General Notes
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keautulenonofomichaelGeneral Notes
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keautulenonofomichaelGENERAL PHYSICS
PHYSICS: Is the study of how matter behaves - from very large objects like stars and planets, to very small
atoms and molecules. Physics is also about different kinds of energy such as heat, light and electricity, and
how energy behaves.
LENGTH, MASS AND TIME
There are three basic physical quantities of measure - length, time, and mass. This means that all the other
measures were derived from one or a combination of these basic measures. Length has given rise to: perimeter,
area and volume. Time has given rise to period etc. Mass is the basis for weight. A combination of these gives:
speed, velocity, acceleration, force, density etc
The basic measures are given units which are an internationally agreed unit of measure. The scientifically
agreed system is called SI units (Systeme Internationale).
measurement SI unit Other units and multiples
1cm = 0.01 m
Length metre (m) 1mm = 0.001 m
1km = 1000 m
1 minute (min) = 60 s
time seconds(s) 1 hour (hr) = 3600 s
1day = 86400 s
1g = 0.001 kg
mass kilogram (kg) 1000 g = 1 kg
1 tonne (t) = 1000 kg
Common prefixes used for larger or smaller quantities include the following;
prefix symbol number Standard notation Examples
micro μ 1
1.010 6
microseconds(μs)
microgram(μg)
1000000
1 milliliters (ml)
m
milli
1000 1.0 103 millimeters (mm)
1 centimeters (cm)
c
centi
100 1.0 10 2 centiseconds (cs)
kilometer(km)
k
kilo 1000
1.0 103 kilogram(kg)
kilojoules (kJ)
megawatts (MW)
M
mega 1000000
1.0 106 megahertz(MHz)
LENGTH
Is distance between two positions. The international unit of length is metre (m).
Instruments used for measuring length
Metre rule - A meter rule is divided into centimetres (cm), and millimetres (mm). This instrument can be used
for measuring distances with less accuracy. When we need to measure the length with greater accuracy we use
instruments like vernier callipers or micrometer screw gauge.
1
Ruler: A ruler can measure up to the nearest 1mm; it is
accurate to the nearest mm. While using a ruler or any
other measuring instrument make sure that your eye is
kept perpendicular to the scale you are reading. This is to
avoid parallax error.
Vernier callipers: it is used in the laboratory to measure small lengths and can measure length correct to
0.1mm or 0.0lcm, which is also called the accuracy of the instrument (smallest possible reading given by the
instrument)
This instrument is used for measuring lengths of smaller objects and also the internal (using inner jaws) and
external diameters (using outer jaws) of cylinders.
The value of one division on the main scale is 1 mm.
The value of one division on the sliding scale is
0.1mm.
This means that we can use this instrument to measure
lengths correct to 0.1 .mm or 0.01cm
How to take reading with a Vernier calliper
The main scale reading is 6.3 cm. You can
see that the 7 vernier scale reading
coincides with a main scale division. The
vernier scale reading is 7. Multiply the
vernier scale reading by the least count
and add this product to the main scale reading. Thus the total reading is 6.37 cm.
Micro metre screw gauge: used to measure thickness of an object, it measures lengths correct to 0.01 mm.
Linear scale or pitch scale is marked in 0.5mm
Head scale (circular) has 50 divisions on it.
When the gap is closed the zero mark on the circular scale stands over the linear scale and the ‘0’ mm mark is
just visible.
When the circular scale is given one full rotation the distance moved on the linear scale is 0.5mm.
Least count = 0.5/no of divisions on circular scale. = 0.5mm/50=0.01mm.
To find the thickness of an object it is griped in the gap. When the gap is closed one can hear the clicking
sound on turning the ratchet.
Use only the ratchet to tighten. Do not use the thimble to tighten; this will permanently damage the Instrument.
How to read the micrometer screw gauge
Note down the last visible reading of the linear
scale as your linear scale reading
Note down the division on the circular scale that
coincides with centre line
Multiply this with 0.01mm to get the circular scale
reading
Add the two values of linear scale and circular
scale to get the final reading e.g.
The reading on the linear scale is 7.5 mm. The reading of the circular scale is 14; the total reading is 7.5 mm
+14 x 0.01mm= 7.64mm
2
ERRORS ASSOCIATED WITH MEASUREMENT
An error is a value of measured quantity which affects the correct value of the quantity being measured. The
error may over estimate or under estimate the correct value. It is advisable as a good practice to always repeat
measurements several times in experiments and then finding the average value to reduce possible random
errors. Example; when using a pair of vernier calipers to measure the thickness of a wire repeat the procedure
twice or thrice and use the two or three values to find the average thickness.
EXAMPLES OF POSSIBLE SOURCES OF ERRORS
1. Error due to the instrument used (instrumental error) that is the instrument may be having an error on its
calibration, therefore the scale used becomes incorrect. An error due to improperly marked instrument is called
systematic error. This error can also be caused by the environment
2. Random error- this error which arises from observer’s estimate because the instrument will not be having
any calibrations from certain section of the scale. Averaging would reduce/minimize this error.
