PHYSICS

FORM 4

Chapter 1

Introduction to Physics
Edited by In collaboration with

Cikgu Desikan Cikgu Khairul Anuar

SMK Changkat Beruas, Perak SMK Seri Mahkota, Kuantan
 Chapter 1
Introduction to Physics
Dear students,
With the new day comes new strength and new
thoughts.
Learning Objectives :
FORM 4 PHYSICS

1. Understanding Physics
2. Understanding base quantities and derived quantities
3. Understanding scalar and vector Quantities
4. Understanding measurements
5. Analysing scientific investigations
2016

Analysis of Past Year Questions

2007 2008 2009 2010 2011 2012 2013 2014 2015

P1 3 3 3 2 3 3 4 1
A - - - 1 - 1 - -

P2 B - - - - - - - -
C - - - - - - - -
P3 A - 1 1 1 - - 1 -
 Chapter 1
Introduction to Physics
Dear students,
By failing to prepare, you are preparing to fail !!!

Concept Map
Introduction to Physics

Physics Measurement Scientific

Physics Quantity
Concepts Investigation

Base Derived Approximation

Field of
Quantity Quantity
Physics
Instrument for
Base Unit Derived Unit Measurement

Error
Prefix Scientific
Notation
Accuracy
Conversion of
Units Sensitivity Consistency
1.1 Understanding Physics
What is Physics?
Physics is the study to find a rational explanation (why and how) about the nature of matter,
energy and natural phenomena.

2. H_e_a_t
Studies the influence of
heat on different
types of matter 3. L_i_g_h_t
1. F_o_r_c_e_s & Explains the different
M_o_t_i_o_n_Investigate the phenomena due to light
action of force and motion

Fields of study 4. _W_a_v_e_s

in physics Understand the
properties of different
7. _N_u_c_l_e_a_r_P_h_y_s_i_c_s
types of waves and
Study of nuclear
their uses
structure and their
application
6. _E_le_c_t_r_o_n_ic_s 5. E_le_c_t_r_o_m_a_g_n_e_t_i_sm
Studies the use of Investigates the
electronic devices in interactions of electric &
various fields magnetic fields

4
1.2 Physical Quantities
Physical Quantities is a physical 1 Base quantities
characteristic that can be measured.
Base quantities are quantities that cannot be
All physical quantities can be classified _d_e_r_v
i_e_d in terms of other base quantities.
into two groups :
Symbol
1. _B_a_s_e q_u_a_n_t_it_ie_s Base quantity Symbol S.I. Unit for S.I.
2. _D_e_r_v
i_e_d q_u_a_n_t_it_ie_s Unit
Length L meter m
Derived quantities 2 Mass m kilogram kg
Derived quantity is one which obtained by Time t second s
c_o_m b_in_i_n_g base quantities by
multiplication, division or both these Current I Ampere A
operations. Its unit is derived from a
similar combination of the base units. Temperature T Kelvin K

Derived quantities
Expressed in base quantities Derived units
(symbol)

Area, A Area = length x width m2

Volume, V Volume = length x width x height m3

5
 Derived
quantities Expressed in base quantities Derived units
(symbol)
Mass
Density 
Density , ρ Volume kgm–3

Displacement
Velocity 
Velocity , v Time ms–1

Changeinvelocity
Acceleration 
Acceleration, a Time ms–2

Momentum, p Momentum = mass x velocity kgms–1

Force, F Force = mass x acceleration N / kgms–2

Force
Pressure 
Pressure, P Area Nm–2/ Pa / kgm–1s–2

Weight, W Weight = mass x gravitational acceleration N / kgms–2

6
 Scientific form Prefixes

The values of measurements which is either Prefix is used to simplify the expression of very
very large of very small are written in big or very small numerical values of physical
Standard Form so as to be neater, brief and quantities
easier to read.
Prefix Value Standard Symbol
A x 10n ,
1 < A < 10 and n = integer form
Tera 1,000,000,000, 1012 T
000
Write the following quantities in standard
form : Giga 1,000,000,000 109 G

