray
1. A ray of light is incident at an angle of 35o onto a plane mirror as shown above.
(a) Complete the diagram by drawing and labelling the normal and the reflected ray.
(b) Label the angle of incidence and the angle of reflection as i and r on the diagram.
(c) Calculate the angle of incidence.
(d) Deduce the angle of reflection? __________

Give a reason for your answer.
2. The diagram shows a light ray incident on a plane mirror. incident ray
What must be the angle of incidence if the sum of the angles
between the incident and reflected rays is 90o?
3. A mirror is tilted at an angle of 20o with respect to the bench.

A light ray is directed so that it hits the mirror at an angle of 25o to the surface of the mirror.
incident ray
mirror
bench
(i) Draw and label the normal and the reflected ray.
(ii) What is the angle of reflection? _________________________
50
Light Unit
Unit
P2
1
Formation of an Image in a Plane Mirror
A plane mirror forms the image of objects in front of it by reflection. These images appear to be
behind the plane in which the mirror lies, that is, inside the mirror. But how do the rays of light
actually travel to form the image?
Procedure for drawing a ray diagram for reflection in a plane mirror:

1. Draw a plane mirror at the centre of a blank page.
2. Draw the letter L at a measured distance from the plane mirror as shown below.
3. Draw the reflection of the letter L at the same measured distance as in step 2, but behind
the plane mirror, exactly opposite to the object.
4. Next, draw two rays of light from the lower right tip of the letter L to the surface of the plane
mirror. The two rays must be sloping downwards and diverge slightly away from each other.
5. Now, draw the reflection of the two rays of light from the lower left tip of the image of the
letter L.
6. The rays must be drawn as broken lines behind the mirror, then extended as continuous
lines in front of the plane mirror. Again, the two rays must be sloping downwards and
diverge slightly away from each other.
7. Finally, note that the rays of light that are real (in front of the mirror) represent the incident
and reflected rays and the arrowheads are drawn as appropriate to indicate their respective
directions.
8. The rays of light behind the mirror are virtual and are not drawn with arrowheads.
51
Unit Light
P2
The image formed in the plane mirror has the following characteristics:
1. The image is of the same size as the object.
2. The image is virtual (that is, it cannot be projected on a screen).
3. The image is laterally inverted (that is, the right side of object appears as left side of image,
and vice versa).
4. The image is upright.
5. The image distance behind the mirror is the same as the object distance in front of it.
Some uses of reflection:

1. A plane mirror is used by people to see their
own reflection.
This is useful when shaving or dressing up.
2. The rear-view mirror of a vehicle enables the

driver to see the traffic behind the vehicle.
3. A microscope uses a mirror to reflect light to

the specimen under the microscope.
4. Mirrors are used by dentists to examine

patients’ teeth.
5. Mirrors are used in periscope to view

objects which are not at the same level as
the observer. For example, the other side of
a highwall or the surface of the sea from a
submarine.
FIND OUT
If you have ever seen an ambulance, the word “AMBULANCE”

is written in the form of a mirror image in vehicles (that is, the
word is laterally inverted). Why is it so?
52
Light Unit
Unit
P2
1
TEST YOURSELF
1. The image formed by a plane mirror is virtual and laterally inverted.

(a) Explain what is meant by:
(i) A virtual image
(ii) A laterally inverted image
(b) List three other characteristics of an image formed by a plane mirror.
2. The figure shows a domino placed in front of a plane mirror.

(a) Draw the image of the domino.
mirror
(b) Complete the diagram to show how the observer is able to see the image of the domino.
53
Unit Light
P2
3. Car X is following car Y. The registration number

of car X is FEL9Z as shown on the diagram. Write
down the registration number of car X as seen
by the driver of car Y in the rear view mirror.
_________________________
4. A man sits on a chair and views the reflection of a

painting which is found behind him at a distance
of 3 m. The mirror is at a distance of 1 m in front of
the man.
(i) What is the distance between the man and his image?
_________________________
(ii) What is the distance between the man and the image of the painting?
_________________________
(iii) The man moves back 1 m. What is the new distance between the man and the image of the
painting?
_________________________
54
Light Unit
Unit
P2
1
WORK OUT
1. Which of the following emits light?
A Moon B Sun C Mars D Earth
2. A ray of light hits a surface of a plane mirror at 900 as shown below.
What is the angle of reflection?
A 90o B 180o C 45o D 0o
3. The image formed by a plane mirror is
A In front of the mirror B Real C Smaller D Laterally inverted
4. A ray of light strikes a mirror as shown below. What is the angle of reflection?
A 15o B 30o C 54o D 45o
55
Unit Light
P2
5. The light phenomenon by which the incident light falling on a surface is sent back into the
same medium is known as
A Deformation B Reflection C Diffusion D Repulsion
6. An object is placed 2 m from a plane mirror and then shifted by 0.5 m away from the mirror.
What is the final distance between the object and its image?
A 2m B 5m C 2.5 m D 4.5 m
7. A ray of light is reflected between two glass panes as shown below.
What is the value of the angle a in the diagram?
A 30o B 90o C 60o D 45o
56
Light Unit
Unit
P2
1
8. An object O is placed in front of a plane mirror. A person looks into the mirror as shown in
the diagram. At which position is the image of O seen?
9. A boy stands beside a girl in front of a large plane mirror. They are both the same distance
from the mirror, as shown below. Where does the boy see the girl’s image?
10. An image is formed in a plane mirror.
Which statement must be correct?
angles distances
A w=y dO = dI
B w=z dO is greater than dI
C x=y dO = dI
D x=z dO is greater than dI
57
Unit Light
P2
1. State whether each the following statement is TRUE or FALSE.
1. A luminous body absorbs light energy. _________________
2. The Moon is a body that emits light energy. _________________
3. Light does not travel in straight lines. _________________
4. The angle of incidence is not always the angle of reflection. _________________
5. The image formed by plane mirror is always virtual. _________________
2. (a) What is a ray of light?

________________________________________________________________________
(b) The diagram below shows a ray of light being reflected at the surface of a plane mirror.
(i) Write down the names of the lines labelled A, B and C.
A: ______________________________
B: ______________________________
C: ______________________________
(ii) What is the value of the angle of reflection?

______________________________
3. A student tries to reflect the word TEST in a plane mirror.

(i) Draw the appearance of the image that the student will see below.
58
Light Unit
Unit
P2
1
(ii) State three characteristics of the image formed in the plane mirror.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. (a) Complete the following diagrams by drawing two rays of light to show how the image of
each object is formed in the plane mirror and is viewed by the observer.
(i)
(ii)
(iii)
59
Unit Light
P2
5. The figure below shows a ray of light being shone onto a plane mirror.
(a) State the laws of reflection.

_________________________________________
_________________________________________
(b) Record the angle of incidence.

i = __________________________________________________________________
(c) Hence, write down the angle of reflection.
r = __________________________________________________________________
(d) On the figure, complete the path of the ray of light after being reflected by the plane
mirror.
(e) Add an arrow to show the direction of the reflected ray.
6. A ray of light is incident on a mirror and is reflected as shown.
Calculate the angle of incidence and hence deduce the angle of reflection.
Angle of incidence = _________ °
Angle of reflection = _________ °
60
Light Unit
Unit
P2
1
FIND OUT
• Watch this video from Youtube to understand the basic idea about luminous and non-luminous
objects: https://www.youtube.com/watch?v=3qJ8D-t6qNo
• https://www.youtube.com/watch?v=CBcGxaxopok
Summary of unit
Reflection
• Light is an important form of energy for vision.
• Luminous objects emit light whereas non-luminous objects do not emit light.
• Stars are luminous whereas moons and planets are non-luminous.
• Light travels in straight lines.
• Reflection of light is the bouncing off of light from a reflecting surface.
• There are two laws of reflection:
(i) The angle of incidence is equal to the angle of reflection.
(ii) The incident ray, the reflected ray and the normal at the point of incidence all lie on
the same plane.
• Ray diagrams are used to demonstrate reflection. They are used to show the formation
of image in a plane mirror.
• The image formed in a plane mirror is virtual, upright, the same size as the object,
laterally inverted and as far behind the mirror as the object is in front of it.
61
62
P2
• Unit P2 • Light
Unit
Light
Energy making non-luminous objects
is a form of visible
by
is emitted by
LIGHT
luminous objects
Reflection of light
travels in governed by
is
straight lines
represented by
ray diagrams
Light Unit
Unit
P2
1

1. Objects that do not emit light are called ……………………… objects.
A transparent B opaque C luminous D non-luminous
2. Many rays of light coming from different directions and meeting at one point are called
…………………………..
A parallel rays B convergent rays C divergent rays D normal
3. An optician’s test card is fixed 80 cm behind the eyes of a patient, who looks into a plane

mirror 300 cm in front of him, as shown in the diagram.
The distance from his eyes to the image of the card is
A 300 cm B 380 cm C 600 cm D 680 cm
4. A boy is running at a speed of 0.7 m/s towards a plane mirror. The boy and his image in the
mirror are moving
A towards each other at a speed of 1.4 m/s

B away from each other at a speed of 1.4 m/s
C away from each other at a speed of 0.7 m/s
D towards each other at a speed of 0.7 m/s
63
Unit Light
P2
5. The figure below shows a ray of light from an object O being reflected from a plane mirror.
At which of the following positions will the image be found?
A P B Q C R D S
6. A periscope works by ……………………….
A reflecting light B absorbing light C converging light D emitting light

1. The diagram below shows an experiment carried out by a student.
Three cardboards with holes at their centres are aligned as shown above. A candle whose
flame is at the same height as the holes is viewed beyond cardboard C.
(i) Can the student observe the flame when the three holes are aligned?
________________________________________________________________________
(ii) What would happen if the holes are made smaller?

