Based on the latest syllabus and guidelines issued

by the Central Board of Secondary Education (CBSE)

LIVING SCIENCE
PHYSICS
9

Dhiren M Doshi
 ABOUT THE AUTHOR
Dhiren M Doshi is a well-known author of a number of Physics textbooks for schools.
He has classroom teaching experience of more than 25 years. As a Physics resource
person and a part of the In-service Teachers’ Training Programme, he has conducted
hundreds of ‘Effective Science Teaching’ workshops for teachers all over India.
His interactive, interesting and innovative style of writing books as if the ‘Teacher-is-in-
the-Book’ helps students understand the fundamental concepts of Physics clearly and
logically, for lifelong learning.

Cover Image: TRIFF, D_ARTS/shutterstock.com

© Dhiren M Doshi, 2007

All rights reserved
First Published 2007
First revised edition 2011
Second revised edition 2017
10 9 8 7 6 5 4 3 2 1

ISBN  978-93-85976-87-2

an ISO 9001:2015 and 14001:2015 company

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Preface
It has been a real pleasure to note the response with which the first revised edition has been received. It gives
me immense pleasure in presenting the revised edition of Living Science Physics for Class IX written strictly in
accordance with the latest NCERT syllabus woven with the latest CBSE guidelines aimed at the holistic assessment
of the learners. While presenting the revised edition, the basic user-friendly structure of the previous edition has
been retained.

Salient Features of the Book

❑
This book contains Check Your Progress, activities, chapter-end exercises, etc. in each chapter to develop
cognitive, psychomotor and affective domains of learning and lays emphasis on scientific thought process.
❑ Exercises: Each chapter has exercises at the end. It measures or ‘sums-up’ how much a student has learnt
from the chapter. It is a graded assignment consisting of the questions based on knowledge, understanding,
application, analysis, synthesis and evaluation type of questions.
The following types of questions have been included in exercises:
 Very Short Answer Type (VSA) questions (one-mark each)
 Short Answer Type-I (SA-I) questions (two-marks each)
 Short Answer Type-II (SA-II) questions (three-marks each)
 Long Answer Type (LA) questions (five-marks each)

Due weightage has been given to

 Higher Order Thinking Skills (HOTS) questions
 Value-Based Questions
 Questions Based on Practical Skills in Science

I sincerely hope that this book will serve its intended purpose and be received enthusiastically by both, the students
and the teachers. Constructive criticisms and valuable suggestions from both teachers and learners are welcome
for the improvement of the book.
With warm regards

Delhi Dhiren M Doshi

 Remodeled Assessment Structure
(Based on CBSE Circular No.: Acad-05/2017 dated 31/01/2017)

1. SCHOLASTIC AREA
Total 100 marks
(Syllabus for assessment will be only Class-X)

Subjects 80 Marks 20 Marks

(Board Examination) (Internal Assessment)
Student has to secure 33% Students has to secure 33% marks out of overall 20 marks
marks out of 80 marks in each earmarked in each subject
subject
Periodic Test Notebook Submission Subject Enrichment Activity
(10 Marks) (5 Marks) (5 Marks)

(i) (ii) (iii)

Language 1 Board will conduct Class-X Periodic written Test, This will cover: Speaking and listening skills
Examination for 80 marks in restricted to three in  Regularity
Language 2 Speaking and listening skills
each subject covering 100% each subject in an  Assignment
Science syllabus of the subject of Academic Year. Completion Practical Lab work
Class-X only. Average of the best two  Neatness & upkeep
Mathematics Maths Lab Practical
Marks and Grades both will tests to be taken for of notebook
Social Science be awarded for individual final marks submission. Map Work and Project
subjects. Work
9-point grading will be same
as followed by the Board in
Class XII.

(i) Periodic Test (10 marks)

