Chapter 1

Introduction &
Measurements
At the end of the lesson, the learner is expected to:

• Be familiar with the different systems and units of

measurements
• Be able to convert metric to English units and vice versa
• Use metric prefixes
• Differentiate precision and accuracy
 Nature of Physics

Physics has developed out of the efforts of men and

women to explain our physical environment.

Physics encompasses a remarkable variety of

phenomena:

planetary orbits
radio and TV waves
magnetism
lasers

many more!
Physics predicts how nature will behave in one
situation based on the results of experimental data
obtained in another situation.

Newton’s Laws → Rocketry

Maxwell’s Equations → Telecommunications

Science consists of the theories and laws that are the
general truths of nature as well as the body of knowledge
they encompass. Scientists are continually trying to expand
this body of knowledge and to perfect the expression of the
laws that describe it.

Physics is concerned with describing the interactions of

energy, matter, space, and time, and it is especially
interested in what fundamental mechanisms underlie every
phenomenon. The concern for describing the basic
phenomena in nature essentially defines the realm of
physics.
Units

Physics experiments involve the measurement

of a variety of quantities.

These measurements should be accurate and

reproducible.

The first step in ensuring accuracy and

reproducibility is defining the units in which
the measurements are made.
Units

SI units
meter (m): unit of length

kilogram (kg): unit of mass

second (s): unit of time

Systems of Measurements

The basic laws of physics involve such as physical quantities

of force, velocity volume, and acceleration, all of which can
be described in terms of fundamental quantities of length,
mass, and time; all other physical quantities can be
constructed from these three.

Systems of Measurements:
1.English System (FPS)
2.Metric System (MKS)
3.International System of Measurements (SI units)
Units
Property Units
Mass Kilogram, kg
Time Second, s
Distance Meter, m
Electric Current Ampere, A

Temperature Kelvin, K

Number of particles Mole, mol

Light Intensity Candela, cd

Factor Name Symbol
10 24 Yotta Y
10 21 Zetta Z
10 18 Exa E
10 15 Peta P
10 12 Tera T
10 9 Giga G
10 6 Mega M
10 3 Kilo k
10 2 Hecto h
10 1 Deka da
10 -1 Deci d
10 -2 Centi c
10 -3 Milli m
10 -6 Micro µ
10 -9 Nano n
10 -12 Pico p
10 -15 Femto f
10 -18 Atto a
10 -21 Zepto z
10 -24 Yocto y
Units

The units for length, mass, and time (as

well as a few others), are regarded as
base SI units.

These units are used in combination to

define additional units for other important
physical quantities such as force and
energy.
The Role of Units in Problem Solving

THE CONVERSION OF UNITS

1 ft = 0.3048 m, 1 m = 3.28 ft.

1 mi = 1.609 km

1 hp = 746 W

1 liter = 10-3 m3
Common Conversion Factors:
Mass
1 kg = 2.2 lb
1 lb = 454 g
1 short ton = 2000 lb
1 long ton = 2240 lb
1 metric ton = 1000 kg
Length
1 inch = 2.54 cm
1 ft = 12 in
1 m = 3.28 ft
1 cm = 10 mm
1 mile (mi) = 1.609 km
1 mi = 5280 ft
1 yard (yd) = 3 ft
1 rod = 16.5 ft
Area (sq unit)
1 hectare(ha) = 10000 m2
1 mi2 = 640 acres
 Area (sq unit)
1 hectare(ha) = 10000 m2
1 mi2 = 640 acres
Volume (cubic units)
1 gallon (gal) = 3.785 L
1 ft3 = 7.481 gal
1 quart = 2 pints
1 gallon = 4 quart
1 mL = 1 cm3
Time
1 hr = 60 min
1 hr = 3600 sec
Example 1 The World’s Highest Waterfall

The highest waterfall in the world is Angel Falls in Venezuela,

with a total drop of 979.0 m. Express this drop in feet.