________________________________________________________________________
(iii) Any one of the cardboards is displaced sideways. Can the student still see the flame?
Explain your answer.
________________________________________________________________________
________________________________________________________________________
64
Light Unit
Unit
P2
1
FIND OUT
Web link
Watch the following video from Youtube about an experiment to show that light travels in a straight
line: https://www.youtube.com/watch?v=9gqWzKI-tXI
2. (a) State the meaning of the following terms:
(i) laterally inverted image

_____________________________________________________________________
(ii) virtual image

_____________________________________________________________________

(b) A girl is sitting in front of a plane mirror
at a distance of 150 cm. There is a photo
frame hanging 2.5 metres behind her
on the wall.
(i) What is the distance between the photo frame and its image?
(ii) What is the distance between the girl and the image of the photo frame?
(iii) If the girl moves towards the mirror by 50 cm, what will be the distance between her
image and the photo frame?
65
Unit Light
P2
3. Diagram 1 shows a boy hiding behind a sofa. He uses a

periscope to look at an object found on the other side
of the sofa. Diagram 2 shows a magnified view of the
cross-section of the periscope.
Diagram 1
Diagram 2
(a) Using a protractor, draw the normal at the point where the light ray from the distant object
strikes the mirror U on diagram 2.
(b) On diagram 2, continue the ray of light to show how the light comes out of the eye piece of
the periscope. Indicate the direction of the light ray with arrows.
66
Energy Unit
Unit
P3
1
Unit
Energy P3
Learning Outcomes
• Explain the concept of work and solve problems using W= Fd, where d is the distance
moved in the direction of the force
• Relate power to work done and time
• State the principle of conservation of energy
• Solve problems related to the conservation of energy in simple systems including fall-
ing objects and the simple pendulum
• Describe the production of electricity using renewable and non-renewable sources of
energy
• Classify the polluting and non-polluting sources of energy for electricity production
• List the advantages and disadvantages of producing electricity using renewable and
non-renewable sources of energy
In Grade 8, you learnt about work, energy and power. You learnt how to solve simple problems
related to work done and power using appropriate formulas. You also learnt about kinetic and
potential energies and how to calculate them.
In this unit, you will review some of these concepts and you will extend your knowledge about
energy conversions.
You will also learn about the production of electricity using renewable and non-renewable
energy sources.
In addition, you will develop an understanding of heat and temperature.
6767
Unit Energy
P3
Work
In Grade 8, you learnt that work is done when a force moves a body in the direction of the
applied force. Hence, work depends on the force applied and the distance moved in the
direction of the force. In other words, work is said to be done when a force produces motion
in the direction of the force.
ACTIVITY 3.1 – Recalling when work is done in Physics
Complete the table below. The first two situations have been done for you.
Direction of Direction of Work or No work?

Situation
applied force motion Support your answer.
A woman pushing a wall. No, work is not done by
the woman on the wall as
the wall is not moving in
the direction of the force
applied by the woman.
No motion
Two men pushing a car. Yes, work is done by the

men on the car as the car
moves in the direction of
the force applied by the
men.
A fisherman holding his catch

above the ground.
68
Energy Unit
Unit
P3
1
A man climbing up a tree.
A man standing.
Two oxen pulling a cart.
A cane cutter carrying a bundle

of sugarcane on her head.
We observe that there are some examples where work is done, especially where a force is
applied to move a body.
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Unit Energy
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Definition of Work Done

Work done is defined as the product of the applied force on a body and the distance moved
by the body in the direction of the applied force. The SI unit of work is joule (J).
Work done = Force × distance moved in the direction of the force

Wd = F × d
where Wd is work done by a force and is measured in joule (J),

F is the applied force measured in newton (N) and
d is the distance moved in the direction of the force and is measured in metre (m).
DID YOU KNOW…
Sometimes, the kilojoule (kJ) is used, which is a larger unit.

1 kJ = 1000 J
ACTIVITY 3.2 – Calculating work done
The picture below shows a young man pushing a trolley in a supermarket. The force exerted
by him on the trolley is 30 N and the trolley moves through a distance of 5 m in the direction
of the force.
(a) State the distance moved by the trolley, d = _____________________
(b) State the force exerted on the trolley, F = _____________________
(c) Write down the formula used to calculate the work done.
(d) Hence, calculate the work done by the force on the trolley.
70
Energy Unit
Unit
P3
1
RECALL
Mass is the amount of matter contained in a body whereas weight is the

force of gravity acting on that body. Weight is calculated using:
Weight = mass × acceleration due to gravity

W = mg
where W is measured in newton (N),

m is measured in kilogram (kg), and
g is equal to 10 m/s2 on Earth.
TEST YOURSELF
1. Calculate the missing values in the table below.
Force (N) Distance moved (m) Work done (J)

in the direction of the force
1000 4
15000 40
100 600
25 5000
2. An electric motor lifts a body of mass 20 kg to a height of 15 m.
(a) What is the weight of the body?
(b) Calculate the work done in lifting the body.
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Unit Energy
P3
Power
In this section, you will recall the concept of power that you learnt in Grade 8.
ACTIVITY 3.3 – Recalling what is meant by power
Study the given example.
Sam and John have equal masses. They are standing at the foot of a tall building.
Sam takes only 5 minutes to climb the stairs to reach the fifth floor of the building while John
takes 10 minutes to climb the same height.
1. Discuss in groups and state who has done more work. Explain your answer.
2. Who is more powerful among the two boys? Explain your answer.
Conclusion: Both Sam and John have done the same amount of work in climbing the stairs
through the same vertical distance.
Sam is more powerful than John because he has done the same amount of work in less
time.
Hence, the rate of doing work is greater for Sam than for John.
Definition of power
Power is defined as the rate of doing work.
Power is also defined as the amount of work done per unit time.
The SI unit of power is the watt (W).
James Watt
work done
power = (19 January 1736 – 25 August
time taken
1819) was a Scottish inventor,
wd mechanical engineer, and
P = chemist.
t
72
Energy Unit
Unit
P3
1
Where P is measured in watt (W),

Wd is measured in joule (J), and
t is measured in second (s).
Power is also calculated using:
energy
power =
time taken
Note: 1 W = 1 J/s
DID YOU KNOW…
Sometimes, the kilowatt (kW) is used, which is a larger unit.

1 kW = 1000 W
TEST YOURSELF
1. Calculate the power developed if 2000 J of work is done in 50 s.
Power developed = _____________
2. Calculate the power developed by an electrical appliance if 4800 J of electrical energy is

converted to heat energy in 120 s.
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Unit Energy
P3
3. A crane lifts a load of 6000 N through a vertical distance of 15 m in 30 s. What is the power
during this operation?
4. A 40 kg girl takes 20 s to run the flight of stairs. Use information from the diagram below
to calculate the power developed by the girl.
Power Rating of Electrical Appliances
ACTIVITY 3.4 – Understanding the meaning of power rating
Observe the three electrical devices shown below.
40 W bulb 500 W drilling machine 6 W mobile phone
74
Energy Unit
Unit
P3
1
1. What is the meaning of a 40 W bulb? Discuss in your group and state a possible answer.
2. Explain what 500 W and 6 W represent for the drill and the mobile phone respectively.
3. Hence, which appliance among the three listed above uses more power?
ACTIVITY 3.5 – C
alculating the power exerted by cranes
from given data
The table below shows information about four cranes A, B, C and D, lifting some load.
Crane Load (N) Vertical distance (m) Time (s) Work done/ J Power/ W
A 500 5 10
B 1000 10 10
C 1000 10 8
D 1500 12 12
1. Compare cranes B and C. Without doing any calculation, state which one is more powerful.
Give a reason for your answer.
2. Complete the table by calculating the work done and the power exerted in each case.
3. Among the four cranes, which one exerts more power?
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Unit Energy
P3
TEST YOURSELF
1. A boy, who weighs 50 N, runs up a flight of stairs 6.5 m high in 7 seconds. How much
power does he develop?
2. When the driver of a car applies the brakes, a force of 4000 N brings the car to a stop over a
distance of 50 m.
(a) Calculate the work done by the braking force.
(b) Calculate the braking power if the time taken to stop the car is 5.0 s. Give your answer
in kilowatts (kW).
Energy
In Grade 8, you learnt about the different forms and sources of energy.
In this unit, you will learn more about energy conversions and conservation in various real-life
situations.
You have learnt that energy is needed to perform our daily activities. For example, an athlete
needs energy to be able to run a 200 m race. From where does the athlete get this energy that
he needs? In which form is this energy available? Let us find out.
76
Energy Unit
Unit
P3
1
ACTIVITY 3.6 – Recalling the various forms of energy
Table 1 shows various forms of energy.
Study the table and discuss in groups to find out the form(s) of energy involved in each case.
Table 1
energy The stretched rubber A dry cell stores

is stored in the food. band possesses energy.
energy.
energy The hot coffee possesses A bird sitting on the

comes from the drum. energy. branch possesses
energy.
The lighting bulb gives out Radioactive particles have

and energy in the circuit lights
energy. energy after nuclear the bulb.
reactions.
77
Unit Energy
P3
Kinetic Energy and Potential Energy

In this section, you will recall about kinetic and potential energy that you learnt in Grade 8.
Kinetic Energy
Kinetic energy is the energy possessed by a moving body. Its SI unit is the joule (J).
The pictures below show instances where kinetic energy is involved.
Figure 1 Figure 2
The runners in Figure 1 possess kinetic energy as they are in motion. The faster a body moves,
the more kinetic energy it has.
The two airplanes in Figure 2 are moving with the same speed. However, the bigger airplane
possesses more kinetic energy as it has a greater mass.
Calculation of Kinetic Energy

If a body of mass (m) is moving with a constant speed (v), its kinetic energy is calculated using
the formula:
1
Kinetic energy = x mass of the body x (speed )2
2
1
K.E = mv2
2
where, m is the mass of the body in kilogram (kg), and

v is the speed of the body in m/s.
78
Energy Unit
Unit
P3
1
Worked example
A boy hits a ball of mass 0.4 kg. The speed of the ball is 10 m/s.
Calculate the kinetic energy possessed by the ball.
Given,
Mass, m = 0.4 kg
Speed, v = 10 m/s
1
Using, K.E = 2 mv2
1
= 2 x 0.4 x 102
= 20 J
TEST YOURSELF
1. A man fires a gun and a bullet leaves the gun at a speed of 100 m/s. Calculate the kinetic
energy of the bullet given that it has a mass of 40 g. (Note 1 kg = 1000g)
2. A vehicle moving at a speed of 8 m/s has kinetic energy of 64000 J. Calculate its mass.
Potential Energy
Potential energy is the energy possessed by a body due to its position above the ground or its
state.
Potential energy can be classified into:
1. Gravitational potential energy
2. Elastic potential energy
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Unit Energy
P3
Gravitational Potential Energy

Gravitational potential energy is defined as the energy possessed by a body due to its position
above the ground. Its SI unit is the joule (J).
The diagram below shows a ball at three different heights during a game. At position 1, the
ball has maximum gravitational potential energy. It is because its position is highest above the
ground.
State and explain at which position the ball will have the least potential energy.
Calculation of gravitational potential energy

If a body of mass (m) is placed at a height (h) above the ground, gravitational potential energy
is calculated using:
Gravitational potential energy = mass of body × acceleration due to gravity × height of body
GPE = m × g × h
GPE = mgh
But,
weight = mg
Hence,
GPE = weight × h
where, GPE is the gravitational potential energy and is measured in joule (J),
m is the mass of the body in kilogram (kg),
g = 10 m/s2 on Earth, and
h is the height above the ground in metre (m).
80
Energy Unit
Unit
P3
1
Worked example
Rita runs up a flight of 30 stairs, each of height 20 cm. If she has a mass of 60 kg, calculate
the gravitational potential energy gained by her body.
Given,
Mass, m = 60 kg
Vertical height, h = 30 × 0.2 = 6 m
g = 10 m/s2
Using gravitational potential energy = m × g × h
= 60 × 10 × (30 × 0.2)
= 3600 J
TEST YOURSELF
1. What is the gravitational potential energy of a body having a mass of 50 kg held at a height
of 4 m above the ground level?
2. Mike is at the top of a ladder and his gravitational potential energy is 4000 J. Given that he
is 5 m vertically above the ground, calculate his mass.
Elastic Potential Energy