a. Radius of the earth = 6 370 000 m Mega 1,000,000 106 M

Ans : 6.37x 106 m Kilo 1,000 103 k
Hecto 100 102 h
b. Mass of an electron
Deca 10 101 da
= 0.000 000 000 000 000 911 kg
Deci 0.1 10−1 d
Ans : 9.11x 10 -16 kg
Centi 0.01 10−2 c
c. Size of a particle = 0.000 03 m Mili 0.001 10−3 m
Ans : 3 x 10 -5 m Micro 0.000 001 10−6 μ
Nano 0.000 000 001 10−9 n
d. Diameter of an atom = 0.000 000 072 m
Ans : 7.2 x 10 -8 m Pico 0.000 000 000 10−12 p
001
e. Wavelength of light = 0.000 000 55 m
Ans : 5.5 x 10 -7 m 7
Exercise 3.1
Conversion of Units
Convert each of the following measurements
into metre, m
(a) 2.98 Tm (a) 2.98 x 1012 m
(b) 298 km (b) 2.98 x 103m
(c) 2.98 μm (c) 2.98 x 10-6m
(d) 2.98 x 10-1 Gm (d) 2.98 x 108m
(e) 2.98 x 10-3 Mm (e) 2.98 x 103m
(f) 29.8 x 107 nm (f) 2.98 x 10 -2 m
(g) 298 x 104 μm (g) 2.98 x 10 -2 m

8
Convert

a. 4 m2 into the units of cm2

b. 30 cm2 into the units of m2
c. 2.5 m2 to unit of mm2
d. 500 mm2 into the units of m2
e. 200 m3 into the units of mm3
f. 11.5 cm3 into the units of m3
g. 72 km h-1 into the units of ms-1
h. 5 g cm-3 into the units of kg m-3
a) 4 x 104 m2
b) 3 x 10-3 m2
c) 2.5 x 106 m2
d) 5 x 10-4 m2
e) 2 x 1011 m2
f) 1.15 x 10-5 m2
g) 20 ms-1
h) 5000 kgm-3

9
1.3 Scalar and Vector Quantities
Scalar Quantities Vector Quantities
Quantities that have magnitude but no Quantities that have both magnitude
direction and direction
Distance Displacement
Speed Velocity
work Acceleration Examples
Area Force
Mass Momentum

Distance(s) Displacement(s)
Total length of the path traveled Distance between two points measured along
a specific direction
Scalar quantity Vector quantity

Speed Velocity
Rate of change of distance Rate of change of displacement
distance displacement
Speed = Velocity =
time time

Scalar quantity Vector quantity

10
1.4 Measuring Instruments
Consistency
Consistency in
measurements refers to
how little deviation there is
among the measurements
made when a quantity is
measured several times.
Accuracy
Accuracy of a measurement
is how close the
measurement made is to the
actual value of the quantity.
Sensitivity
Sensitivity of an instrument is
its ability to detect a small
change in the quantity to be
measured in a short period
of time.

The diagram shows the result for four shooters A, B, C and D

in a tournament. Every shooter shot five times.
Shooter Consistency Accuracy

A High Low
B Low High
C High High
D Low Low

(Use High / Low)

11
 ERROR
Error is uncertainty caused by measuring instrument or the observer or the physical factors
of the surroundings.
Systematic Error Random Error
 Caused by:  Caused by:
i. Condition of the measuring instrument i. Surroundings factors, such as
ii. Condition of environment temperature and wind
ii. Carelessness of the observer
 Example  Example
i. _ze_r_o e_rr_o_r i. Parallax error ii. Error in counting
ii. Inaccurate calibration iii. Natural errors (sudden change)
 Way of correction  Ways of correction
i. Proper calibration i. Take several readings and calculate
ii. Adjust the instrument frequently the average value.

Parallax Error
A parallax error is an error in reading an instrument because the observer’s eyes and pointer are
not in line / perpendicular to the plane of the scale.

How to avoid parallax error?

1. position of eyes must be in line/ perpendicular / 90o with the scale of the reading to be taken.
2. When taking reading from an ammeter, we must make sure that the eyes are exactly in front of
the pointer, so that the reflection of the pointer in the mirror is right behind the pointer. In other
words, the reflection of the pointer on the mirror could not be seen by the observer, then it is
free from parallax error. 12
Parallax Error
16 A 13
B Reading = 15.1 ml

A
Reading = 2.6 cm 15 B
C Reading = 15.0 ml
Reading = 2.5 cm
Reading = 2.7 cm

1 2 3 14 C
Reading = 14.9 ml

Accurate reading = 2.6 cm

Pointer’s image can be seen Pointer’s image is behind the pointer

Measuring Instruments & Accuracy

Physical Quantity Measuring Instrument
Length Pembaris meter, Angkup vernier , Tolok skru mikrometer
Current Ammeter
Mass Neraca tiga palang
Temperature Termometer
Time Jam randik (analog, mekanikal)
Voltage Voltmeter
 Inside jaws
Measure internal diameter VERNIER CALLIPER
of an object
Vernier
scale Main scale
(in) (in)