Since 3.281 feet = 1 meter, it follows that

(3.281 feet)/(1 meter) = 1

 3.281 feet 
Length = (979.0 meters )  = 3212 feet
 1 meter 
The Role of Units in Problem Solving
The Role of Units in Problem Solving

Reasoning Strategy: Converting Between Units

1. In all calculations, write down the units explicitly.

2. Treat all units as algebraic quantities. When

identical units are divided, they are eliminated
algebraically.

3. Use the conversion factors located on the page

facing the inside cover. Be guided by the fact that
multiplying or dividing an equation by a factor of 1
does not alter the equation.
The Role of Units in Problem Solving

Example 2 Interstate Speed Limit

Express the speed limit of 65 miles/hour in terms of meters/second.

Use 5280 feet = 1 mile and 3600 seconds = 1 hour and

3.281 feet = 1 meter.

 miles   miles  5280 feet  1 hour 

(1)(1) =  65
feet
Speed =  65   = 95
 hour   hour  mile  3600 s  second

 feet   feet  1 meter 

(1) =  95
meters
Speed =  95   = 29
 second   second  3.281 feet  second
The Role of Units in Problem Solving

DIMENSIONAL ANALYSIS

[L] = length [M] = mass [T] = time

Is the following equation dimensionally correct?

x = vt 1
2
2

L 2
L =  T = LT
T 
More Examples:

1. The world’s largest cut diamond is the First Star of Africa

(mounted in the British Royal Scepter and kept in the
Tower of London). Its volume is 1.84 cubic inches. What
is its volume in cubic centimeters? In cubic meters?

2. Express the sum in meter : 2.5 m and 6.45 cm

3. Express density of gold, 19300 kg/m3 in lb/in3

6.45 cm x 1m/100cm = 0.0645 m + 2.5 m = 2.5645 m
The Role of Units in Problem Solving

Is the following equation dimensionally correct?

x = vt

L
L =  T = L
T 
 Scientific Notation
The number of atoms in 12 g of carbon:
602,200,000,000,000,000,000,000
6.022 x 1023
The mass of a single carbon atom in grams:
0.0000000000000000000000199
1.99 x 10-23
N x 10n
N is a number n is a positive or
between 1 and 10 negative integer
 Scientific Notation

568.762 0.00000772
move decimal left move decimal right
n>0 n<0
568.762 = 5.68762 x 102 0.00000772 = 7.72 x 10-6

Addition or Subtraction

1. Write each quantity with 4.31 x 104 + 3.9 x 103 =

the same exponent n
2. Combine N1 and N2 4.31 x 104 + 0.39 x 104 =
3. The exponent, n, remains 4.70 x 104
the same
 Scientific Notation

Multiplication
(4.0 x 10-5) x (7.0 x 103) =
1. Multiply N1 and N2
(4.0 x 7.0) x (10-5+3) =
2. Add exponents n1 and n2
28 x 10-2 =
2.8 x 10-1

Division 8.5 x 104 ÷ 5.0 x 109 =

1. Divide N1 and N2 (8.5 ÷ 5.0) x 104-9 =
2. Subtract exponents n1 and n2 1.7 x 10-5
 Significant Figures
• Any digit that is not zero is significant
1.234 kg 4 significant figures
• Zeros between nonzero digits are significant
606 m 3 significant figures
• Zeros to the left of the first nonzero digit are not significant
0.08 L 1 significant figure
• If a number is greater than 1, then all zeros to the right of the decimal
point are significant
2.0 mg 2 significant figures
• If a number is less than 1, then only the zeros that are at the end and in
the middle of the number are significant
0.00420 g 3 significant figures
 Significant Figures

Addition or Subtraction

The answer cannot have more digits to the right of the decimal
point than any of the original numbers.

89.332
+ 1.1 one significant figure after decimal point
90.432 round off to 90.4

3.70 two significant figures after decimal point

-2.9133
0.7867 round off to 0.79
 Significant Figures

Multiplication or Division

The number of significant figures in the result is set by the original number that
has the smallest number of significant figures

4.51 x 3.6666 = 16.536366 = 16.5

3 sig figs round to

3 sig figs

6.8 ÷ 112.04 = 0.0606926 = 0.061

2 sig figs round to

2 sig figs
Accuracy – how close a measurement is to the true value
Precision – how close a set of measurements are to each other

accurate precise not accurate

& but &
precise not accurate not precise
Assessment:
Solve the following problems:

1.A candy shop sells a pound of chocolate for $ 8.99. What is

the price of 1.50 kg of chocolate at the shop?