Elastic potential energy is defined as the energy stored in a body due to its deformation.
It happens when the body has an elastic nature. For example, a bent ruler or a stretched spring.
The bent ruler and the stretched spring have stored elastic potential energy.
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Unit Energy
P3
Energy Conversions and Conservation

In Grade 8, you were introduced to the idea of energy conversions. You learnt that energy
changes from one form to another. So let us recall what you learnt.
ACTIVITY 3.7 – Investigating energy conversions
The diagram below shows an apple falling from a tree.
1. Observe the diagram and discuss.
(a) What form of energy is stored in the fruit hanging on a tree?
(b) What form of energy decreases as the fruit falls?
(c) What form of energy increases as the fruit falls?
(d) What happens to the energy stated in part (c) as the fruit hits the ground?
(e) Write down the energy changes that occur as the fruit falls and hits the ground.
2. Suggest other examples of energy conversions.
Conclusion
The apple stores gravitational potential energy when it is on the tree. As it falls, the gravitational
potential energy is converted gradually into kinetic energy. The gravitational potential energy
goes on decreasing until it is zero, while the kinetic energy goes on increasing until it becomes
maximum just before it hits the ground.
On hitting the ground, the kinetic energy of the apple is turned into sound energy and some
heat energy.
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Energy Unit
Unit
P3
1
This shows that we can always keep track of the energy conversion in any example. There is
no energy lost and the total energy remains the same. The energy can only change form but it
cannot be created or destroyed. This fact is known as the Principle of Conservation of Energy.
Principle of Conservation of Energy

The principle of conservation of energy states that energy can neither be created nor destroyed,
but it can be converted from one form to another.
It also means that the total amount of energy remains constant.
The following examples illustrate the conservation of energy.
The simple pendulum

Figure A shows a simple pendulum.
Stand and clamp
Light and inextensible string

Small but heavy metal bob
Figure A
In Figure B, when the bob is pulled to one side and released, it swings. The to-and-fro motion of
the pendulum is called an oscillation.
Figure B
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Unit Energy
P3
The path taken by the pendulum
An oscillating simple pendulum is a very good example to illustrate the transformation of

gravitational potential energy to kinetic energy and vice versa.
As the pendulum oscillates, there is a continuous interchange of energy as shown in the
diagram below.
• Positions 1 and 5 are the extreme positions. At these positions, the gravitational potential
energy is maximum, as the bob is at its highest position.
• When the pendulum moves from position 1 to 3, its gravitational potential energy decreases
and kinetic energy increases.
• At position 3, the pendulum has the maximum kinetic energy and minimum gravitational
potential energy, being the lowest position.
• From position 3 to 5, the pendulum bob gains gravitational potential energy, as it moves higher.
At any instant, the sum of the kinetic energy and potential energy is constant.
This means that the total energy remains constant.
ACTIVITY 3.8 – Investigating energy conservation in a simple

pendulum
1. With reference to the pendulum, discuss in groups and complete the table below.
Gravitational Total energy /J

Positions Kinetic energy /J
potential energy/J (Kinetic + Potential)
1 0 40
2 20
3 40
4 20
5 40
What conclusion can be drawn from the values observed in the table? Write it.
84
Energy Unit
Unit
P3
1
ACTIVITY 3.9 – Investigating energy conservation for a ball falling
Consider a ball being dropped from a table to the ground.

ball
ground
1. Discuss in groups and then answer the questions that follow.
(a) What form of energy does the ball possess at the top of the table?
(b) What happens to this energy mentioned in part (a) as the ball falls?
(c) State the energy conversion that occurs when the ball hits the ground.
It is found that the conservation of energy for the falling ball follows the same pattern as the
apple falling from the tree.
TEST YOURSELF
1. Write the energy changes that take place in the following:
(a) An electric bulb that is lit:
(b) Charging the battery of a mobile phone:
(c) Climbing a ladder:
(d) A moving car braking to stop completely:
(e) A lift going down:
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Unit Energy
P3
2. (a) (i) Define kinetic energy.
(ii) What is the difference between kinetic energy and potential energy?
(b) A tennis ball is tested before a tennis match. It is A

dropped onto a concrete surface from position A
as shown below. It rebounds and rises to position B, B
at a height of 60 cm. The mass of the ball is 50 g. 80 cm
60 cm
(i) Write down the formula needed to calculate the gravitational potential energy
of a body.
(ii) Determine the gravitational potential energy of the ball at position A.
(iii) Write down the kinetic energy of the ball just before impact with the concrete
surface.
(iv) Calculate the velocity with which the ball strikes the concrete surface.
(c) It is observed that the ball reaches a height of 25 cm after first impact with the surface.
(i) Calculate the gravitational potential energy of the ball at B.
(ii) Calculate the energy loss on impact with the surface.
(iii) State two types of energy into which the gravitational potential energy is
converted upon impact with the surface.
86
Energy Unit
Unit
P3
1
Renewable and Non-renewable Energy Sources

In this section, you will learn about renewable and non-renewable sources of energy and how
they can be used in the production of electricity.
In lower grades, you learnt about various sources of energy such as:
• Sun
• Wind
• Falling water
• Firewood
• Food
• Bagasse
• Fossil fuels
Energy sources can be classified into two groups:
1. renewable
2. non-renewable sources
ACTIVITY 3.10 – Comparing renewable and non-renewable sources

of energy
1. Observe the two pictures below and answer the questions that follow.
a) State and explain which one is a renewable source.
b) What is the difference between a renewable and a non-renewable energy source?
c) State two renewable and two non-renewable sources of energy used in Mauritius and Rodrigues.
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Unit Energy
P3
A renewable energy source is one that can be replaced or replenished naturally after it has
been used.
A non-renewable energy source is one that cannot be replaced or replenished after it has
been used, and it will eventually run out.
ACTIVITY 3.11 – Classifying sources of energy as renewable or non-

renewable
1. Study the list of sources of energy given below.
biogas, heavy oil, coal, wind, falling water, natural gas, geothermal, sun, food,
batteries, firewood, charcoal, saw dust, ethanol, domestic waste, gasoline, diesel
2. Discuss in groups and classify each one of the list as being renewable or non-renewable in
the table below.
Sources Sources
It is observed that all the sources of energy that we use are either renewable or non-renewable.
These sources can further be classified as being polluting or non-polluting. For example,
bagasse is a renewable source of energy but it is a polluting one, whereas falling water is a
non-polluting renewable source of energy. Fossil fuels are polluting non-renewable sources of
energy.
DID YOU KNOW…
Coal, oil and natural gas are called fossil fuels.
Fossil fuels were formed from the decomposition of dead plants and animals millions of year ago.
88
Energy Unit
Unit
P3
1
Production of Electricity using Renewable and Non-renewable

Sources of Energy
In this section, we will investigate how renewable and non-renewable sources of energy are
used in the production of electricity. We will study their advantages and disadvantages on the
environment.
In Mauritius and Rodrigues, falling water, sun, wind, biogas, and coal are some main sources
of energy for the production of electricity. In Agalega, electricity is generated from fossil fuel.
Production of Electricity using Falling Water

Electricity generated using falling water is called hydro-electricity.
To store the water, dams are built across large rivers to form a reservoir.
The water stored behind the dam possesses gravitational potential energy. The water is made
to flow downwards through large pipes to turn a turbine. Then, the turbine turns a generator.
The kinetic energy of the moving water is transformed into electrical energy.
The energy conversion for a hydroelectric power station is represented as follows:
Gravitational Potential Energy Kinetic Energy Electrical Energy
Production of Electricity using Coal

CO2 rich emission
Water
Furnace Steam turbine Cooling water

Generator
Coal
Power lines
In the coal power station, the coal (fuel) which stores chemical energy is burnt so as to release
heat energy. The heat energy is used to heat water in a boiler to produce high pressure steam.
The kinetic energy of the steam turns the turbines to generate electricity.
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Unit Energy
P3
The energy conversion for a coal power station is represented as follows:
Chemical Energy Heat Energy Kinetic Energy Electrical Energy
ACTIVITY 3.12 – Comparing the advantages and disadvantages of

using renewable and non-renewable sources of energy
In lower grades, you learnt about the advantages and disadvantages of using renewable and
non-renewable sources of energy.
1. Discuss in your groups about the advantages and disadvantages of using renewable and
non-renewable sources of energy to produce electricity.
2. Then fill in the table below. One example is given.
Production of electricity Advantages Disadvantages
Solar energy No pollution
Renewable
Free of cost
Wind
Hydro electric energy
Fossil fuels
Geothermal
3. Add other examples to this list.
90
Energy Unit
Unit
P3
1
TEST YOURSELF
1. The figure below shows a block diagram of a power station.

The three boxes represent different parts of the power station. The first box is labelled.
oil electrical energy output

boiler
Each box should contain one of the items from the list below:
generator, turbine
(a) On the figure, label the boxes using the correct items from the list.
(b) State one environmental problem caused by burning oil to produce electricity.
(c) Oil is a non-renewable energy source.

(i) State why oil is described as a non-renewable energy source.
(ii) State one renewable energy source.
2. When electricity is needed, the water in the high reservoir is allowed to flow to the low level
reservoir. The flowing water generates electricity.
Use the correct items from the box to complete each sentence.
electrical gravitational potential sound kinetic turbine
(a) The water in the high level reservoir stores energy.

(b) The flowing water has energy.
(c) The water turns the which is connected to the generator.
(d) The generator produces some that is wasted energy.
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Unit Energy
P3
3. Fill in the blanks with a word of your own.
(i) Bagasse is a renewable but _______________________ source of energy.

(ii)The source of energy used by a sailing boat is from the_______________________
(iii)
Electricity generated using falling water is called _______________________
(iv)_______________________ energy is an eco-friendly source of energy taken from the
Earth’s crust.
(v) The burning of fossil fuels to produce electricity is _______________________ for the
environment.
Summary of unit
• Work is defined as the product of the applied force (F) on a body and the distance
moved (d) by the body in the direction of the applied force.
• The SI unit of energy is the joule (J).
• Power is defined as the rate of doing work and its SI unit is the watt (W).
• Energy is the ability to do work and its SI unit is the joule (J).
• There are various forms of energy namely: wind, electrical, chemical, geothermal,
light, sound, nuclear, tidal, kinetic and potential energy.
• Kinetic energy is the energy possessed by a body due to its motion.
• Potential energy is the energy possessed by a body due to its position or state.
• Gravitational potential energy is defined as the energy stored in a body due to its
position.
• Elastic potential energy is defined as the energy stored in a body due to its state.
• The principle of conservation of energy states that energy can neither be converted
nor destroyed but it can be converted from one form to another and the total
amount of energy remains constant.
• A renewable energy source is one that can be replaced or renewed naturally after
it has been used whereas a non-renewable energy source is one that cannot be
replaced or renewed after use and it will eventually run out.
• The energy conversion for a hydroelectric power station is represented as follows:
gravitational potential energy kinetic energy electrical energy
• The energy conversion for a coal power station is represented as follows:
chemical energy heat energy kinetic energy electrical energy
92
• Unit 3 • Energy
SI Unit joule
related to is related to
Energy Power Work
exists in many forms
SI Unit is defined as product of force

and distance moved in W = Fxd
the direction of the force
Watt F = force
Potential Light Tidal d = distance
energy energy
Rate of doing work
Power = work = energy

time time
Elastic potential Gravitational Chemical Geothermal
where
energy potential energy
W = work done (J)
G.P.E= mgh Solar
E = energy (J)
Electrical t = time taken (s)
Kinetic
energy Nuclear Waves Heat
K.E. = 1 mv2
2
Energy
1
P3
Unit
Unit
93
Unit Energy
P3

1. What is the source of the energy converted by a hydro-electric power station?
A Hot rocks B Falling water C Oil D Waves
2. The diagram shows a man diving into water.
Which form of energy is increasing as he falls?