The school should conduct three periodic written tests in the entire academic year and the average of
the best two will be taken. The schools have the autonomy to make its own schedule. However, for the
purpose of gradient learning, three tests may be held as one being the mid-term test and other the two
being pre-mid and post mid-term with portion of syllabus cumulatively covered. The gradually increasing
portion of contents would prepare students acquire confidence for appearing in the Board examination
with 100% syllabus. The school will take the average of the best two tests for final marks submission.
(ii) Notebook Submission (5 marks)
Notebook submission as a part of internal assessment is aimed at enhancing seriousness of students
towards preparing notes for the topics being taught in the classroom as well as assignments. This also
addresses the critical aspect of regularity, punctuality, neatness and notebook upkeep.
(iii) Subject Enrichment Activities (5 marks)
These are subject specific application activities aimed at enrichment of the understanding and skill
development. These activities are to be recorded internally by respective subject teachers.
For Languages:  Activities conducted for subject enrichment in languages should aim at equipping the
learner to develop effective speaking and listening skills.
For Mathematics:  The listed laboratory activities and projects as given in the prescribed publication of
CBSE/NCERT may be followed.
For Science:  The listed practical works/activities may be carried out as prescribed by the CBSE in the
curriculum.
For Social Science:  Map and project work may be undertaken as prescribed by the CBSE in the
curriculum.

2. CO-SCHOLASTIC ACTIVITIES
Schools should promote co-curricular activities for the holistic development of the student. These activities
will be graded on a 5-point grading scale (A to E) and will have no descriptive indicators. No upscaling
of grades will be done.
Activity To be graded on a 5-point Areas and Objectives
scale (A–E) in school (as prescribed in the Scheme of Studies for Subjects of Internal
Assessment)

Work Education By the concerned Teacher Work education is a distinct curricular area for students for participation in
or Pre-Vocational social, economic and welfare activities. Student gets a sense of community
Education service and develops self-reliance. (for Pre-Vocational Education as per
Scheme of Studies)
Art Education By the VA/PA or the Art Education constitutes an important area of curricular activity for
concerned teacher development of wholesome personality of the students. Students will select
one or more forms of creative arts.
Health & Physical By the PE Teacher Health & Physical Activity preferably sports must be given a regular period.
Education (Sports/ Students should be provided opportunities to get professionally trained
Martial Arts/Yoga/ in the area of their interest. Indigenous sports, yoga and NCC must be
NCC, etc.) encouraged in the schools creating a sense of physical fitness, discipline,
sportsmanship, patriotism, self-sacrifice and health care.

3. DISCIPLINE (Attendance, Sincerity, Behaviour, Values)

Discipline significantly impacts career shaping and it helps build character. Sincerity, good behaviour and
values develop strength and foster unity and cooperation. Therefore, the element of discipline has been
introduced. Class teacher will be responsible for grading the students on a Five-point scale (A to E).
The internal assessment comprising 20 marks (10 + 5 + 5) entails objectivity and a structured approach.
For a holistic assessment, the teachers are expected to make it an effective tool.

B. DOCUMENTATION
Records pertaining to the internal assessment of the students done by the schools will be maintained
for a period of three months from the date of declaration of result for verification at the discretion of
the Board. Subjudiced cases, if any or those involving RTI/Grievances may however be reatined beyond
three months.

C. ASSESSMENT SCHEME FOR CLASS VI TO IX IN THE CBSE AFFILIATED SCHOOLS

The CBSE affiliated schools, for the purpose of uniformity in classes VI to IX may, replicate the same
assessment model as described above for Class X.
The above scheme must be implemented in letter and spirit.
Contents
1. MOTION 7
Concept of rest and motion 7,  Scalar and vector quantities 8,  Concept of distance
and displacement 8,  Uniform and non-uniform motion 12,  Speed and velocity 13, 
Acceleration 21,  Graphical representation of motion 26,  Equations of motion by
graphical method 41,  Alternative method for derivation of equations of motion 42, 
Uniform circular motion 48

2. FORCE AND LAWS OF MOTION 56

Force 56,  Motion without force – Galileo’s experiment 61,  Laws of motion 62, 
Momentum and Newton’s second law of motion 67, Impulse 74,  Newton’s third law
of motion 77,  Law of conservation of momentum 81

3. GRAVITATION 89
Gravitation 89,  Universal law of gravitation 90,  Newton’s third law of motion and gravitation 95, 
Kepler’s laws regarding the motion of planets 97,  Derivation of Newton’s inverse-square rule
from Kepler’s third law 98,  Free fall 98,  Equations of motion for freely falling bodies 103, 
Mass 107, Weight 107

4. FLOATATION 115
Thrust and pressure 115,  Pressure in fluids 119,  Buoyant force 120,  Archimedes’ Principle 123,
Principle of floatation 125,  Density and relative density 127

5. WORK AND ENERGY 133

Concept of work 133,  Measurement of work done 138, Energy 143,  Different forms
of energy 144,  Kinetic energy 145,  Potential energy 151,  Transformation of energy 155,
Transformation of energy from one form to another in nature 155,  Law of conservation
of energy 158, Power 163

