MODULE 1

PHYSICAL QUANTITIES AND UNITS

Dr. Seyi
 UNIT 1
PHYSICAL QUANTITIES AND UNITS

Dr. Seyi
GROUP PROJECT
C PRESENTATION
Date of presentation: 21-25 November 2022
Marks: 20
“PHYSICS IN AFRICA- Men and women behind the scenes in
1 West Africa”
2 Central Africa”
3 North Africa”
4 East Africa”
5 Southern Africa (including the islands)”
LEARNING OUTCOMES
LEARNING OUTCOMES
INTRODUCTION
 The measurement and recording of quantities is central to the whole of physics. The

skills of estimating a physical quantity and having a feeling for which quantities are
reasonable and which are unreasonable are very useful for any physicist.

 This topic introduces the SI system of units, which provides a universal framework of

measurement that is common to all scientists internationally.

 Candidates should be aware of the nature of a physical measurement, in terms of a

magnitude and a unit. They should have experience of making and recording
measurements in the laboratory.
PHYSICAL QUANTITIES
A physical quantity is a property of a material that can be
quantified by measurement.

A physical quantity can be expressed as the combination of a

magnitude and a unit.
CLASS ACTIVITY

Determine physical quantities of a simple pendulum

FUNDAMENTAL / BASE QUANTITIES

Fundamental quantities are physical quantities that cannot be

expressed in terms of other quantities. They are independent
quantities.

They are mass, length, time, electric current, temperature,

luminous intensity and amount of substance.
FUNDAMENTAL/BASE UNITS
Fundamental units are the units of the fundamental quantities, as defined by the
International System of Units. They are not dependent upon any other units, and all other
units are derived from them.
DERIVED QUANTITIES
Derived quantities are physical quantities that are derived from
the combination of fundamental quantities. They are dependent
quantities.

For example:

Speed = distance/time

Volume = length x width x height

Density = mass / volume

DERIVED UNITS

INDIVIDUAL ACTIVITY

Determine the SI units of the following derived quantities:

Speed = distance/time

Force = mass x acceleration

Momentum = mass x velocity

CLASS ACTIVITY
PREFIXES
CLASS ACTIVITY
INDIVIDUAL ACTIVITY

Base Derived Base Derived

Unit Unit Quantity Quantity
Length
Kilogram
Current
Power
Joule
Mole
Force
Coulomb
GROUP ACTIVITY

Page 4 questions 1 - 6
ORDER OF MAGNITUDE OF QUANTITIES
The order of magnitude of a physical quantity is
its magnitude in powers of ten when the physical quantity is
expressed into scientific notation. Orders of magnitude are
generally used to make very approximate comparisons.
ORDER OF MAGNITUDE OF QUANTITIES
GROUP ACTIVITY
HOMOGENEITY OF PHYSICAL EQUATIONS

Note that checking an equation to see if it is balanced does

not guarantee that the equation is correct. There may be
missing or incorrect pure numbers.
EXAMPLES
Show that the following equations are homogeneous:

i. Pressure = density x acceleration x height

ii. Work = Pressure x volume

Page 8 questions 11
INDIVIDUAL ACTIVITY

Page 8 questions 12 - 13
CLASS ACTIVITY
ACCURACY AND PRECISION

Accuracy is the closeness of a measured value

to a standard or true value.

Precision refers to the closeness of two or more

measurements to each other.

PRACTICAL LAB ON MEASUREMENT TECHNIQUES
INSTRUCTIONS
1. Measure the dimensions of the given pipe (i.e Length, inner
diameter, outer diameter, thickness) using appropriate
instruments. Hence, calculate the volume of the pipe (HINT:
V= πr2h). Comment on how you ensured accuracy and
precision of your measurements.
2. Measure the diameter of the sphere provided using ruler and
Vernier caliper. Comment on how you ensured accuracy and
precision of your measurements.
3. Measure the thickness of the wire provided using appropriate
instrument and techniques. Comment on how you ensured
accuracy and precision of your measurements.
SYSTEMATIC AND RANDOM UNCERTAINTIES

 Systematic error always affects measurements the same amount or by

the same proportion, provided that a reading is taken the same way each
time. It is predictable.