A Chemical B Gravitational C Kinetic D Elastic
3. A boy and a girl run up a hill in the same time.
The boy weighs more than the girl.
Which statement is true about the power developed?

A The boy develops more power.
B The girl develops more power.
C They both develop the same power.
D It is impossible to tell who develops more power.
4. Energy is stored in a battery and in a box of matches.

Which type of energy is stored in each of them?
A battery A box of matches
A Chemical Chemical
B Chemical Heat
C Electrical Chemical
D Electrical Heat
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Energy Unit
Unit
P3
1
5. Which movement will require the greatest amount of work to be done?
A A force of 10 N moving an object a distance of 3.0 m

B A force of 10 N moving an object a distance of 5.0 m
C A force of 15 N moving an object a distance of 3.0 m
D A force of 15 N moving an object a distance of 5.0 m
6. Energy from uranium is transferred to electrical energy in a nuclear power station.

What is the correct order of the stages of this process?
A boiler generator reactor turbine
B generator boiler turbine reactor
C reactor boiler turbine generator
D reactor turbine boiler generator
7. The list contains three energy resources P, Q and R.

P: geothermal energy from hot rocks
Q: nuclear fission in reactors
R: sunlight on solar panels
Which of these resources are renewable?
A P and Q only
B P and R only
C Q and R only
D P, Q and R
8. The diagram shows a ball hanging on a string. The ball swings from point W to point Z
and back to point W.
Which statement about the ball is correct?
A The kinetic energy of the ball is greatest at point W.

B The kinetic energy of the ball is greatest at point X.
C The kinetic energy of the ball is greatest at point Y.
D The kinetic energy of the ball is the same at all points of the swing.
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Unit Energy
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9. A student who weighs 500 N climbs up a flight of stairs 10 metres high in 5 seconds.
What power does she develop?
A 500 x 10 x 5 W
500 x 10
B W
5
C 500 x 5 W
10
5
D W
500 x 10
10. A rock of mass 20 kg is travelling in space at a speed of 6 m/s.

What is its kinetic energy?
A 60 J
B 120 J
C 360 J
D 720 J
11. Which represents the main energy changes that take place in a coal power station?
A chemical heat kinetic electrical
B chemical heat light electrical
C chemical kinetic electrical potential
D kinetic heat light electrical
12. An object is falling from the top of a building.

What is the principal energy conversion taking place?
A kinetic energy gravitational potential energy.
B kinetic energy thermal energy (heat)
C gravitational potential energy kinetic energy
D gravitational potential energy chemical energy
13. The box contains the names of eight different energy resources.
How many of these energy resources are renewable?
natural gas geothermal solar waves
hydroelectric oil wind coal
A 3
B 4
C 5
D 6
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Energy Unit
Unit
P3
1
14. The diagram shows part of a thermometer.

What is the reading on the thermometer?
A 17.2° C
B 17.4 °C
C 17.7°C
D 18.3 °C
15. Which situation is an example of work?
A a person holding several books B a person sitting in a parked car

C a boy pushing a trolley D a person applying a force on a wall
16. What uses non-renewable energy?

A a geothermal heating system B a nuclear power station
C a solar panel D a wind turbine
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Unit Energy
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Structured Questions
1. The figure below illustrates the journey of a cyclist from point A to point B. Points A and B
are at the same height.
The cyclist starts from rest at A and pedals up and over a hill. Near the bottom of the hill, she
starts to brake and comes to rest at B.
(a) Describe the energy changes that take place as she pedals up the hill at constant speed.
(b) Explain how the law of conservation of energy applies to the complete journey from A
to B.
(c) At one point in the journey, the gravitational potential energy of the cyclist has increased
by 5400 J. The mass of the cyclist is 60 kg. The gravitational field strength is 10 N / kg.
Calculate the height above A of the cyclist at this point.
2. A tidal barrage (dam) produces electricity using tides. The figure below shows a diagram of
a tidal barrage (simplified).
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Energy Unit
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1
(a) The water behind the barrage (dam) is a store of energy. State the name of this stored
energy.
(b) Explain how the tidal barrage (dam) produces electricity.
3. The figure below shows a battery-operated alarm clock.

Use words from the box to complete the sentences.
chemical electrical kinetic light sound heat
The battery stores energy. When the battery is first connected, electrical
energy is transferred to energy of the clock’s hands. Some of the electrical
energy is transferred to the surroundings as energy. When the alarm bell
rings, electrical energy is transferred to energy.
4.
(a) State the Principle of Conservation of Energy.
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Unit Motion
Energy
P4
P3
(b) A body of mass 400 g is raised to a height of 6.2 m. It is then released. Calculate:
(i) its gravitational potential energy at 6.2 m from the ground.
Gravitational potential energy = ___________________
(ii) its gravitational potential energy and its kinetic energy when the body is at 4 m above
the ground.
Gravitational potential energy = ___________________
Kinetic energy = __________________
(iii) its speed before it hits the ground.
Speed before hitting the ground = __________________
100
Motion
Energy Unit
Unit
P4
P3
1
Unit
Motion P4
Learning Outcomes
• Distinguish between scalars and vectors and give examples of each

• Define distance and displacement
• Calculate distance and displacement in different situations
• Define speed and velocity
• Calculate speed using the equation speed = distance travelled and
time taken
displacement
velocity using the equation velocity =
time taken
• Define acceleration
change in velocity
• Calculate acceleration using the equation acceleration =
time taken
• Demonstrate an understanding that deceleration is a negative acceleration
• Plot and interpret speed-time graph for motion in a straight line
• Recognise from the shape of a speed-time graph when a body is:
• at rest
• moving at constant speed
• moving with changing speed
• Interpret speed-time graphs
Motion is a very important aspect of our lives. Many bodies such as cars, buses, animals or
even people move from one place to another. We move to go to school, to work and in order
to perform our day-to-day activities. Motion is also an integral part of our leisure, since many
activities such as athletics, football or racing depend on motion.
In this unit, you will gain an understanding of various aspects of the motion of bodies.
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Unit Motion
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Scalar and Vector Quantities

In Unit 1 – Measurement, you have learnt the term ‘physical quantity’. You have learnt that
a physical quantity is described using a magnitude and a unit. However, for some physical
quantities, we must provide an additional information, namely, direction.
ACTIVITY 4.1 – Understanding different types of physical quantities
A person is going to Grand Gaube by car. He reaches a junction and sees the road sign as shown
below.
Petit Raffray 5 km
Roche Terre 2 km
Grand Gaube 6 km
Poudre d’Or 10 km
1. What important information is missing on the road sign for the person to be able to reach
Grand Gaube?
2. Study the table below and tick (√) the quantities which have a direction.
Quantity Has a direction
1 Mass
2 Time
3 Force
4 Volume
5 Distance
6 Displacement
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Motion Unit
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WHAT I HAVE LEARNT
There are some quantities that have a direction. The direction needs to be specified
along with the numerical value (magnitude).
Below are some examples of how quantities are expressed:
Quantities that require a direction Quantities that do not require a direction

A force of 10 N to the left A mass of 10 kg
A velocity of 40 km/h in a westerly direction A temperature of 10 oC
A displacement of 40 m downwards A speed of 10 m/s
A scalar quantity is a physical quantity that has a magnitude only, while a vector quantity is
a physical quantity that has both magnitude and direction.
Examples:
Scalar quantities Vector quantities
Mass Weight
Temperature Acceleration
Speed Force
Distance Velocity
Time Displacement
Work
Power
Energy
In the next section, you will learn about the difference between two quantities i.e., distance and
displacement.
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Unit Motion
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Distance and Displacement
ACTIVITY 4.2 – Differentiating between distance and displacement
The diagram below illustrates the top view of a rectangular shaped park.
D C
30 m
A 40 m B
A student is running in the park along the track on the borders of the park. She starts at point
A and walks towards point B and finally to point C. The path is indicated by the arrows in the
diagram. The length of the path from A to B and then from B to C is called the distance.
1. Determine the distance moved by the student.
Distance moved = __________
However, there is another path that the student can take if she wants to move from point A
to point C. This path is shown by the red arrow.
D C
30 m
A 40 m B
This path is a straight line from the point A to point C. This straight line from an initial position
to a final position is called the displacement. Displacement is a vector quantity, as it has
both magnitude and direction.
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Motion Unit
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2. Determine the displacement of the student.
Displacement = ____________________
WHAT I HAVE LEARNT
The meaning of the distance of an object is different from the meaning of the
displacement of the object. This is explained below.
Definitions of Distance and Displacement
The distance of a body is the path taken by a body when moving from an initial position to a
final position. Distance is a scalar quantity. Its Sl unit is the metre (m).
The displacement of a body is the distance travelled in a straight line from the initial position
to the final position, and in a specific direction. Displacement is a vector quantity. Its SI unit is
the metre (m).
TEST YOURSELF:
The diagram below illustrates the top view of a rectangular shaped park. Emily takes her dog
for a walk along the track on the borders of the park.
She starts at the entrance W, and walks towards X, Y, Z and finally back to W.
W X
50 m
Z Y
120 m
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Unit Motion
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Determine the distance and displacement of Emily when she

(i) reaches point Y: Distance = ____________________
Displacement = ____________________
(ii) is back at entrance W: Distance = ____________________

Displacement = ____________________
Speed
A student running in a rectangular shaped park, moves from point A to point B and travels a
distance of 40 m. However, moving from one point to another takes time.
If the student travels this distance in a time of 10 seconds, then it means that she travels, on
average, a distance of 4 metres in 1 second. So, she travels a distance of 4 metres per second
(m/s). This distance that is travelled in 1 second is called the speed.
40 m
D C
30 m 30 m
A 40 m B
Definition of speed
Speed is defined as the distance travelled per unit time.
Speed is also defined as the rate of change of distance. The SI unit of speed is the metre per
second (m/s).
Speed = Distance travelled
Time taken
Speed is a scalar quantity as it has magnitude only.
Other units of speed are: Conversion of speed

millimetre per second (mm/s)
centimetre per second (cm/s) 1 km/h = 5 m/s
kilometre per hour (km/h) 18
If the magnitude of speed changes throughout the journey, then,
Average speed = Total distance travelled

Total time taken
106
Motion Unit
Unit
P4
1
Note:
Average speed gives us a general indication of the speed maintained during the motion. At times,
the body may move at a slower pace and at other times, at a faster pace.
Worked example
A girl walks to school every day. She walks Solution:

500 m from her house to a shop in 250 s, (a) The total distance travelled
where she meets her friend. They, then, run = 500 + 1000
1000 m together to reach the school in a = 1500 m
further 250 s.
(b) The total time taken
= 250 + 250 = 500 s
Calculate:
(c) Average speed =
(a) The total distance travelled
Total distance travelled
(b) The total time taken Total time taken
(c) The average speed of the girl over 1500 s
= = 3 m/s
the whole journey. 500 m
Constant Speed
A body has a constant speed if it covers the same distance in the same interval of time (e.g.
every second).
For example, the skater, below, covers 3 metres in each second. Therefore, he is moving at a
constant speed of 3 m/s.
Velocity
Speed is a scalar quantity and it has only a magnitude. However, velocity is a vector quantity
and it has both magnitude and direction.
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Unit Motion
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Definition of velocity
Velocity is defined as the distance moved by a body per unit time in a specified direction.
Velocity is also defined as the rate of change of displacement.
velocity = displacement
time taken
Velocity is a vector quantity, as it has both magnitude and direction. The SI unit of velocity
is the metre per second (m/s).
Worked example
A student runs from point P to point R in 50 s.