2. The surface of a lake has an area of 15.5 km2. What is the

area of the lake in m2?

3. The mass of the parasitic wasp Caraphractus cintus can be

as small as 5 x 10-6 kg. What is this mass in (a) grams (g), (b)
milligrams (mg), and (c) micrograms (μg)?

4. 2.4 km is how many millimeters?

5. Soccer fields vary in size. A large soccer field
is 115 m long and 85 m wide. What are its
dimensions in feet and inches? (Assume that 1
meter equals 3.281 feet.)
6. Tectonic plates are large segments of the
Earth’s crust that move slowly. Suppose that one
such plate has an average speed of 4.0 cm/
year. (a) What distance does it move in 1 s at
this speed? (b) What is its speed in kilometers
per million years?
7. How many significant figures do the numbers
a. 30.340, b. 101.25 x 10-3 and c. 0.400035
contain?
Trigonometry
Trigonometry

ho
sin  =
h

ha
cos =
h

ho
tan  =
ha
 ho
tan  =
ha

ho
tan 50 = 

67.2m

ho = tan 50 (67.2m ) = 80.0m


Trigonometric Functions:
 ho 
 = sin  
−1

h
 ha 
 = cos  
−1

h
 ho 
 = tan  
−1

 ha 
  ho   2.25m 
 = tan  
−1
 = tan 
−1
 = 9.13


 ha   14.0m 
Pythagorean theorem: h =h +h
2 2
o
2
a
Scalars and Vectors

A scalar quantity is one that can be described

by a single number:

temperature, speed, mass

A vector quantity deals inherently with both

magnitude and direction:

velocity, force, displacement

 Vector and Scalar Quantities

Vectors Scalars

Name of Quantity Example Name of Quantity Example

Distance 3m Displacement 3m, South
Speed 40 kph Velocity 40 kph, NW
49.8 m/s2, 20
Mass 35 kg Acceleration N of E
Temperature 273 K Momentum 16 kg m/s, W
Time 15 s Force 50 N
Energy 2000 J Electric Field 760 N/C
 Representing Vectors
Vector Quantity Symbol
Displacement d
Velocity v
Acceleration a
Momentum p

Force F
Electric Field E
To distinguish vectors from scalar quantities, we will be representing
them using symbols with an arrow on top. We can also represent
vectors using arrows such that the magnitude of the vector is
represented by the length of the arrow while the direction of the vector
is represented by orientation of the arrow.
Arrows are used to represent vectors. The
direction of the arrow gives the direction of
the vector.

By convention, the length of a vector

arrow is proportional to the magnitude
of the vector.

8 lb
4 lb
For the vector F, 200 N East
Often it is necessary to add one vector to another.
Vector Addition and Subtraction

5m 3m

8m
 2.00 m

6.00 m
 VECTOR
ADDITION/SUBTRACTION
R = (2.00 m ) + (6.00 m )
2 2 2

R= (2.00 m) + (6.00 m)
2 2
= 6.32m

R
2.00 m

6.00 m
tan  = 2.00 6.00

 = tan (2.00 6.00) = 18.4

−1 

6.32 m
2.00 m

6.00 m
Vector Addition and Subtraction

When a vector is multiplied

by -1, the magnitude of the
vector remains the same, but
the direction of the vector is
reversed.
  
A+B B


A  
A −B
 
A−B
THE GRAPHICAL METHOD

We can represent vectors through arrows drawn in a Cartesian plane, because

of this, we can use a graphical method in looking for the resultant of two or
more vectors. To use the graphical method, the following procedure may be
followed:

1.Choose an appropriate scale.

2. Represent the given vectors using arrows which are scaled accordingly.

3. Draw the arrow representations of the vectors in a single Cartesian plane

applying the head to tail method. That is, you will draw the tail of the next
vector starting from the head of the last vector drawn.