 Random error causes one measurement to differ slightly from the next. It

comes from unpredictable changes during an experiment.

 Random errors cannot be eliminated from an experiment, but most

systematic errors may be reduced.

ACCURACY AND PRECISION
Accuracy is the closeness of a measured value to a

standard or true value. Reducing systematic uncertainty or

error in a measurement improves its accuracy.
Precision refers to the closeness of two or more

measurements to each other. Reducing random uncertainty

or error in a measurement improves its precision.
SYSTEMATIC UNCERTAINTY CAUSES

 Systematic errors primarily influence a measurement's accuracy.

 Typical causes of systematic error include observational error,

imperfect instrument calibration, and environmental

interference.

 Systematic error cannot be eliminated by taking multiple

readings and then averaging Instead, it can be reduced only by

improving experimental techniques
SYSTEMATIC UNCERTAINTY EXAMPLES

 Instrumental: Forgetting to tare or zero a balance produces mass

measurements that are always "off" by the same amount. An error caused by not
setting an instrument to zero prior to its use is called an offset error

 Observational: Not reading the meniscus at eye level for a volume

measurement will always result in an inaccurate reading. The value will be

consistently low or high, depending on whether the reading is taken from above
or below the mark.

 Environmental: Measuring length with a metal ruler will give a different result

at a cold temperature than at a hot temperature, due to the thermal expansion of

RANDOM UNCERTAINTY CAUSES

 Random error primarily affects precision. Typically, random

error affects the last significant digit of a measurement.

 The main reasons for random error are limitations of

instruments, environmental factors, and slight variations in

procedure.

 Random error may be reduced by repeating a reading and

averaging, and by plotting a graph and drawing a line of best

RANDOM UNCERTAINTY EXAMPLES
 Posture changes affect height measurements.
 Reaction speed affects timing measurements.
 Slight variations in viewing angle affect volume
measurements.
RANDOM UNCERTAINTY EXAMPLES

 Wind velocity and direction measurements naturally vary

according to the time at which they are taken. Averaging several
measurements gives a more precise value.
 using a meter rule to measure the diameter of a wire instead of a
vernier caliper or a micrometer screw gauge.
 Weight measurements on a scale vary because it’s impossible to
stand on the scale exactly the same way each time. Averaging
multiple measurements minimizes the error.
CLASS ACTIVITY #1
CLASS ACTIVITY #2
CLASS ACTIVITY #3
CLASS ACTIVITY #4
CLASS ACTIVITY #5
UNCERTAINTIES (ERRORS)
 The Uncertainty of a measurement is the total range of

values within which the measurement is likely to lie.

 Example: a measurement 46.0±0.5 implies that the

range of values the measurement is likely to lie is 45.5

– 46.5
COMBINING UNCERTAINTIES (ERRORS)
COMBINING UNCERTAINTIES (ERRORS)
COMBINING UNCERTAINTIES (ERRORS)
EXAMPLE
ADDITION AND SUBTRACTION OF COPLANAR VECTORS

Vectors parallel to the same plane, or lie on the same plane

are called coplanar vectors.

Vectors Representation
ADDITION AND SUBTRACTION OF COPLANAR VECTORS

Vectors may be added by scale drawing or by calculation.

For example: Add the following vectors

RESOLUTION OF VECTORS

𝐹 𝑦 = 𝐹 sin 𝜃
R

𝜃 𝐹 𝑥 = 𝐹 cos 𝜃

√ 2 2
𝑅= ( ∑ 𝐹 𝑦 ) + ( ∑ 𝐹 𝑥 ) 𝜃 𝑅=tan − 1 ( ∑ 𝐹𝑦
∑ 𝐹𝑥 )
USING VECTOR DIAGRAM
EXAMPLES