80 m
P Q
60 m
S R
Calculate
(a) magnitude of the displacement when the student is at point R.

(b) velocity of the student during his motion from point P to point R.
Solution
(a) Recall: Displacement is the distance moved in a straight line.
So, displacement is along the red arrow shown in the diagram.
Displacement = √802 + 602

= √6400 + 3600
= √10000
displacement
(b) velocity =
time taken
100
=
50
= 2 m/s from P to R
108
Motion Unit
Unit
P4
1
WHAT I HAVE LEARNT
It is noted that though speed and velocity appear to be the same, the main difference
is that speed is the rate of change of distance whereas velocity is the rate of change of
displacement. Speed is a scalar quantity whereas velocity is a vector quantity.
Acceleration
A body experiences an acceleration when its velocity changes. The change in velocity can be
either an increase or a decrease.
It should be noted that even if the speed remains constant, a change in direction means that
there is an acceleration.
Definition of acceleration
Acceleration is defined as the rate of change of velocity. The SI unit of acceleration is the metre
per second squared (m/s2).
Change in velocity
Acceleration =
Time taken
Final velocity – Initial velocity

Acceleration =
Time taken
v–u
a=
t
where a is the acceleration in metre per second squared (m/s2),

v is the final velocity in metre per second (m/s),
u is the initial velocity in metre per second (m/s), and
t is the time taken in second (s).
Acceleration is a vector quantity, as it has both magnitude and direction.
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Unit Motion
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Worked example 1
A car starts from rest (0 m/s) and accelerates for 10 s to reach a speed of 25 m/s.
Calculate the acceleration of the car.
Solution
Initial speed, u = 0 m/s

Final speed, v = 25 m/s
Time taken, t = 10 s
v–u
Hence acceleration, a =
t
25 - 0 25
a = = = 2.5 m/s2
10 10
Worked example 2
A car moving at a speed of 20 m/s decelerates to stop in 4 s.
Calculate the acceleration experienced by the car.
Solution
Initial speed, u = 20 m/s

Time taken, t = 4 s
v–u
Hence acceleration, a =
t
0 - 20 -20
a = = = -5 m/s2
4 4
Negative acceleration means deceleration, i.e. the car is slowing down.
110
Motion Unit
Unit
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1
TEST YOURSELF
1. A car starts from rest and accelerates uniformly for 10 s until it reaches a speed of 20 m/s.
The car then decelerates to rest in a further 5 s.
(a) Calculate the acceleration of the car during the first 10 s.
(b) Calculate the acceleration of the car during the last 5 s.
WHAT I HAVE LEARNT
A body whose velocity is changing is said to undergo an acceleration. A change in

velocity can be in terms of a change in magnitude or a change in direction. A change in
magnitude can either be, an increase or a decrease.
Deceleration
As we have seen in the previous section, an acceleration can either be negative or positive.
If the velocity is increasing, the acceleration is positive. If the velocity is decreasing, then the
acceleration is negative.
Another way to describe a decreasing velocity is to use the term deceleration. If deceleration
is used, then the negative is not used since the term deceleration already implies a decreasing
velocity.
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Unit Motion
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Worked example
A boy is running at a speed of 10 m/s. He decelerates uniformly to stop in 4 s.
Calculate the deceleration experienced by the boy.
Solution
The acceleration must first be calculated.

Initial speed, u =10 m/s
Time taken, t = 4 s
v–u
Hence acceleration a =
t
0 -10 -10
a = = = -2.5 m/s2
4 4
acceleration = -2.5
deceleration = 2.5 m/s2
TEST YOURSELF
1. A car is moving at a constant speed of 50 m/s for 20 s. The driver, then, applies the brakes
and as a result, the car decelerates to come to rest in 25 s.
Calculate the deceleration of the car.
Speed-Time Graph
The speed-time graph is a graph that shows how a body is moving. It describes the motion of
an object or person.
112
Motion Unit
Unit
P4
1
Sketching a Speed-Time Graph

For sketching the speed – time graph, two sets of values are required. These are the values of
the speeds at various intervals of time, as shown below.
Speed/m/s Time/s
1
2
3
4
ACTIVITY 4.3 – Sketching a speed-time graph from a table of data

Study the example given below.
A car starts from rest at t = 0 s and accelerates uniformly for 10 s until it reaches a speed of
10 m/s. The car, then, travels at this constant speed for a further 10 s. The car, then, decelerates
uniformly for another 5 s until it comes to rest.
1. Discuss in your groups and answer the questions that follow.
(i) What is the total time taken by the car to complete its motion?
(ii) Complete the table below by indicating the speed of the car at different times.
Time/s Speed/m/s
0
10
20
25
(c) Sketch a speed-time graph on the axes shown below.

Speed/m/s
Time/s
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Unit Motion
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WHAT I HAVE LEARNT
A speed–time graph can be plotted using given values of speed and time.
Types of Speed-Time Graphs

1. An object is at rest.
Speed /m/s
The speed of the object is zero at all times.

So, it is at rest.
The graph is a horizontal line on the x-axis.
Time/s
0
2. The body has a constant speed.
The graph is a horizontal line parallel Speed /m/s
to the x-axis.
For example: 25
The body is moving with a constant
speed of 25 m/s.
The acceleration of the body is zero as

there is no change in speed. Time/s
0
3. The body moves with increasing speed.

Speed /m/s
The body is said to have a constant
acceleration.
30
This is shown by a straight line sloping up.
Time/s
0 10
114
Motion Unit
Unit
P4
1
4. The body moves with decreasing speed.

Speed /m/s
The body is said to have a constant deceleration.

30
This is shown by a straight line sloping down.
Time/s
0 10
From a speed-time graph, the following can be deduced:

1. whether the speed is uniform
2. whether the speed is increasing or decreasing.
3. the distance travelled
Extracting information from a speed-time graph
Study the example given below, discuss in your groups.
A car starts from rest and accelerates uniformly for 10 s until it reaches a speed of 20 m/s.
The car, then, travels at this constant speed for a further 20 s. Then, it decelerates to come to
rest in a further 10 s.
The speed-time graph obtained is as shown below.
speed /m/s
20
Time/s
0 10 30 40
From this graph, the following information is obtained:
1. The nature of the motion: The car has uniform acceleration, then uniform speed and finally
uniform deceleration (or retardation).
2. The values of speed at different times can be read.
115
Unit Motion
P4
Summary of unit
• A scalar quantity is a physical quantity that has a magnitude only, while a vector
quantity is a physical quantity that has both magnitude and direction.
• The distance of a body is the path taken by a body when moving from an initial position
to a final position. Distance is a scalar quantity.
• The displacement of a body is the distance travelled in a straight-line from the initial
position to the final position, and in a specific direction. Displacement is a vector
quantity.
• Speed is defined as the rate of change of distance.

Speed = Distance travelled
Time taken
• A body has a constant speed if it covers the same distance in the same interval of
time (e.g. every second).
• Velocity is defined as the rate of change of displacement.

Displacement
Velocity =
Time taken
• Acceleration is defined as the rate of change of velocity.
Change in velocity
• Acceleration =
Time taken
116
• Unit 4 • Motion
MOTION
represented by involves
speed-time graphs physical quantities
classified as such as
average speed velocity displacement

scalars vectors velocity
examples examples average distance

speed
equals to equals to
distance displacement
velocity
deceleration
time
force equals to
mass distance/time
temperature acceleration (m/s) is opposite of
speed weight
displacement/time acceleration
total displacement/total time (m/s)
(m/s) equals to
equals to
total distance/total time velocity/time taken

(m/s) (m/s2)
Motion
decrease in velocity/time taken

(m/s2)
1
P4
Unit
Unit
117
Unit Motion
P4
END OF CHAPTER QUESTIONS
1. Which one of the following quantities is a scalar quantity?

A Speed B Velocity C Displacement D Acceleration
2. What additional information is provided by a vector quantity?

A Size B Colour C Direction D Thickness
3. Which of the following consists of a pair of vector quantities?

A Speed and distance

B Time and distance
C Acceleration and mass
D Displacement and Force
4. Which of the following describes a scalar quantity?
A 4 m
B 4 m/s2 to the right
C 6 m/s in a southerly direction
D 6 m in a northerly direction
5. Which of the following is the formula for speed?
A Speed = Distance travelled × Time taken

Distance travelled
B Speed =
Time taken
Time taken
C Speed =
Distance travelled
D Speed = Acceleration × Time taken
118
Motion Unit
Unit
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1
6. Which of the following is the formula for velocity?
A Velocity = Distance travelled × Time taken

Distance travelled
B Velocity =
Time taken
Time taken
C Velocity =
Distance travelled
Displacement
D Velocity =
Time taken
The following diagram is to be used for questions 7, 8, 9, 10 and 11.
Three cars move from point X to point Z. They follow three different paths as shown in the
diagram below.

Y 87 m Z
Car A
50 m
100 m
Car B
Car C
21
125 m
X
7. What is the distance travelled by car A when it moves from point X to point Z?
A 50 m B 75 m C 100 m D 137 m
8. If car A takes 10 s to move from point X to point Y, what is the average speed of car A?
A 5 m/s B 8 m/s C 10 m/s D 13.7 m/s
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Unit Motion
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9. What is the distance travelled and the displacement of car C?
Distance travelled Displacement

A 125 m 100 m
B 125 m 125 m
C 100 m 125 m
D 100 m 100 m
10. Which of the following statements is correct?
A All three cars have the same distance travelled.

