SCE3105 Physics in Context

TOPIC 1

PHYSICS AND MEASUREMENTS IN EVERY DAY LIFE

Synopsis The physical science is based on principles and development of concepts. The application of principles and concepts usually involve one or more physical quantities. Almost the whole world is using the metric system in everyday life. One adaptation of the metric system is used in science, business and communication. This system is known as the SI system (System International). In this topic, you will be exposed to the S.I. units, its conversions, scientific notation, accuracy and precision of measurements, significant digits as well as techniques of good measurements. Learning Outcomes 1. Convert measurements from one unit to another. 2. Write very large or very small physical quantities in scientific notation 3. Write physical quantities to the proper significant figure. 4. State the techniques of good measurements.

Overview

Physics and measurements in everyday life

Conversion of units

Scientific notation

Accuracy and precision

Significant digits

Techniques of good measurements

Figure 1.1 Overview of content

SCE3105 Physics in Context

CONTENT 1.1 Conversion of units Similar to the number system, the metric system is based on the decimal system. Prefixes are used to convert the SI unit into the power of ten. For example, one tenth of a meter is a decimeter and one hundredth of a meter is a centimetre. The metric unit uses the same prefixes for all quantities. For example, one over one thousand gram is a milligram, and one thousand gram is a kilogram. To use the SI unit effectively, it is important that you know the meaning of each prefixes as shown in Table 1.1. Table 1.1
Prefixes Tera Giga Mega Kilo Desi Centi Mili Mikro Nano Piko Value 1 000 000 000 000 1 000 000 000 1 000 000 1 000 0.1 0.01 0.001 0.000 001 0.000 000 001 0.000 000 000 001 Standard Unit 1012 10 10
9 6

Symbol T G M k d c m n p

103 10
-1

10-2 10-3 10-6 10-9 10-12

Tutorial 1 ( hour)

Surf the following web pages to gather information about the SI units and the historical development of the SI units. Summarize your understanding in your reflective notebook. http://www.bipm.org/en/si/ http://en.wikipedia.org/wiki/SI

SCE3105 Physics in Context

Example: What is the equivalent value of 500 milimeters in meter? Answer: From Table 1.1, the conversion factor is 1 milimeter = 1 x 10-3 meter Therefore, 500mm is equivalent to

1 10 3 m (500 mm) = 500 x 10-3 m = 5 x 10-1 m. 1mm

Exercises

1. Convert the length below to its equivalent value in meter a. 1.1 cm b. 56.2 pm c. 2.1 km d. 0.123 Mm

2. Convert the mass below to its equivalent value in kilogram a. 147 g b. 11 g c. 7.23 Mg d. 478 mg

1.2 Scientific Notations The investigation in science sometimes involve quantities which are very small or very big. For example, the mass of earth is about 6 000 000 000 000 000 000 000 000 kilogram and the mass of electron is 0.000 000 000 000 000 000 000 000 000 000 911 kilogram The quantities written in this form take lots of space and are difficult to use in calculations. To make it simpler to calculate using these values, we write them in a shorter form by substituting the decimal places with numbers with the base ten. Scientific notation is M x 10n where 1 M 10 and n is an integer

SCE3105 Physics in Context

Therefore the mass of earth can be written as 6.0 x 1024 kg and the mass of electron as 9.11 x 1031 kg. The magnitude of certain quantities are usually converted to the nearest three of four significant places.

1.3 Significant digits Due to the limited sensitivity of a measuring instrument, the valid number of digits are limited. These valid digits are called significant digits. The number of significant digits in a measurement can be determined by referring to the following statements: 1. 2. 3. 4. Non zero digits are always significant. All final zeros after a decimal point are significant. Zeros between two other significant digits are always significant. Zeros used to give space to decimal point is not significant.

Thinking

How do you add, subtract and multiply numbers with significant digits? Refer to mathematical methods to do the operations. .

1.4 Accuracy and precision Precision is the degree of exactness of a measurement. For example, if a student has conducted an experiment to measure the speed of light, he will repeat his measurements a few times. A few attempts produced values between 3.000 x 108 m/s to 3.002 x 108 m/s where the average value is 3.001 x 108 m/s. He concluded that the speed of light is 3.001 x 108 m/s. From these measurements the speed of llight has a range of 3.000 x 108 m/s to 3.002 x 108 m/s. Therefore the accuracy of the measuring instrument is 0.001 x 108 m/s. Precision of a measuring instrument is limited to the smallest reading of the measuring instrument. Accuracy describes how well the results of an experiment agree with the standard value. In an experiment to measure the speed of light, accuracy is the differences between the measured values stated with the same precision. For example, students measurement is 2.998 x 108 m/s as compared to the standard value of 3.002 x 108 m/s. Therefore the accuracy is 0.003 x 108 m/s.