6. SOUND 169
Production of sound 169,  Sound needs a medium to travel 171,  Propagation of sound 174,
Longitudinal waves 175,  Transverse waves 177,  Description of a wave 179, 
Characteristics of sound 184,  Speed of sound 188,  Sonic boom 189,  Reflection of sound 190,
Echo 191, Reverberations 192,  Audible and inaudible sounds 195,  Applications of ultrasound 196,
Echolocation 198,  Structure and working of human ear 199

MULTIPLE-CHOICE QUESTIONS (Based on Practical Skills in Science) 206

APPENDIX 211
  Nothing in life is to be feared.
It is only to be u nderstood. 
— MARIE CURIE

CHAPTER 1

Motion
In physics, a body is said to be at rest if it does
Learning Objectives
not change its position with respect to a fixed point,
❖❖ Motion: displacement, velocity taken as a reference point in its surroundings, with
❖❖ Uniform and non-uniform motion along a straight line the passage of time. A book lying on a table, if not
❖❖ Acceleration, distance–time and velocity–time graphs for moved by anybody, does not change its position with
uniform and uniformly accelerated motion
respect to the table (taken as a reference point) with
❖❖ Equations of motion by graphical method
❖❖ Elementary idea of uniform circular motion
the passage of time. So, the book is said to be in a state
of rest with respect to the table.
Now, a man walking on a road, a girl playing in a

W e observe that bodies are either in motion or at

rest in our surroundings. Examples of bodies
at rest are benches, stones, walls, etc. whereas people
playground, a bus moving on a road, are all in motion.
One thing is common in every moving object, i.e. it
keeps on changing its position continuously with
and vehicles moving on roads, trains, aeroplanes, etc. respect to a reference point. In physics, a body is said to
are examples of objects in motion. Sometimes we are be in motion if it changes its position continuously
unable to observe motion directly. In such cases, we feel with respect to a fixed point, taken as a reference point
the presence of motion by indirect means or evidences. in its surroundings, with the passage of time. A man
For example, we feel the motion of air by observing walking on a road is said to be in motion because as
the movement of dust and the movement of leaves and time passes, the man changes his position with respect
branches of trees. to the trees or buildings (taken as reference point) in
the surroundings.
CONCEPT OF REST AND MOTION
When we are sitting inside a moving car or bus, we Rest and motion are relative terms
constantly keep on changing our position with respect Suppose we are sitting in a moving train. Then, we
to the trees, poles, shops and other surrounding objects. are in motion with respect to a farmer working in
In physics, to describe the location of an object, we a field outside or with respect to the trees outside
specify its position with respect to a fixed point taken or the railway platform itself because our positions
as the reference point called the origin. For example, are changing with respect to all of them with the
if we say our school is 2 km north of a particular passage of time. However, if we compare our positions
building  (X), we are describing the position of our with respect to the objects inside the train, i.e. other
Motion