B The three cars have the same displacement.
C Car A has the smallest displacement.
D Car B has the greatest displacement.
11. Car C moved from point X to point Z in 25 s. What is the speed of the car C?
A 4 m/s B 5 m/s C 9 m/s D 15 m/s
12. Which one of the following is the formula of acceleration?
A Acceleration = Distance × Time taken

Speed
B Acceleration =
Time taken
C Acceleration = Time taken
Speed
Velocity
D Acceleration =
Time taken
13. A toy accelerates from 5 m/s to 10 m/s in 10 s. What is the acceleration of the toy?
A 0.5 m/s2 B 1.0 m/s2 C 1.5 m/s2 D 2.0 m/s2
14. A truck starts from rest and accelerates for 10 s at a rate of 5 m/s2. What is the final speed of
the car?
A 10 m/s B 20 m/s C 40 m/s D 50 m/s
120
Motion Unit
Unit
P4
1
15. A lorry is travelling at a constant speed of 40 m/s. It decelerates for 10 s until it comes to rest.
What is the deceleration of the lorry?
A 1.5 m/s2 B 2.0 m/s2 C 3.0 m/s2 D 4.0 m/s2
Speed (m/s)
40
Time/s)
0 4 14

16. Which is an appropriate unit to show the speed of a snail moving on a wall?
A mm/s B m/s C km/s D km/h
121
Unit Motion
P4
Structured Questions
1.(a) Differentiate between a scalar quantity and vector quantity.
(b) List two scalar quantities and two vector quantity.
2. Rita leaves for school in the morning at 7.00 am. She walks a distance of 600 m and reaches
her friend’s house at 7.10 am. She and her friend then walk a distance of 1200 m to school.
They reach school at 7.40 am.
(a) Suggest an instrument used to measure the distance walked by Rita.
(b) How long does Rita take to walk to school in the morning?
(c) Calculate the speed of Rita in m/s

(i) during the first part of her walk.
(ii) during the whole walk.
122
Motion Unit
Unit
P4
1
3. A car accelerates uniformly from rest for 10 s to reach a speed of 15 m/s. The car, then,
remains at that speed for a further 10 s. It, then, decelerates uniformly to come to rest in 5 s.
(a) Define the term acceleration.
(b) Use the axes below in order to sketch the speed-time graph of the car.
Speed/m/s

Time/s
4. A car travels the first 12 km of a journey in 10 minutes. The car, then, travels the remaining
18 km in 20 minutes. Calculate:
(i) the total distance travelled.
(ii) the total time taken in hours.
123
Unit Motion
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(iii) the average speed of the car in km/h.
5. A car starts from rest and accelerates uniformly to reach a speed of 10 m/s in 20 s. The car,
then, travels at this constant speed of 10 m/s for another 20 s. Finally, the brakes are applied
and the car decelerates uniformly to rest in 5 s.
Sketch the speed-time graph for the whole motion.

6. Consider the speed-time graph below. Describe the motion of the body.
Speed m/s
50
0 30 45 Time / s
124
Electricity
Motion Unit
Unit
P5
P4
1
Unit
Electricity P5
Learning Outcomes
• Identify symbols of electrical components

• Show an understanding that current is the rate of flow of charge and use the formula
Q = It to solve problems
• Measure current using an ammeter
• Define potential difference as the work done per unit charge moved between two points
in an electric circuit
• Measure potential difference using a voltmeter
• Define e.m.f. as the work done per unit charge moved round a whole circuit
• Use the formula W = QV to solve problems
• Define resistance as the ratio of the potential difference across a conductor to the current
flowing through it and use the formula R = V/I to solve problems
• Draw electric circuits in series using appropriate circuit symbols
• Determine the combined resistance of a combination of resistors arranged in series
• Solve problems related to electric circuits
In our daily life, we are surrounded by one of the most significant discoveries of all time, that is,
electricity. Electrical energy is the most versatile form of energy that exists and it plays a pivotal
role in our life. Almost all the devices at homes and in industries operate with electricity.
When your mobile phone displays a “low battery” warning, what do you do to charge it? What
makes machines in factories operate? Obviously, the answer is electrical energy.
In fact, it is really hard to imagine our life without electricity!
In Grade 7, you learnt about the importance of electricity and some simple electric circuits. In
Grade 9, you are going to learn more on electric circuits and how to solve simple problems
related to these circuits.
125
Unit Electricity
P5
Symbols of Electrical Components

As you have learnt in Grade 7, each circuit component can be represented by a symbol. The
circuit symbol is used to represent electrical components more conveniently when drawing
electrical circuit diagrams.
Electrical Component Symbol (s) Use (s)
1) Cell
supplies electrical
energy
2) Battery
(when more than 1 cell is used)
+
-
Note: The cells are placed in a cell holder.
3) Power supply
supplies electrical
energy
4) Connection Wire
conducts current
across a circuit
5) Open switch
breaks a circuit
(stops the flow of
current)
126
Electricity Unit
Unit
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1
6) Closed switch
completes a circuit
(allows current to
flow)
7) Bulb/lamp (placed on a bulb holder)

converts electrical
energy to light
or energy and heat
energy
8) Ammeter
(a) Analogue ( b) Digital
ammeter ammeter
measures current
9) Voltmeter measures:
(a) Analogue (b) Digital 1. the potential
voltmeter voltmeter difference
between two
points in a circuit
2. the electromotive
force of a cell or
battery
10) Resistor
limits the amount of

current flowing in a
circuit
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Unit Electricity
P5
Since the terminals of a cell are bare, it is difficult to connect wires

to them. Therefore, the cell has to be placed in a cell holder for
facilitating connections to its ends. A cell holder has NO circuit
symbol. The figure beside shows a typical cell holder.
Cell holder
Electric Current
An electric current consists of the flow of charges (electrons) through a conductor. Since we
cannot see electrons, it is helpful to have an analogy of electric circuits to help us understand
circuits better. For instance, water flowing through a pipe is a mechanical system that can be
compared to an electrical circuit.
A mechanical system consisting of a pump pushing A simple electric circuit consisting of a battery
water through a closed pipe. driving a current through it.
If you imagine that the electric current is similar to the water flowing through the pipe, then the
following comparisons can be made:
Analogy Explanation
pump → battery The battery is like the pump. It provides energy.
pipe → connecting wire The connecting wire in the electric circuit is like the pipe. It is
the pathway for the charges to move through.
water flow → current flow The current flow in the wire is like the water flow in the pipe.
pressure → potential The potential difference generated by the battery which drives
difference difference electrons through the circuit is like the pressure difference
generated by the pump which drives water through the pipe.
deposit → resistor The resistor in the circuit resists the flow of charges, similarly to
of dirt how the deposit of dirt particles resists the flow of water inside
particles the pipe.
128
Electricity Unit
Unit
P5
1
Definition of electric current

An electric current is defined as the flow of charges per unit time. The SI unit for current is the
ampère (A).
Note: The term ‘per unit time’ means to divide by time. ‘Rate’ is another word to express the
same idea. Thus, another way of defining electric current is:
An electric current is defined as the rate of flow of charges.
charge
Current =
time
Q
I = , Q = It
t
where I is current measured in ampères (A),

Q is charge measured in coulombs (C), and
t is time taken measured in seconds (s).
Current flows from the positive to the negative terminal of a

cell or battery through a circuit. This is illustrated by the green
arrows. As from now, we will only consider the current flow.
Worked example
Calculate the current which flows when a charge of 10 C passes through a lamp in 5 s.
Solution
charge, Q = 10 c
time taken, t = 5 s
Q
I =
t
10 C
I =
5s
I = 2A
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TEST YOURSELF
1. A conductor carries a current of 4 A in an electrical circuit.

(i) What do you understand by a current of 4 A?
(ii) Calculate the charge that flows through a point in 40 s.
2. A current of 0.5 A flows in a circuit. How long does it take for 100 C to flow past a given point
in the circuit?
3. The current in an electric heater is 10 A. It is switched on for five minutes. How much
charge flows through the heater?
Measurement of Electric Current

An ammeter is used to measure electric current.
An ammeter has a positive (+) terminal, usually red coloured, and a negative (-) terminal, usually
black coloured. The positive terminal of the ammeter is connected to the positive terminal of
the cell or battery. Likewise, the negative terminal is connected to the negative terminal of
the cell or battery. An ammeter is always connected in series in a circuit as shown in the figure
below.
WORK OUT
In the space provided above, draw the corresponding circuit diagram (using symbols) for the
circuit with the ammeter connected in series. Also, indicate the direction of the current flow.
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WHAT I HAVE LEARNT
1. Current is defined as the rate of flow of charges.

2. The SI unit of current is the ampère (A).
3. Current is measured using an ammeter which is always connected in series.
DID YOU KNOW…
André-Marie Ampère (1775-1836) was a French physicist and

mathematician who invented numerous applications, such as the
electrical telegraph. The SI unit of electric current, the ampère
has been named after this scientist.
Electromotive Force (e.m.f)

We are, now, going to refer back to the water flow analogy mentioned earlier and use it to
explain electromotive force.
Consider the figure below.
Just as the pump pushes (that is, provides energy to) the water for it to move out at high
pressure, similarly the battery pushes (provides energy to) the charges for them to move out of
the positive terminal.
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Definition of Electromotive Force
The electromotive force of a battery is defined as the work done by the battery in moving
a charge of one coulomb round a complete circuit. The SI unit of e.m.f is the volt (V).
work done
e.m.f. =
charge
Wd
E = or Wd = QE
Q
where E is the e.m.f measured in volts (V),

Wd is work done measured in joules (J), and
Q is flowing charge measured in coulombs (C).
Another unit for e.m.f. is the joule per coulomb (J/C).
One volt is equal to one joule per coulomb (J/C), that is, 1 V = 1 J/C.
Note: Electromotive force is NOT a force.
Potential Difference
To get a better idea of what potential difference represents in a circuit, it may be useful to refer
back to the analogy between water flow and electric current.
In the above example, for water to be able to flow from point B to point A, the water at B must
be at a high pressure while the water at A must be at a low pressure. This pressure difference
provides the energy needed for water to flow between the two points.
Similarly, for current to flow between two points in a circuit (that is, for charges to move) there
must be a potential difference between the two points in the circuit so that charges can move
from one point to another (that is, for current to flow).
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Definition of Potential Difference

The potential difference between two points in a circuit is defined as the work done in moving
a charge of one coulomb between the two points. The SI unit for potential difference is the
volt (V).
work done
potential difference =
charge
Wd
V = ; Wd = QV
Q
where V is potential difference measured in volt (V),
Wd is work done measured in joule (J), and
Q is flowing charge measured in coulomb (C).
Note: A potential difference of 5 V means that 5 J of work is done when one coulomb of charge is
moved between two points in a circuit.
DID YOU KNOW…
Italian physicist Alessandro Giuseppe Antonio Anastasio Volta (1745-

1827) was a pioneer of electricity and power, who is credited as the
inventor of the voltaic pile (now known as the dry cell). The SI unit of
potential difference, the volt has been named after this scientist.
Measurement of Potential Difference (or Voltage)

A voltmeter is used to measure the potential difference, or voltage, between two points in an
electrical circuit. In order to measure the potential difference across a device, the voltmeter is
always connected in parallel to that device as shown in the figure below.
WORK OUT
In the space provided above, draw the corresponding circuit diagram (using symbols) for the
circuit with the voltmeter connected in parallel.
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An e.m.f. of 3 V for the battery means that 3 J of energy is supplied by the battery to allow a
charge of one coulomb to move across the external circuit. Thus, electromotive force represents
energy supplied to every charge flowing through the battery.
A potential difference of 3 V for the lamp means that 3 J of work is done to allow a charge of
one coulomb to move across the lamp. Thus, potential difference represents energy used by
every charge moving across two points in the circuit.
Worked example
Calculate the work done in moving a charge of 6 C through a potential difference of
30 V in an electrical circuit.
Solution:
Work done = charge × potential difference = 6 C × 30 V = 180 J.
TEST YOURSELF
1. The potential difference between the ends of a conductor is 12 V. How much electrical
energy is converted to other forms of energy in the conductor when 100 C of charge flows
through it?
2. What is the potential difference between two points in an electrical circuit if 2 C of charge
needs 4 J of energy to move between them?
3. A 12 V car battery is connected to a lamp for 1 minute. A current of 2 A flows through the
lamp. Calculate:
(i) The charge flowing through the lamp
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(ii) The energy used by the lamp
4. A battery of e.m.f. 12 V is connected to an electrical component through which a current of

4 A flows for 20 s.
(i) What is meant by an e.m.f. of 12 V?
(ii) What is the work done by the battery?
WHAT I HAVE LEARNT
1. The electromotive force of a battery is defined as the work done by the battery
in moving a charge of one coulomb round a complete circuit.
2. The potential difference between two points in a circuit is defined as the work
done in moving a charge of one coulomb between the two points
3. The SI unit of e.m.f and potential difference is volt (V).
4. A voltmeter is used to measure electromotive force and potential difference.
5. A voltmeter is always connected in parallel.
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DID YOU KNOW…
Different sources of electrical energy have different values of electromotive force.