SCE3105 Physics in Context

Figure 1.2 Instruments for the measurements of length 1.5 Technique of good measurements In a physics experiment, measurements should be precise and accurate. The following steps should be considered for good measurements 1. Choose a relevant measuring instrument for one measurement (a) An error of 0.1 cm in a measurement 100.0 cm is not a too serious error compared to an error of 0.1 cm in 10.0 cm. (b) Measurements with large values like length of a wire do not need a sensitive instrument, whereas measurement of a small values like the diameter of a wire will require a sensitive instrument. 2. Accurate measurement using the measuring instrument (a) Always follow the instructions given for operating the measuring instrument. (b) Be careful while making measurements. (c) Understand the different form of errors.

Discussion

Discuss the appropriate measuring instruments to measure the following physical quantities: length of rope, thickness of a piece of paper, thickness of a window pane, thickness of a book and width of a table.

References

http://www.bipm.org/en/si/ http://en.wikipedia.org/wiki/SI
(System Internationale)

SCE3105 Physics in Context

TOPIC 2

MOTION- IN WHICH DIRECTION?

Synopsis The movement of objects could be represented by words used in our daily life such as distance and speed. In physics, we use new words like displacement, velocity and acceleration to represent movement. The difference between these two categories of words is in term of their quantities, which are the vector and scalar quantity. In this topic, you will be exposed to the addition and subtraction of vectors, relative velocity and resolution of vectors. Learning Outcomes 1. Describe how to represent vector quantities. 2. Add or subtract vectors using the graphical method. 3. Determine the relative velocity using addition and subtraction of vectors. 4. Resolving vectors into its components. 5. Add vector algebriacally. Overview Movement

Vector

Scalar

Addition and subtraction of

Components of vectors Graphically

Algebraically

Relative velocity

Figure 2.1 Overview of content

SCE3105 Physics in Context

Content 2.1 Representing vector quantities A vector quantity is represented by a line with an arrow at its end. The length of the line is drawn according to scale to represent the magnitude of the quantity. The direction of the arrow shows the direction of the quantity. Other than representing a vector graphically, we can also add two vectors graphically. Vectors are represented by the letters in the alphabet such as A or B.

2.2 Addition of vectors Addition of vectors in one dimension

If a girl is moving 200 m east, and then another 400 m east, her total displacement is the sum of the two vectors. Vectors A and B are drawn as scaled as shown in Figure 2.2(a). Therefore the magnitude resultant vector, R = A + B or, R = 200m + 400m =600 m, and the direction of resultant vector A and B is 600m east. Look at Figure 2.2(b) dan 2.2(c). Think how you can find the resultant vector graphically for these two cases.

Figure 2.2

SCE3105 Physics in Context

Addition of vectors in two dimensions To add two vectors, refer to Figure 2.3 and draw scaled diagrams. Step 1: draw parallelogram

Step 2: draw resultant vector Scale: 1 cm represent 20 N Figure 2.3

What is the magnitude of the resultant vector, R ?

Reading Materials

Refer to this webpage to read further on addition of vectors http://phet.colorado.edu/sims/vector-addition/vectoraddition_en.html 2.3 Subtraction of vectors in one dimension To subtract two vectors, you have to find the addition of two vectors which are in opposite directions (Figure 2.2c). The magnitude of resultant vector, R = A + (-B)

2.4 Relative velocity : a few applications Sometimes, object moves in a medium which is moving relative to the observer. An aeroplane moving in one direction will experience a change in velocity and direction due to the movement of air (wind).

SCE3105 Physics in Context

Velocity of aeroplane + wind velocity = Resultant velocity Relative velocity = 100 km/hr + 25 km/hr = 125 km/hr Find the relative velocities of the aeroplane in the situations given below. (a) Wind velocity 25 km/hr north (b) Wind velocity 25 km/hr west

Reading Materials

Refer to this webpage to see the applications of vectors to find relative velocity http://physics.bu.edu/~duffy/java/RelV2.html

2.5 Components of vectors The components of vectors are the parts of a vector, in most situations there are the xcomponent and the y-component.

F = 316N

Fy
35

Fx
Figure 2.4 The red arrow at Figure 2.4 shows the x-component of vector F and the blue arrow shows the y-component of vector F. Using trigonometri, the x-component, Fx is F cos while the y-component, Fy is F sin .

SCE3105 Physics in Context

2.6 Algebraic addition of vectors The addition of two could be done by using trigonometry by using the sides of a right angle triangle. Two mathematical formulae used are: (1) Trigonometry

(2) Pythagoras Theorem

Example: Find the addition of the two vectors below

Answer: Step 1 : To complete a right angle triangle

Step 2: Use the Pythagoras theorem to find the magnitude of resultant vector.