school with respect to a fixed point, i.e. the building passengers, the seats and ceiling of the compartment,
X. The place from which a location is observed and the fan, etc., our positions are not changing. Therefore,
measured is called the reference point or the origin. in relation to these objects, we are at rest. Thus, we see 7
 that an object can be in motion in relation to one completely by their magnitude. A physical quantity
object while it can be at rest in relation to another which is described completely by its magnitude
object at the same instant of time. We can therefore (or size) as well as its direction is called a vector
say that rest and motion are relative terms. There is quantity. A vector quantity has both magnitude and
nothing called absolute rest or absolute motion. direction. If a car is moving with a speed of 40 km/h in
a particular direction, say north, we say that the velocity
Types of motion of the car is 40 km/h due north. So, velocity has both
Objects move in various ways. A car moving on a magnitude and direction and is therefore a vector
straight road is said to have rectilinear motion. A quantity. Displacement, acceleration, force, torque,
javelin or shot-put thrown by an athlete moves along weight and momentum are all vector quantities.
a curved path and is said to have curvilinear motion.
The blades of a fan rotate around a fixed point and CONCEPT OF DISTANCE AND
therefore have rotatory motion. The pendulum of a DISPLACEMENT
clock moves to and fro about its mean position and Generally, distance and displacement are used in the
is said to have oscillatory motion. The motion of a same sense. But these quantities are quite different in
sitar string when plucked exhibits vibratory motion. physics. Let us go through the following example to
Sometimes an object possesses two or more types understand it further.
of motions at the same time. Such motion is called Suppose a person lives at place A and moves
multiple motion. For example, when a car moves on 4 km towards B (to reach his office) located in the
a straight road its wheels exhibit two types of motion, east (along AB) and then after reaching B, he starts
i.e. rotatory motion as well as rectilinear motion. The moving along BC a distance equal to 3 km due north
branch of physics which deals with the study of to reach the market (Fig. 1.1). The actual length of the
motion of objects and their response to force is path travelled by the person to reach C, starting from A
called mechanics. is AB + BC = 4 km + 3 km = 7 km, irrespective of the
direction in which he travels. So, 7 km is the distance
SCALAR AND VECTOR QUANTITIES travelled by him.
Physics is an experimental science. We deal with a large The actual length of the path travelled by a
number of physical quantities in physics. All physical moving body in a given interval of time is called
quantities can be classified into two groups: the distance travelled by that body. It is a scalar
1. Scalar quantities quantity and its value can never be zero or negative
2. Vector quantities during the motion of the body. In the SI system, the
unit of distance is metre (m). It is denoted by S or s.
Scalar quantity  In the above example, to know the shortest distance
A physical quantity which is described completely from A to C, join AC. The length of straight line AC,
by its magnitude (or size) is called a scalar quantity. which is 5 km, is the displacement from A to C. The
A scalar quantity has magnitude only and no direction. displacement represents the shortest straight line path
Let the mass of a body be 40 kg. We see here that between the initial and final positions.
mass is represented by the number 40 along with unit The displacement of the person is AC which can
kilogram. This number represents the magnitude, or the be calculated by Pythagoras’ theorem, i.e.
size of the quantity. So, mass is completely described
AC = AB2 + BC2
by magnitude only and is therefore a scalar quantity.
Length, time, volume, density, distance, area, speed, 4 2 + 32
=
temperature, energy and power are all scalar quantities.
= 16 + 9
Motion

Vector quantity = 25
8 Some physical quantities cannot be described = 5 km
 C (market) N

W E
)
km
5
t( S
en

3 km
em h h
lac
sp
di

A 4 km B A
(residence) (office)
Distance travelled is 2h but displacement is zero.
Fig. 1.1  Representation of displacement

When a body moves from one position to travelled by the body is not zero. It is 2h, if h is the
another, the shortest distance (straight distance) maximum height attained by the body.
measured between the initial and the final positions
of the body in a particular direction is called its Example 2 A body is moving along a circular path of
displacement. It is a vector quantity. Displacement can radius r. What is the distance and the displacement of
be positive, negative or zero. When a body (say a ball) the body when it completes half a revolution?
is thrown vertically upwards it comes back to the same Solution  If the body travels from the starting point
point after some time. During the upward journey, the A along a circular path of radius r and reaches halfway
displacement is negative. On reaching the same point, at point B, then
the displacement becomes zero. Distance travelled = 1/2 × 2πr = πr
The differences between distance and displacement [ Circumference of a circle is 2πr .]
are given in Table 1.1. Displacement, AB = 2r
distance
Example 1 An object has moved through a distance.
Can it have zero displacement?
Solution  Yes, the displacement can be zero even if
the distance is not zero. For example, when a body is displacement

thrown vertically upwards from level A on the ground A B

2r
and after some time it returns to the same level A, then
the displacement of the body is zero but the distance
Table 1.1  Differences between distance and displacement

Parameter Distance Displacement

1. Concept The actual length of path travelled (or covered) by a The shortest distance (straight distance)
(Definition) moving body irrespective of the direction is called the measured between the initial and final positions
distance travelled by that body. of a moving body in a particular direction is
called its displacement.
2.  Physical quantity It is a scalar quantity. It is a vector quantity.
3. Value It is always positive (It can never be zero or negative.). It may be positive, negative or zero.
4.  Dependence on It depends on the path followed by the moving object. It does not depend on the path followed by the
path moving object.
5. Magnitude Its magnitude is always greater than or equal to the Its magnitude is always less than or equal to the
Motion