Depth probe
Measure
Outside Retainer Main scale depths
Vernier
jaws scale Block (cm)
Measure (cm) movable
external parts
diameter Measurements
of an object

Reading from main scale : 3.2 cm

Reading from main Vernier scale : 0.04 cm
Reading of Vernier caliper : 3.24 cm 14
 0 1 Main Scale
cm

Vernier Scale
No zero error 0 5 10

Negative zero error Positive zero error

0 1 0 1
Main Scale Main Scale

Vernier Scale Vernier Scale

0 5 10 0 5 10

Sixth mark on the Vernier scale is in line with Sixth mark on the Vernier scale is in line with
a mark on the main scale a mark on the main scale
Negative zero error Positive zero error
= - 0.04 cm = +0.06 cm

15
Try this !!!
1. Write down the readings shown by vernier calipers in the following figures:

a) 0 1 b) 0 1

0 5 10 0 5 10

+0.03 cm - 0.06 cm

c) 0 1 d) 0 1

0 5 10 0 5 10

+0.01 cm - 0.03 cm

16
 The object which to be The thimble is
measured is placed turned until its jaw
between the jaws (spindle). touches the object.
The ratchet knob
prevents
overtightening by
making a click
sound when the
micrometer is ready
to be read.

MICROMETER SCREW GAUGE

Reading of the main scale

= 4.00 mm
main scale Reading of the thimble scale

Vernier = 0.44 mm
Horizontal
reference scale
Diameter of ball bearing
line
= 4.44 mm
17
 No Zero Error

10
0 5
Horizontal
reference 0 0 mark
45
line
40

Positive zero error Negative zero error

0 10 0 5
Horizontal 5 Horizontal 0
reference 0 2nd mark reference 45 3th mark
line 45 above 0 line 40 below 0

Positive zero error = + 0.02 mm Negative zero error = - 0.03 mm

To elliminate the zero error ***

Correct Reading = Reading Obtained − Zero Error

18
Latihan 3.4
1. Write down the readings shown Vernier calipers in the following figures:

a) 3 4
b) 6 7

10 2.96 cm 6.66 cm 0 5 10
0 5

c) 3
d) 1 2
2

0 5 10
0 5 10 2.12 cm 1.11 cm

2. Write down the readings shown by the following micrometer screw gauges.

a) b)

0 25 0 5
20
20 15
15

4.71 mm 9.17 mm
19
3. The following diagram shows the scale of a vernier callipers when the jaws are closed.

0 1 5 6

10
- 0.04 cm 10
5.64 cm
0 5 0 5

(a) (b)

The following diagram shows the scale of the same vernier callipers when there are 50
pieces of cardboard between the jaws. Determine the thickness of one piece of cardboard.

Zero error : - 0.04 cm

Reading of Vernier caliper : 5.64 cm

Thickness of 50 cardboards : 5.64 cm – (-0.04 cm)

= 5.68 cm

Thickness of 1 cardboard : 5.68 cm / 50

= 0.1136 cm

20
 Sensitivity & Accuracy of Measuring Instruments
Ammeter Voltmeter
Digital Stopwatch

A V

Metre Rule

20 30

Mercury

Bulb Thermometer 21
Mercury column
 Instrument Sensitivity Accuracy
Metre Rule 0.1cm 0.1cm
Vernier Calliper 0.01 cm 0.01 cm
Micrometer Screw Gauge 0.001cm /0.01mm 0.001cm /0.01mm
Ammeter (0 – 5 A) 0.1 A 0.1 A
Miliammeter (0 – 50 mA) 1 mA 1 mA
Thermometer (-10 ºC – 110 ºC) 1 oC 1 oC
Mechanical stopwatch 0.2 s 0.2 s
Digital stopwatch 0.01s 0.01s

Miliammeter

Mechanical
Stopwatch

22
1.5 Scientific Investigation
Identifying the problems/ questions /
situations
Identifying the variables involve
Forming a Hypothesis
Design and Carry out an experiment
Recording and Presenting data
Analysing and Interpreting data
Making conclusion
Writing a Report
Identifying the problems/ questions /
1 situations
The problem is identified and stated by asking
question. The problem is usually arised from
an observation
The question asked must be one that can be
solved experimentally.
2 Identifying the variables involve
_M a_n_p i _u
lThe
a_t_e_dquantity
_v_a_r_i_a_b_lewhose values we deliberately
choose to change or a primary variable which
causes other secondary variable to change.
_R e_s_p_o_n_d_n i g_v_a_r_ia_b_l_e
The quantity whose value depend on the
manipulated variable or a secondary variable
which changes in response to the change in
the manipulated variable.
C_o_n_s_t_a_n_t_v_a_r_ia_b_l_e
The quantity whose value is kept constant
throughout the experiment.
23
3 Form A Hypothesis 4 Design and Carry out an experiment