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SCE3105 Physics in Context

Step 3: Use trigonometri to find the angle that represents the direction of resultant vector

Tutorial 2 (1 hour) Refer to Tutorial_Topic 2 pdf file to practice on calculations for this topic. Modul SCE3105 Phy In Context 22Oct'09\Tutorial_Topic 2.pdf

References: http://physicslearningsite.com/vectors.html http://phet.colorado.edu/sims/vector-addition/vector-addition_en.html (addition and subtraction of vectors) http://id.mind.net/~zona/mstm/physics/mechanics/vectors/findingComponents/findingCo mponents.htm (vector components) http://www.glenbrook.k12.il.us/gbssci/Phys/Class/vectors/u3l1f.html http://physics.bu.edu/~duffy/java/RelV2.html (relative velocity)

TOPIC 3

MOTION IN ONE DIMENSION

Synopsis Movement of an object will result in a change their position. The change in position of an object is due to the application of a force. Movement is usually described in terms of velocity, acceleration, displacement and time. The velocity of an object could not change unless it is acted by a force. In this topic, you will be exposed to the ways of describing motion, equations of motion and types of forces. Learning Outcomes 1. State the a few ways to describe motion which is in one dimension 2. Discuss the types of forces: friction, normal, tension, upthrust and weight. 3. Discuss the action of the forces in different context.

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SCE3105 Physics in Context

Overview
Motion in one dimension

Kinematic

Dynamics Forces Contact forces Long Range force

Description of motions

Words

Friction

Gravitational force

Graph

Tension

Figures

Normal

Formula

Upthrust

Figure 3.1 Overview of content Content Motion can be described by: Description Words Example Distance: Distance between two points Displacement: How far away from the original point Speed: A scalar quantity to describe how fast is the object moving Velocity : A vector quantity to describe the rate at which an object change its position Acceleration: A vector quantity to state the rate an object change its velocity

Graph

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SCE3105 Physics in Context

Figures

(i) Ticker tape diagram

(ii) Vector diagram

Kinematic formula

v = u + at v2 = u2 + 2as s = ut + at2

s displacement u initial velocity v final velocity a acceleration

Kinematic graphs

Reading Materials

Refer to the following webpage to see a few ways motion can be described: http://www.physicsclassroom.com/Class/1DKin/

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SCE3105 Physics in Context

3.1 Types of force Force is the pull or push of an object which causes it to interact with another object. When this interaction decrease, the object will no longer experience a force. Force only exist due to interaction. Force is measured in the SI unit Newton. One Newton is equivalent to 1 kgms-2. Force is a vector quantity. It has both magnitude and direction. A few forces between object that will be discussed are: Types of forces Frictional force Gravitational force (weight) Normal force Tension Upthrust

Frictional force Frictional force is the force acting on the a surface when trying to move across it. It usually act at a direction opposite to the direction of movement. There are two types of frictional force which are the static friction and sliding friction. Friction is caused by two surfaces pushed together, causing an attractive force between molecules from different surfaces. It is dependent on the types of surfaces and how hard is the object is pushed. The maximum friction can be calculated by the following formula:

Ffriction x Fnormal where = coefficient of friction geseran

Gravitational force (weight) Gravity is the force that pulls objects downward toward the the earth. Objects falling to the earth without the influence of external forces (like air resistant) is said to experience free fall. These objects will have an acceleration called the gravitational acceleration. Weight is the attractive force of the earth towards the object. If the object has a mass, m and gravitational acceleration g, its Weight = mg. Normal force Normal force is the supportive force on an object when it touches a surface. For example, if a book is placed on a table, the surface exert a force upwards to support the weight of the book (Figure 3.2a). It can also exist horizontally when two objects are in contact with one another. For example, a person leaning on a wall (Figure 3.2b) will

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SCE3105 Physics in Context

exert an horizontal force to the wall. Thus, the wall exert a normal horizontal force in the opposite direction (Rajah 3.2b).

(a) Figure 3.2 Tension

(b)

Tension is the force which is transfered through ropes, strings, cables or wires when a force is applied at both ends of the ropes, strings, cables or wires. Tension acts at both ends of the rope and they are equal and opposite to the force applied at the ends of the rope. Upthrust Upthrust is the force which pushes the object upwards and causing it lose weight in fluids (liquid or gases). It can also cause an aeroplane to move through the air.

Reading Materials

Refer to the webpage below to find out more about these forces and their applications:
http://www.glenbrook.k12.il.us/GBSSCI/PHYS/Class/newtlaws/u2l2a.html http://www.zephyrus.co.uk/forcetypes.html

References http://www.physicsclassroom.com/Class/1DKin/ (Description of motion) http://www.glenbrook.k12.il.us/GBSSCI/PHYS/Class/newtlaws/u2l2a.html http://www.zephyrus.co.uk/forcetypes.html (Types of forces and its application)

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SCE3105 Physics in Context

TOPIC 4

MOTION IN TWO DIMENSIONS

Synopsis Motion is an action which can be observed everywhere in daily life. When a force act on something, it will cause it to move or stop it from moving. Force is a vector, the motion produced by a force will be in the same direction as the force. To produce a motion in two dimension, there must be at least two forces acting in two different direction. In this topic, you will be exposed to the concept of equilibrium of forces in two dimensions and motion of object on an inclined plane.