displacement. (In Fig. 1.1, distance travelled by the distance travelled. (In Fig. 1.1, displacement is
person is 7 km whereas displacement is 5 km, i.e. 5 km whereas the distance travelled is 7 km, i.e.
distance travelled > displacement) displacement < distance travelled) 9
 Example 3 An athlete completes one round of a Motion along a straight line (Linear motion)
circular track of diameter 200 m in 40 s. What will be We can describe the motion of a body in two ways:
the distance covered and also the displacement at the 1. with mathematical equations, and
end of 2 min 20 s? (Textbook Question) 2. with graphs.
Solution  Diameter of the circular track (d) = 200 m Since motion along a straight line (i.e. one-
∴ Radius of the circular track (r) = d/2 dimensional motion) is the simplest, we shall learn to
= 200/2 = 100 m describe this by an example.
Consider a person moving along a straight road
(path) in his car (Fig. 1.2). He starts his journey leaving
200 m his home from O, which is treated as its reference point.
A B He crosses city A which is at a distance of 80 km from
d = 2r = 200 m his home, reaches another city B at a distance of 90 km
from A and finally reaches his destination C at a distance
of 100 km from B.
Time taken to complete one round = 40 s a.  Calculation of distance travelled and
Total time taken = 2 min 20 s = 140 s displacement (from O to C): The distance travelled
Length of the circular track = 2πr by the person leaving his home from O (treated as
22 4400 the reference point) and reaching his destination C
=2× × 100 m = m can be known with the help of a device fitted in all
7 7
4400 automobiles called the odometer, which shows the
Distance travelled in 40 s = m
7 distance travelled. However, mathematically,
4400 140 Distance travelled = OA + AB + BC
∴ Distance travelled in 140 s = × m
7 40 = 80 km + 90 km + 100 km
 = 2200 m = 270 km
To find the displacement of the athlete, we have to Displacement = OA + AB + BC
find his position on the track at the end of 2 min and = 80 km + 90 km + 100 km
20 s. Let us find the number of rounds completed in a = 270 km
distance of 2200 m (calculated above), Here, the magnitude of distance travelled is equal
7 to displacement.
Number of rounds in 2200 m = 2200 × = 3.5
4400 He now returns along the same path from C and
Since in one complete revolution the displacement reaches city A through B.
is zero (as the athlete reaches the same position), b.  Calculation of distance travelled and
the displacement in 3.5 rounds will be equal to the displacement (from O to A through C):
diameter of the track as the athlete will be opposite to Distance travelled = OA + AB + BC + CB + BA
the starting point, i.e. = 80 km + 90 km + 100 km
Displacement = Diameter of the track = 200 m + 100 km + 90 km
Thus, the distance travelled at the end of 2 min = 460 km
20 s is 2200 m and displacement will be 200 m. Displacement from (O to A through C) = 80 km

O A B C
home 80 km
Motion

90 km
100 km

10 Fig. 1.2  Position of the car on a straight line path

 Here, the magnitude of distance is greater than = 80 km + 90 km + 100 km
displacement. + 100 km + 90 km + 80 km
c. Calculation of distance travelled and = 540 km
displacement (at O through C): Displacement = zero
Distance travelled = OA + AB + BC + CB + BA ( He returns to the original position)
+ AO Here, the displacement is zero.

Check Your Progress

A. Class Response
   ORAL QUESTIONING/QUIZ 
 1. Find the odd-one out. Give reasons for your choice. a. Velocity b. Length
a. Speed, Energy, Force, Mass, Temperature c. Time d. Displacement
b. Weight, Acceleration, Velocity, Distance, e. Acceleration f. Distance
Momentum g. Force h. Energy
c. Rolling stone, Moving ball, Big table, A dancing i. Momentum j. Power
girl, Vibrating string
k. Weight l. Mass
2. A book is lying on a table. Examine and define its
6. A bird is flying in the sky. Examine and define its
state.
state.
3. Give two examples where we feel the presence of
7. Give one example of each of the following types of
motion through indirect evidences.
motion:
4. Give an example to show that rest and motion are
a. Rectilinear motion b. Curvilinear motion
relative terms.
c. Oscillatory motion d. Vibratory motion
5. Classify the following into scalar and vector quantities:
e. Multiple motion

 WORKSHEET 

  Tick (3) the most appropriate answer (Q.1 to Q.5) c. zero. d. none of these

1. A ball dropped from a certain height is in a state of 5. Which one of the following is a scalar quantity?

a. rest. b. motion. a. Force b. Length

c. both rest and motion. d. none of these c. Displacement d. Velocity

2. The SI unit of distance is 6. Distinguish between rest and motion.

a. centimetre. b. metre. 7. A man walking on a road is said to be in the state

c. kilometre. d. millimetre.
of motion. Give reasons.
8. Mass is a scalar quantity. Give reasons.
3. A boy starts from his house and travels 5 km to
reach the market. After purchasing the books he 9. What is the displacement of the earth when it
returns to his house. The displacement of the boy completes one revolution around the sun?
is 10. An athlete completes two rounds of a circular track
a. 10 km b. 5 km c. 15 km d. zero and returns to the starting point. What is the distance
4. Distance travelled is always covered by the athlete and his displacement?
[Ans. distance covered = 4pr, displacement = zero]
a. positive. b. negative.