Typical voltage of different sources of electrical energy are shown below.
Dry cell 1.5 V
Car battery 12 V
Mobile phone 4.7 V

battery
Mains supply 240 V

(from an electrical
power socket)
Lightning Approximately 300 000 V

(300 kV); up to a million
volts
You may recall from Grade 7 that some materials conduct electricity better than other materials.
But why are some materials good conductors of electricity and some are poor conductors?
In the next section, we will discuss about the reason for this in more details.
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Resistance
Materials are generally classified as conductors or insulators of electricity.
Relatively little electrical energy is needed for charges to move through conductors whereas
even considerable amounts of electrical energy may not be sufficient to move charges through
insulators.
The property of materials responsible for the difference in energy needed to drive an electric
current through them is called ‘electrical resistance’.
Once more, the analogy between electricity and water flow can help us understand this
property in more detail.
As illustrated in the above figure, the presence of dirt and other particles can oppose the flow
of water in a water pipe. A greater number of such particles provides a greater opposition to
the flow of water.
Similarly, the property called (electrical) resistance of a material opposes or resists the flow of
an electric current (charges) through the material. Thus, a material of higher resistance has a
greater opposition to the flow of an electric current.
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DID YOU KNOW…
Good conductors have a low resistance which permits easy flow of a current through them.
On the other hand, poor conductors have a high/large resistance which strongly opposes the
flow of current through them.
Definition of Resistance
The resistance of a resistor is defined as the ratio of the potential difference across it to
the current flowing through it. The SI unit of resistance is the ohm (Ω).
potential difference
Resistance =
current
V
R = ; V = IR
I
where R is resistance measured in ohm (Ω),

V is potential difference measured in volt (V), and
I is current flowing measured in ampère (A).
The greater the resistance in a circuit, the lower the current.
Worked example
A 10 V battery is connected in series with a resistor of resistance 20 Ω. Calculate the
current I that flows through the lamp.
Solution:
e.m.f, V = 10 V V
R =
resistance, R = 20 Ω I
10
20 =
I
10 1
I = = A = 0.5 A
20 2
DID YOU KNOW…
George Ohm (1789-1854), was a German physicist and mathematician. As

a school teacher, Ohm began his research with the new electrochemical
cell, invented by Italian scientist Alessandro Volta. He found that there is
a direct proportionality relationship between the potential difference of a
conductor and the current flowing through it. He named it Ohm’s law. The SI
unit of resistance, the ohm has been named after this scientist.
138
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Measurement of resistance
A resistor is a component which limits the flow of current. In this unit, you will learn about
resistors connected in series and how to calculate their combined resistance.
ACTIVITY 5.1 – Comparing resistances of two fixed resistors
Materials needed:
• a battery
• a bulb
• a switch
• connecting wires
• two different fixed resistors
Procedure:
1. Set up the circuit as shown on the right.
Close the switch.
Observe the brightness of the bulb.
2. Replace the fixed resistor R1 with the second fixed resistor R2.
Close the switch.
The bulb is now ___________ (less bright / brighter) than step 1.
Therefore, the current is ___________ (smaller / larger) than in step 1, and the resistance
of R2 is _____________ (smaller / larger) than in step 1.
Conclusions:
1. When resistance increases, current decreases across the whole circuit. Therefore, the
potential difference across the bulb decreases and the bulb is less bright.
2. When resistance decreases, current increases across the whole circuit. Therefore, the
potential difference across the bulb increases and the bulb is brighter.
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Resistors in series
The total resistance (Rtotal) for the resistors in series is the sum of the individual resistances (R1+
R2+ R3).
Rtotal = R1+ R2+ R3
where Rtotal is the total resistance in ohm (Ω), and

R1, R2, R3 are the resistances of the resistors in series.
Hence, when resistors are connected in series, the individual resistances are added up and the
total resistance increases. This decreases the current.
Worked example
Three resistors of resistance 1Ω, 2Ω and 6Ω are connected in series. Calculate their
total resistance.
Solution:
Rtotal = R1+ R2+ R3
Rtotal = 1 + 2 + 6 = 9 Ω
TEST YOURSELF
1. Find the total resistance of the following:
140
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2. Consider the circuit below and answer the questions that follow.
(a) Draw a circuit diagram representing the above circuit.
(b) What physical quantity is the voltmeter measuring?
141
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P5
(c) Write down the values shown by each meter.
Connected to scale 0 – 5 V Connected to scale 0 – 1 A
Voltmeter reading: Ammeter reading:
(d) Calculate the resistance of the bulb.
(e) If the current flows for one minute, calculate:
(i) the amount of charge flowing through the bulb,
(ii) the energy transferred through the bulb.
DID YOU KNOW…
There are two types of resistors: fixed and variable.
Fixed resistors come in different ratings, shapes, sizes and

colours as shown in the figure beside.
A rheostat is a variable resistor. By changing the resistance

you can control the current flowing through it.
Resistors are available commercially in standard values of resistance only. Often, however,
specific values of resistance are required for certain specific applications but these values
of resistance are not available. In such cases, resistors need to be combined to achieve the
required value of resistance.
142
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Circuit diagrams: Series circuits
In a series circuit, all the components are connected one next to the other to form a single loop.
Hence, a series circuit has only one path through which electric current can flow as shown in
figure below.
Any gap in any part of a series circuit stops the flow of current in the whole circuit. Similarly, if
one lamp blows out, the series circuit breaks. Current stops flowing and the other lamp stops
lighting.
Since there is only one path for the current to flow, therefore, the same current flows through
all the lamps in the circuit.
The sum of the potential difference across each lamp in the circuit is equal to the e.m.f of the
electrical source.
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ACTIVITY 5.2 – Investigating series circuits
Materials needed:
• a battery
• a switch
• an ammeter
• a voltmeter
• two bulbs and two bulb holders
Procedure:
1. Connect the circuit as shown below by placing the ammeter at point A and close the switch.
2. Note down the ammeter reading at point A.
Ammeter reading at point A = ___________ A
3. Now connect the ammeter at point B as shown below and close the switch.
4. Note down the ammeter reading at point B.
Ammeter reading at point B = ___________ A
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5. Connect the ammeter at point C and close the switch.
6. Note down the ammeter reading.
Ammeter reading at point C = ___________ A
7. Comment on the values of the currents measured at points A, B and C.
8. Connect the voltmeter across each bulb in turn and note down the potential difference
across each one.
Potential difference across bulb L1 = ___________ V
Potential difference across bulb L2 = ___________ V
9. Calculate the sum of the potential difference across bulbs L1 and L2.
Total potential difference across L1 and L2 = __________V
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10. Measure the potential difference across the whole circuit by connecting the voltmeter
parallel to both bulbs and compare its value with the sum of the potential difference across
bulbs L1 and L2. What can you conclude?
11. Remove bulb L1 from its holder and close the switch. What happens to bulb L2?
12. Now, place bulb L1 to its holder and screw out bulb L2, and close the switch. What happens
to bulb L1?
Conclusions:
1. The current flowing in a series circuit is the same at different points.
2. No current flows when any one component is removed as the circuit is broken.
3. The total potential difference of the circuit is equal to the sum of the potential difference
across each bulb/resistor.
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WHAT I HAVE LEARNT
Series circuits
• Electric current through each component in a series circuit is the same.
• Potential difference across each component is different depending on the resistances

of the components.
• A series circuit has one path for current to flow.
The sum of the p.ds across each bulb is equal to the total p.d. of the circuit.
V = V1 + V 2
The p.d. across each bulb may be different but the current through each bulb is the
same.
• If one of the bulb is removed, the current flow to the remaining bulbs would be
interrupted because the circuit is broken or becomes incomplete.
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ACTIVITY 5.3 – Investigating voltage across cells in series
Materials needed:
• three 1.5 V dry cells

• a voltmeter
• one bulb
• a switch
Procedure:
1. Set up the circuit as shown below.
Circuit P
Close the circuit.
2. Record the voltmeter reading for circuit P in the table below.
circuit number of cells voltmeter reading / V

P 1
Q 2
R 3
Observe the brightness of the bulb.
3. Repeat step 2 with two cells in series.
4. Now, repeat step 2 with three cells in series.
Circuit Q Circuit R
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More cells in series give a _________________ (higher / lower) voltage.
What happens to the brightness of the bulb as the number of cells increases?
____________________________________________________________________________
Conclusion:
As the number of cells increases, the voltage increases. Hence, the brightness of the bulb
increases.
The total e.m.f across all the cells connected in series (battery) is equal to the sum of the
e.m.f of the individual cells.
Combined resistance for resistors in series
RECALL
Resistors in series
The total resistance (combined or effective resistance) R is given by the equation:

R = R1 + R2 + R3
The e.m.f., V, is equal to the sum of the potential differences, V1 , V2 and V3 across each
resistor.
V = V 1 + V2 + V3
If all the three resistors have the same resistance, then, the p.d., across each resistor is
equal.
V1 = V 2 = V 3
The same current flows through each resistor and throughout the circuit.
149
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Worked example
1. Three resistors of resistance 2Ω, 3Ω and

5Ω respectively are connected in series
with a battery, an ammeter and a switch as
shown.
If the potential difference across the 3Ω

resistor is 4.5 V, calculate:
(i) the combined resistance of all the resistors,
(ii) the current flowing through each resistor,
(iii) the potential difference across each resistor,
(iv) the total potential difference of the circuit.
Solution:
(i)
Since the resistors are connected in series, using the formula for series combination
gives the total resistance R as:
R = R1 + R2 + R3
= 2Ω + 3Ω + 5Ω = 10Ω
(ii)
Using the formula V = IR the current I is
V 4.5
I= = = 1.5 A
R 3
Since the resistors are connected in series, the current through each one is the same,
that is 1.5 A
(iii)
Using the formula V = IR,
P.d. across the 2Ω resistor = 1.5 x 2 = 3.0V
P.d. across the 3Ω resistor = 4.5V
P.d. across the 5Ω resistor = 1.5 x 5 = 7.5V
(iv)
Total p.d. = sum of p.d. across each resistor in series
= 3.0V + 4.5V + 7.5V = 15V
150
Electricity Unit
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1
DID YOU KNOW…
Electric eels can produce strong electric shocks of around 500V!
They use this ability to hunt and to protect themselves too.
TEST YOURSELF
1. A cell has an emf of 1.5V. It is connected in series with two resistors of resistance 4Ω and 6Ω
connected each, as shown in the figure.
Calculate the:
(a) combined resistance,
(b) current flowing through the circuit,
(c) potential difference across each resistor.
2. A circuit is set up as shown in the diagram.
(a) What is the value of the resistor R?
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(b) Calculate the p.d across each resistor.
3. A battery consists of 3 cells, each of 1.5V arranged in series.