Learning Outcomes 1. State the conditions for an object acted on by three forces to remain in equilibrium. 2. Determine the force that produces equilibrium when three forces act on an object 3. Analyse the motion of an object on an inclined plane

Overview Motion in Two Dimensions

Condition for Equilibrium

Equlibrium Resultant Force

Motion on an Inclined Plane

Figure 4.1 Overview of content Content 4.1 Equilibrium and the Equilibrant An object is in equilibrium when the net force acting on it is zero. When in equilibrium, an object is motionless or moves with constant velocity. Equilibrium also occurs when the resultant force of three or more forces equals zero (net force equals zero). Figure 4.2(a) shows three forces A, B and C exerted on a point object. What is the sum of the three forces or what is the net force acting on the point object?

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SCE3105 Physics in Context

Figure 4.2(b) shows the addition of the three forces A, B and C. Note that the three vectors form a closed triangle. There is no net force so the sum is zero and the object is in equilibrium.

(a)

(b)

Figure 4.2 An object is in equilibrium when all the forces on it add up to zero . (Source: Physics: Principles and Problem)

Suppose two forces L dan M,(Figure 4.3(a)) are exerted on an object and the sum is not zero. How can you find a third force, when added to the other two, would add up to zero? Such a force, one that produces equilibrium, is called the equilibrant. To find the equilibrant, first you must find the sum of the two forces exerted on the object. This sum is the resultant force, R (Figure 4.3(b)) the single force that would produce the same effect as the two individual forces, L dan M added together. The equilibrant is thus a force with a magnitude equal to the resultant force but in the opposite direction(Figure 4.3(c)).

(a)

(b)

(c) Figure 4.3 The equilibrant is a force with the same magnitude as the resultant force but in opposite direction.

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SCE3105 Physics in Context

Exercise

Surf the internet and try to answer the questions on the equilibrium of forces. The website below is one of the sources where you can carry out interactive exercises on equilibrium of forces. http://glencoe.mcgrawhill.com/sites/0078807220/student_view0/chapter5/interactive_tutor.html 4.2 Motion Along an Inclined Plane All objects on Earth will experience a gravitational force directed toward the centre of the Earth. For an object located at the slope of a hill, what forces, besides the gravitational force, act on the object? Figure 4.4 shows the forces acting on an object placed on a slope of a hill, or on an inclined plane.

Figure 4.4 Forces acting on an object on an inclined plane. In Figure 4.4, N is the normal force perpendicular to the inclined plane. F is the frictional force which acts parallel or along the inclined plane. The direction of frictional force is opposite to the direction of motion which is down the inclined plane. When the object is at rest at the inclined plane, the forces acting on the object are as shown in Figure 4.5.

Figure 4.5

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SCE3105 Physics in Context

To facilitate the study of motion of object along an inclined plane, a suitable coordinate system needs to be established. Since the direction of motion of the object is parallel to the inclined plane, one axis (usually the x-axis) is be along the inclined plane. The y-axis, as usual is perpendicular to the x-axis or to the inclined plane. For such a coordinate system, the normal and frictional forces are both in the direction of the coordinate axis, but the weight is not. In most problem, you will have to find the x and y components of this force as shown in Figure 4.6.

Figure 4.6

Thinking

Access the website below to learn from the animation of a skier with detail of the forces acting on it: http://glencoe.com/sec/science/physics/ppp_09/animation/Chapter% 205/Motion%20Along%20an%20Inclined%20Plane.swf Based on the information gathered from the website above, construct a free-body diagram to show the forces acting on an object moving down an inclined plane.

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SCE3105 Physics in Context

Tutorial 3 ( hour)

The free-body diagram shows the forces acting upon a 100-kg crate which is sliding down an inclined plane. The plane is inclined at an angle of 300 . The coefficient of friction between the crate and the incline is 0.3. Determine the net force and acceleration of the crate.

References http://glencoe.mcgraw-hill.com/sites/0078807220/student_view0/chapter5/ (forces in two dimension) http://glencoe.mcgrawhill.com/sites/0078807220/student_view0/chapter5/interactive_tutor.html (equilibrium of forces) http://glencoe.com/sec/science/physics/ppp_09/animation/Chapter%205/Motion%20Alon g%20an%20Inclined%20Plane.swf (Forces on an inclined plane) Zitzewitz,P.W.(2002) Physics: Principles and Problems. Ohio: Glencoe/McGraw-Hill.

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