B. Home Assignment
Motion

1. Distinguish between the following: b. Distance travelled and displacement

a. Scalar quantity and vector quantity 2. What is the displacement of a fixed point on the
11
 earth when the earth completes one rotation about each side is 100 m long. What is the magnitude of
its axis? displacement if the person moves from one corner
3. On a 100 m straight track, an athlete completes the
of the square to the diagonally opposite corner.
race from the starting line to the finishing line in a [Ans. 100 2 m]

particular time. Calculate 6. An object moves 60 m due east and then 80 m due
a. distance travelled and north. Find the distance travelled and the magnitude
of displacement. [Ans. distance travelled = 140 m,
b. magnitude of displacement.
displacement = 100 m due north-east]
[Ans. a. distance = 100 m, b. displacement = 100 m]
7. In game of cricket, the length of pitch is 18 m. After
4. A rectangular track is 40 m long and 30 m broad.
completing one run, a batsman turns back but gets
A man starts walking from one corner of the track
run out when he is halfway through his second
and reaches the opposite corner. Find the distance
run. Calculate the distance travelled and also his
travelled and the magnitude of displacement.
displacement.
[Ans. distance travelled = 70 m, displacement = 50 m]

[Ans. distance travelled = 27 m, displacement = 9 m]
5. A person walks along the side of a square field whose

UNIFORM AND NON-UNIFORM MOTION 20 m in every 10 s or 10 m is every 5 s or 1 m in every

We know that a body is said to be in motion if it changes 0.5 s and so on.
its position with respect to a fixed point taken as a
reference point in its surroundings, with the passage Examples of uniform motion
of time. If we wish to describe such a motion, we must 1. The movement of hands of watches
know how fast or slow is the change of position. For 2. The movement of the earth about its axis
example, an expert controller sitting in a control room 3. The movement of the earth around the sun
monitors how fast various trains are moving and where 4. A gas molecule is in uniform motion between
exactly each one of them is located at a given instant collisions.
of time so that he can give correct signals and prevent The distance–time graph for a body having uniform
train accidents. To describe motion we need to classify motion is a straight line (Fig. 1.4).
it as uniform motion or non-uniform motion. A

Uniform motion
n
io
distance (m)

ot

A body is said to be in uniform motion if it covers

m
rm
ifo

equal distances in equal intervals of time, no matter

un

how small these time intervals may be. For example,

if a car in uniform motion covers 100 m in 50 s, time (s)
this means it covers equal distances of 100 m in
Fig. 1.4  The distance–time graph for a body
every 50 s (Fig. 1.3). Further it means it should move having uniform motion is a straight line.

time 0s 50 s 100 s 150 s 200 s

total 0m 100 m 200 m 300 m 400 m

distance 100 m 100 m 100 m 100 m
covered
Motion

time
50 s 50 s 50 s 50 s
taken

12 Fig. 1.3  A body having uniform motion

 time 0 s 50 s 100 s 150 s

total distance 0 m 100 m 250 m 270 m

covered
time interval 0 s 50 s 50 s 50 s

distance covered 0 m 100 m 150 m 20 m

in each interval
Fig. 1.5  A body having non-uniform motion

Non-uniform motion
A body is said to be in non-uniform motion if
it covers unequal distances in equal intervals of

n
io
time, however small these time intervals may be.

ot
distance (m)

m
rm
Most of the motions which we observe around us are

ifo
un
non-uniform motions. For example, a car which covers

n-
no
100 m in 50 s may cover 150 m in next 50 s if the road
is clear or may cover only 20 m in next 50 s if the road time (s)

is congested and so on (Fig. 1.5). Fig. 1.7  The distance–time graph of a body
having non-uniform motion is a curved line.