4. Connect the tail of the first vector to the head of the last vector by an arrow
pointing towards the latter. This will be the resultant arrow (vector).

5. Use a ruler to get the length of the resultant arrow then convert it to the
actual magnitude of the vector using the scale.

6. Use the protractor to get the direction (only when it is necessary).

Example 1: Two Vectors in the Same Direction. Ana walks 20m
west, stops to talk to a friend and then continues to walk in the same
direction for another 50 m. What is Ana’s total displacement?
Solution: Scale: 10 m : 1 unit
Given: d 1 = 20m, W = 2 units, W
d 2 = 50 m, W = 5 units, W
 The resultant arrow has a length of 7 units and is oriented to
the west. When converted using the scale, it will become
R = 70m, W.
Example 2: Two Vectors in Opposite Directions. Sherrie decided to go to her
friend’s room to borrow a CD. She has already walked 5 m west when she
changed her mind and went back. She walked 2 m to the east then was stopped
by another friend who was passing. What is Sherrie’s total displacement?

Solution: Scale: 1 m : 1 unit

Given: d 1 = 5m, W
d 2 = 2m, E
R = 3 m, W
Example 3: Perpendicular Vectors. To reach her home from school, Abhie must
walk 80 m east, turn north and walk for another 100 m. How far is her home from
the school?
Solution: Scale: 20 m : 1 unit
Given: d 1 = 80 m, E  4 units, E
d 2 = 100 m, N  5 units, N
d R = 128 m, 51o N of E

The resultant arrow has a length of 6.40 units. By using the

scale, this will be equal to 128 m while the orientation is 51o
N of E.
Example 4: More than Two Vectors.

A curious boy got interested in watching an ant crawling on his desk.

He observed that the ant moved 6 cm to the west, 3 cm to the north and 5 cm
30 W of N until it disappeared from his view. What is the total displacement of
the ant?

Solution: Scale: 1 unit : 1 cm

Given: d 1 = 6 cm, W

d 2 = 3 cm, N

d 3 = 5 cm, 30 o W of N
The length of the resulting arrow is about 11.3 units which corresponds to
11.3 cm.
Using the graphical method, find the resultant of the following vectors.

1
. F1 = 8N, W and F2 = 17N, W

2
.d 1 = 15km, E ; d 2 = 5km, N and d 3 = 3km, W
The Components of a Vector

 
x and y are called the x vector component

and the y vector component of r.
1.7 The Components of a Vector


The vector components of A are two perpendicular
 
vectors A x and A y that are parallel to the x and y axes,
  
and add together vectorially so that A = A x + A y .
The Components of a Vector

It is often easier to work with the scalar components

rather than the vector components.

Ax and Ay are the scalar components


of A.

xˆ and yˆ are unit vecto rs with magnitude 1.


A = Ax xˆ + Ay yˆ
The Components of a Vector

Example

A displacement vector has a magnitude of 175 m and points at

an angle of 50.0 degrees relative to the x axis. Find the x and y
components of this vector.

sin = y r
( )
y = r sin = (175 m) sin 50.0 = 134 m

cos = x r
x = r cos = 175 m (cos 50.0 ) = 112 m
( ) 


r = (112 m)xˆ + (134 m)yˆ
Addition of Vectors by Means of Components

  
C= A+B
 
A = Ax xˆ + Ay yˆ B = Bx xˆ + B y yˆ
Addition of Vectors by Means of Components


C = Ax xˆ + Ay yˆ + Bx xˆ + By yˆ
= ( Ax + Bx )xˆ + (Ay + By )yˆ

Cx = Ax + Bx C y = Ay + By
PROBLEMS:

1. A, B, and, C are three vectors. Vectors B and C when

added together equal the vector A. Vector A has a
magnitude of 88 units and it is directed at an angle of 44
relative to the x axis as shown. Find the scalar
components of vectors B and C.
2. Vector r has a magnitude of 88 km/h and is directed at 25
relative to the x axis. What are the horizontal and vertical
components of vector r?