A general statement about the relationship

Aim
between a manipulated variable and a
A statement to show the investigation of
responding variable.
the variables involve. The aim of the
The hypothesis should be written as :
experiment should be written as:
To investigate the relationship between
The greater the………, the greater the…….
………..and ………………
or
Apparatus
List the apparatus and materials used so
The bigger the…………, the smaller the…..
that at least a set of data for manipulated
and responding variables can be
determined. State the arrangement of the
apparatus that can function by drawing a
labeling diagram.

Procedure
1. State the method of controlling the
manipulated variables
2. State the method of measuring the
responding variables
3. Repeat the experiments at least four
times.

24
5 Recording and Presenting data 7 Making conclusion
When the data is organised in a table, it is Based on the analysis and data
easier to analyse than recorded randomly. interpretation, make a rational conclusion

8 Writing a Report
6 Analysing and Interpreting data Report must be written after the scientific
investigation is completed.
Plot a graph of ( Responding variable)
The report must consist of aim, problem
against (Manipulated variable)
statement, hypothesis, variables,
apparatus and material, procedure,
How to analyze the data ?
result, discussion and conclusion.
(a) Determine the relationship between
two variables.
(b) Determine the gradient of the graph

25
Relationship between two variables

a a a

a ∝F a ∝1 a∝1
m m

1
F m
0 0 0 m

a is directly a is inversely a is directly proportional to 1

proportional to F proportional to m m

y y

x x
0 0

y increasing linearly y decreasing linearly with

with x x

26
Revision Questions
C. F D. F
1. Which of the following force-compression
graphs shows that the compression,x of a
spring is directly proportional with the force
that is applied, F? x x

3.
A. F B. F
P

x x
10
C. F D. F
Q
5

x x The equation of the graph above is

A) P = 10Q + 5 B) P = 2Q + 10
2. Which of the following is the best graph ?
C) P = – 2Q + 10 D) P = 5Q – 10
A. F B. F

x x
27
4. Table shows the readings of the length of a rod as recorded by two students, X and Y
Reading of student X/cm Reading of student Y/cm
2.42 2.43
2.38 2.41
2.40 2.38
2.36 2.34

a) What was the instrument used by both students?

b) Why four readings were taken for each measurement?
c) What is the average value of the readings made by
i) student X ?
ii) student Y ?
d) Which set of reading is more accurate? Why?
e) Apart from the instrument in (a), what instruments can be used although they are
less accurate?

Answers :
a) Vernier caliper
b) To increase the accuracy
c) (i) student X (ii) student Y ?
2.42 2.38 2.40  2.36 2.43 2.41 2.38  2.34
 2.39 cm  2.39 cm
4 4
d) Both are same accurate. Their average readings are the same.
e) Meter ruler 28
5. Load Time for 10 Period of
W/N oscillations, t/s oscillation, T/s T2/s2 W/T2 N s-2

1.0 6.7 0.67 0.449 2.228

2.0 9.5 0.95 0.903 2.216
3.0 11.6 1.16 1.346 2.229
4.0 13.4 1.34 1.796 2.228

The above table shows the experimental data that is obtained by a student using the
weighted spring oscillation system.
a) Name the variable that is manipulated.
b) Name the variable that responds.
c) Complete the above table with the corresponding values.
d) State the derived unit for W/T2.
e) Draw the graph of T2 against W.
f) Interpret the shape of the graph that you have drawn.
g) Calculate the gradient of your graph.
h) Write relationship between the load and the period.

Answers :
a) Weight of load, W
b) Period of oscillation, T
d) kgms-3 / N s-2
f) A straight line originated from 0 and with positive gradient.
g) 0.453 N -1s2
h) T2 directly proportional with W 29
1 T2 / s2

2.0

1.8
7 6
1.6
W/N T2/s2

1.4
5 1.0 0.45
2.0 0.90
3.0 1.35
1.2 4.0 1.80

1.0
1.6 0.4
m   0.453
0.8 3.5  0.85

0.6

0.4

0.2 4
3 
W / N2
0 1 2 3 4 30