Examples of non-uniform motion

1. A train leaving a railway station covers larger SPEED AND VELOCITY
distances in equal intervals of time, conversely These terms give us an idea of how slow or how fast a
when it approaches a station, it covers smaller body is moving. Quite a few times, we need to know
distances in equal intervals of time. which one of the two or more objects is moving faster.
2. A free-falling stone under the action of gravity. For example, one can easily tell which amongst all the
3. When brakes are applied to a speeding car. vehicles that are moving in the same direction on a
4. When an oscillating simple pendulum is left for road at any given instant of time, is moving faster. But if
some time, the amplitude of its oscillation becomes their direction of motion is opposite to each other, we
smaller and smaller and finally the oscillation stops may not be able to make out which of the two vehicles
(Fig. 1.6). is moving faster. Therefore, to compare motions of
two or more objects moving in any direction one
must have an understanding of the concepts of speed
and velocity.

Speed
In daily life, if we observe a car running fast, we say
that its speed is fast and if we see a bicycle moving
slowly, we say that its speed is slow. Thus, we describe
the motion of body as fast or slow, in terms of speed.
The speed of a body is the distance travelled by it
per unit time. The speed of a body can be calculated
Fig. 1.6  Oscillation of a simple pendulum
by dividing the distance travelled by the body by the
Motion

time taken by it to cover that distance. So,

The distance–time graph of a body having non- Distance travelled
uniform motion is a curved lined (Fig. 1.7). Speed =
Time taken 13
 If we represent distance by the symbol s, time by t Did you Know?
and speed by v, then we can write
Hand-held speed checker
s A hand-held speed checker transmits radio waves which
v =
t are bounced back from the moving car. If the car is
moving towards the instrument, the wavelength of the
To specify the speed of a moving object, we require
returning radio waves is decreased. The faster the car
only its magnitude (direction is not required), so, speed is moving, the greater is the change in wavelength. The
is a scalar quantity. speed check instrument gives an instant digital read out.
This is used by the traffic police to detect and stop cars
Units of speed crossing the permissible speeding limits.
The unit of speed depends on the units of distance and
time. We know, the SI unit of distance is metre and that
of time is second. Thus, the SI unit of speed is metre
per second written as m s–1 or m/s.
The speed of fast moving bodies like cars, trains
and planes is expressed in kilometre per hour written
as km h–1 or km/h.
The speed of slow moving objects like snails and
insects is expressed in centimetre per second written
as cm s–1 or cm/s.
While comparing the speeds of different bodies, we 70 km/h. So, average speed tells nothing about the
must convert all speeds into same units. For example, different speeds that may have been attained by the
if the speeds of two bodies are expressed in km/h and body in course of the entire journey. A comparison of
m/s respectively, then we should either convert km/h speeds is given in Table 1.2.
to m/s or vice versa. We have learnt that automobiles are fitted with a
device called odometer, which measures the distance
Average speed travelled by them. The odometer records the distance
Most of the motions, which we observe around us are in kilometres. The automobiles are also fitted with a
of non-uniform type. While travelling in a bus (or a device called speedometer, which gives the speed
car) we have noticed that the driver changes the speed of the moving automobile at that instant of time. The
of the moving bus from time to time depending upon speedometer gives the speed in kilometre per hour.
the traffic conditions. The speed is fast when the road
is clear but slow when the road is crowded. Therefore, Table 1.2  Speeds – A comparison
we describe the rate of motion of such objects in terms Object Speed
of their average speed.
Average speed of a tortoise 0.5 km/h
The average speed of a body is the total distance
Average speed of a human being
travelled by the body divided by the total time taken    walking at a steady pace 6 km/h
to cover this distance, i.e. Maximum speed of a bee 16 km/h
Wind speed during a light breeze 32 km/h
Total distance travelled
Average speed = Maximum speed of a cheetah 96 km/h
Total time taken Maximum speed of a falcon 152 km/h
Let us consider another example. A car travels 60 km Wind speed in a hurricane 320 km/h
in first hour and 80 km in second hour. So, it travels Speed of light 1080000000 km/h
a distance of 140 km in 2 hours. Its average speed is
Motion

140 km/2 h = 70 km/h. But the car may not have Velocity
travelled at 70 km/h all the time. Sometimes it might When we say a car is moving with a speed of 60 km/h,
14 have travelled faster and sometimes slower than it means that the car covers a distance of 60 km in an
 CBSE Living Science Physics Class IX

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