Two identical bulbs are connected in series together with
the battery as shown in the diagram. The resistance of one
lamp is 150 Ω.
Calculate:
(a) the e.m.f. of the battery,
(b) the potential difference across each bulb,
(c) the current through the bulbs.
(d) Give one drawback of arranging bulbs in series.
DID YOU KNOW…
The type of electricity that we get from cells and batteries are
known as direct current (d.c.).
However, electrical energy is generated and distributed in a

different form called alternating current (a.c.). For example, a
television set or the washing machine at your home uses alternating
current. The reason for using alternating current is mostly because
its transmission across large distances and distribution at different
voltages is more practical and efficient. In Grade 11, you will learn
more about alternating current. St Louis Power station
152
Electricity Unit
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1
Summary of unit
In this unit, you have learnt about
• An electric current is defined as the rate of flow of charge.

• The unit of charge is the coulomb (C).
• The unit of electric current is the ampère (A).
charge
• The formula used to calculate electric current is current =
time
• An ammeter is used to measure electric current and is always connected in series in a
circuit.
• As the number of bulbs in series increases in a circuit, the brightness of each bulb decreases.
• Potential difference is the amount of energy required to move a charge of 1 coulomb
between two points in a circuit.
• The e.m.f. of a source is numerically equal to the work done per unit charge moved
round a complete circuit.
• The units of potential difference and e.m.f. are volt (V) or joule per coulomb (J/C).
• Potential difference is measured with a voltmeter and is always connected in parallel
in a circuit.
• Resistance of a resistor is defined as the ratio of the potential difference across it to the
current flowing through it.
• Resistance can be calculated by using the formula V= IR.
• In series circuits, the electric current is the same throughout the circuit whereas the
potential difference across each component may be different.
• The formula used to calculate the combined resistance of resistors in series:
R = R1 + R2 + R3 where R is the total resistance and R1, R2 and R3 are the respective
resistances.
153
154
P5
• Unit 5 • Electricity
Unit
ELECTRICITY
Electricity
circuit symbols
does not flow through flows through study of
represented by
made up of flows in in the flow of
Insulators conductors connected with circuit components circuits Current, I charge Q
measured in
electromotive force, generates potential difference, V coulomb (C)

causes flow of
e.m.f.
has unit measured with formula

measured with has unit calculated as
ampere (A) ammeter charge Q
resistor =
voltmeter volt (V) work done W
time T
=
charge flowing Q
connected in connected in
parallel connected in has

series
series resistance, R
total resistance
R = R1 + R2 + R3 calculated as unit
potential difference V
= ohm ( Ω)
current I
Electricity Unit
Unit
P5
1
1. Which of the following particles is negatively charged?
A Proton B Neutron C Electron D Nucleus
2. A charge of 120 C flows through a circuit in 1 minute. Calculate the amount of current flow-
ing through the circuit?
A 0.2 A B 2A C 2.2 A D 120 A

3. The unit of electric current is the
A Volt B Ohm C Ampere D Coulomb
4. Which instrument is used to measure the current flowing in a circuit?
A Analogue Voltmeter B Digital Thermometer

C Digital Ammeter D Digital Voltmeter
5. A wire has a current of 4 A passing through it. How much charge passes a point in the wire
in 2 minutes?
A 480 C B 8C C 0.5 C D 240 C
6. Which quantity can be measured in joule/coulomb?
A Charge B Potential difference C Resistance D Current

7. Which of the following is the electrical symbol for a bulb?
A B C D
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8. The figure below illustrates a battery, a switch, a bulb and a meter X connected as shown.
What does the instrument labeled meter X measure?
A The amount of energy stored in the cell
B The resistance of the battery
C The current flowing through the bulb

D The potential difference across the bulb
9. Which of the following describes the electromotive force of a cell?
A The total energy used to drive unit charge round the complete circuit.
B The energy used to drive charges in a circuit.
C The energy used to drive unit charge between two points.
D The rate of flow of charge
10. A battery drives 100 C of charge round a circuit. The energy transferred is 900 J.
What is the electromotive force of the battery?
A 90000 V B 9V C 0.9 V D 9000V
11. Which quantity has the same units as electromotive force?
A Resistance B Current C Potential difference D Charge
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12. Which circuit can be used to find the resistance of the bulb?
A. B.
C. D.

13. When a potential difference of 2 V is applied across a resistor, 10 J of energy is dissipated
as heat. How much charge flows through the resistor?
A 0.2 C B 5C C 20 C D 200 C
14. What is the current in a 5 Ω resistor when the potential difference between the ends of the
resistor is 2.5 V?
A 2A B 12.5 A C 0.5 A D 125 A
15. What do you understand by a potential difference of 5 V?
A 5 J of energy is needed to drive 1 C of charge round a complete circuit
B 5 J of energy is needed to drive 1 C of charge between 2 given points in circuit
C 1 J of energy is needed to drive 5 C of charge round a complete circuit
D 1 J of energy is needed to drive 5 C of charge between 2 given points in circuit
157
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STRUCTURED QUESTIONS e.m.f. = 3 V
1. Two dry cells are connected in series with each other to make
a battery of e.m.f. 3 V. The battery is, then, connected to a lamp
as shown. When the circuit is switched on, 12 C of charge passes
through the circuit in 10 seconds.
(a) What do you understand by an e.m.f. of 3 V?
(b) What amount of energy is transformed into electrical energy?

(c) Calculate the current in the circuit.
2. A battery maintains a current of 1.2 A in the circuit shown.
(a) Calculate the potential difference across
(i) AB (ii) CD (iii) BC
(b) What is the time taken for a charge of 30 C to flow through the 2 Ω resistor?
(c) What is the electromotive force of the battery?
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Electricity Unit
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1
(d) How would you connect an ammeter to measure the current in the circuit and a
voltmeter to measure the potential difference across AB? Draw a circuit diagram to
show this.
3. A 6 Ω resistor and a resistor of unknown resistance R are connected in series with an

ammeter and a 4 V battery. The ammeter reads 0.25 A.
(a) What is the charge flowing through the ammeter in 1 minute?
(b) What is the potential difference across the 6 Ω resistor?
(c) What is the potential difference across the resistor R?
(d) What is the current through the resistor R?
(e) What is the value of the resistance of the resistor R?
159
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GROUP WORK (PROJECT WORK)
The photo on the right shows an outstandingly brilliant scientist called

Nikola Tesla. He has his contribution in the way electricity reaches our
homes and most of the communication devices that we use.
Prepare a short PowerPoint presentation of not more than 10 slides to

show some of his major inventions. You can work in groups of maximum
5 pupils.
WEBLINK (Electric current)

https://www.youtube.com/watch?v=8gvJzrjwjds
WEBLINK (Structure of atom)

https://www.youtube.com/watch?v=lP57gEWcisY
WEBLINK (e.m.f. and potential difference)

https://www.youtube.com/watch?v=v7XQs2sKsKU
160
© Mauritius Institute of Education (2023)
ISBN: 978-99949-75-29-7

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PHYSICS

Ministry of Education, Tertiary Education,

PHYSICS TEXTBOOK DEVELOPMENT PANEL

MAURITIUS INSTITUTE OF EDUCATION

The Science textbook panel wishes to thank:

GRADE 9 PHYSICS TEXTBOOK REVIEW PANEL

Mohun Cyparsade - Overall Coordinator, Associate Professor, MIE

© Mauritius Institute of Education (2023)

As in all curriculum endeavours, a number of contributors have been involved

The textbook is conceptualised in such a way that it includes a number of

In addition to the activities, the textbook includes important features that

“Test yourself” is for formative purposes.

Suggestions are made for “Project work” to promote cooperative learning.

Additionally, the textbook addresses some of the issues of science, technology

It is sincerely hoped that the textbook helps motivate learners, stimulates

Dr (Mrs) Sarojiny Saddul-Hauzaree

At the end of this unit, you should be able to:

• State the SI units of length, mass, volume, time and temperature

Measuring length of a pencil

length of pencil = 9 centimetres

ACTIVITY 1.1 – Identifying physical quantities

Diagram Physical quantity Symbol of quantity SI unit Symbol of unit

volume time newton temperature area kelvin

density speed electric current length joule metre

kilogram watt stopwatch balance force energy

Other units of length are: Conversion of length

centimetre (cm) 1 km = 1000 m

ACTIVITY 1.2 – Measuring the length of a rod

Write down the values of x1 and x2 as shown in the above picture.

1. Convert the following: 2. Convert the following:

1 km = _________ mm c) 4.5 km = ________ m

1m = _________ cm d) 0.028 km = ________ cm

Some words used to describe length are:

Circumference, Radius and Diameter

Instruments used to measure length are:

ACTIVITY 1.3A – Recalling the instruments used to measure length

Match the instrument’s name in Table 2 to its picture.

Instrument name Picture

Reading the scale of a ruler

Determining the smallest division on the ruler:

ACTIVITY 1.3B – Measuring the length of various items

Length of physics book

Height of your chair

Length of your classroom

ACTIVITY 1.4A – Measuring the diameter of a coin

• 2 set-squares (wooden blocks)

3. Diameter of coin = X2 – X1 cm.

• 2 set-squares (wooden blocks),

3. Diameter of ten coins = X2 – X1

1. Name the instrument used to measure the:

a. Length of your school bag: __________________________

b. Circumference of a football: ____________________

c. Length of the teacher demonstration table: __________________

d. Thickness of 500 sheets of paper: ___________________________

• Therefore, avoiding these errors will make a measurement more accurate.

How to avoid parallax error

A student has 50 small identical glass beads in a jar.

Investigating zero error in the measurement of length

Length of block = _______ cm

Why are different values obtained for the same block?

B. Using a ruler whose end is damaged.

Length of pencil = _______ cm

Why are different values obtained for the same pencil?

Other units of volume are:

1 km = _ mm c) 4.5 km = m

1m = _ cm d) 0.028 km = cm