3. Parallax error-it is an error that accumulates as the observer
fails to position his/her point of focus on the instrument being used
correctly e.g measuring length using the rule. Note that, when
taking a reading from a rule the eye has to be positioned at right
angle (perpendicular to the scale) to the place of the rule as shown.
4. Zero error-this error arises when an instrument will be giving a reading of a certain value before any
measurement is done.
Negative zero error exists when the instrument gives a reading before the zero mark.
Positive zero error is when the instrument gives a reading after or beyond the zero mark.
The zero error is always subtracted with its SIGN from the reading given by the instrument.
Illustraton: Positive Zero error
The scales of the micrometer screw gauge shown
has a positive zero error of +0.83mm. The size
of the object measured = 4.43 mm – (+0.83 mm)
=4..43 mm – 0.83 mm
=3.60mm
3
TIME
Time is measured using events which repeat themselves at fixed intervals. Such events are said to be periodic.
e.g.
Earth spinning about its axis = 1 day
Earth revolving about the sun = 1 year
Water dripping through a pinhole at the bottom of a vessel.
Units
Sl unit is the second (s)
Other units
1 year-time the earth takes to revolve round the sun
1 day- time the earth takes to complete one rotation about its axis. = 24 hours
1 hour = 60 mins
1 min = 60 secs
A stop watch which has an accuracy of 0.01s is normally used in the lab. Below is a face a stop watch
Examples1
When a stop watch reads as shown on the right, the time
shown in seconds is;
23sec+ 0.34sec = 23.34sec
Example2
Time shown in seconds is;
(5 x 60sec) + 45se + 0.23sec =345.23sec
Error in measurement of time
Human reaction time error-this is the error that arises if the reading is taken earlier or after an event has
taken place. This error is caused by inconsistency in the reaction time of a person, ie a person may react too
soon or later than the actual event being observed/monitored has occurred. Examples of experiments which
involve human reaction error include using the stopwatch while observing another event. This error is treated
by taking several readings and then finding the average value.
4
Determination of Period of a simple pendulum
A simple pendulum consists of a small bob attached to one end of a string and suspended
from a rigid support. The distance between the point of suspension and the centre of the
bob is the length of the pendulum. When the pendulum bob is at rest the string is vertical. If
the bob is pulled through a small distance and then released, it will move to and fro for a
while before coming to rest. One complete to and fro motion is one oscillation. The diagrams
below show one complete oscillation.
The time taken to complete one oscillation is called the period [T]. The period of a
simple pendulum depends on the length of the string and the gravitational field strength. Usually these periods are very small.
Therefore to determine period it is helpful to measure the time taken to complete a few oscillations and this time is divided by the
number of oscillations to calculate the period.
time taken for number of oscillatio ns (t N )
Period (T )
Number of oscillations(N).
DETERMINATON OF PERIOD OF PENDULUM
Procedure:
a) Set up the experimental apparatus as shown above left.
b) Set the length of the pendulum using a ruler to 50 cm.
c) Displace the bob through a small angle and release it to set the bob in motion.
d) Using a stop-watch record twice the time it takes the bob to make 5 or 10 oscillations t5 or t10 in seconds.
e) Calculate period T of the pendulum for each attempt and find the average period Tav.
f) Record all of your results in a suitable table. Include table headers with appropriate units.
Attempt Time for 10 oscillations/s Period T/s
1
2
3
4
5
Average period (Tav)
5
TITLE: EFFECT OF LENGTH ON PERIOD OF PENDULUM
The effect of length on the period of a simple pendulum can be investigated by setting a simple pendulum and then vary its length
while recording the corresponding period.
AIM: To investigate how a change in length of string affects the period of a simple pendulum.
HYPOTHESES:
Increase in length increase the period
Decrease of length decreases the period
Variable control: length of pendulum is changed , m ass of bob is kept constant, angle of displacement of bob is also kept constant
Procedure:
a) Set up the experimental apparatus as shown previously.
b) Measure the length of the pendulum using a ruler to 30 cm.
c) Displace the bob through a small angle as shown above and release it to set it in motion.
d) Using a stop-watch record twice the time it takes the bob to make 10 oscillation t10 in seconds.
e) Increase the length of the pendulum at intervals of 10 cm and repeat steps b) to d) above until length equal to 100 cm.
TABLE: RESULTS
Length /cm Time for Period2 /s2
5 oscillations Period (T1 & T2)/s Average period T /s
9.93
100.0 9.91
9.50
90.0 9.53
9.01
80.0 9.02
8.46
70.0 8.46
7.75
60.0 7.72
7.09
50.0 7.06
6.46
40.0 6.50
5.53
30.0 5.56
4.52
20.0 4.50
ANALYSIS
f) Calculate period T1 and T2 of the pendulum for each length l and find the average T.
g) Record all of your results in a suitable table. Include table headers with appropriate units.
h) Draw a suitable conclusion from your results about the effect of changing length l on period T.
i) Plot a graph of length /m against square of period T2/s2
j) Determine the gradient G of the line, showing clearly on the graph the points used.
k) Determine the acceleration due to gravity g 4 2G
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MASS
Mass is the amount of matter in an object.
SI unit is kilogram (kg)
Other units
milligrams (mg),gram (g),tonne=1000kg
Measuring instrument for mass
o Triple beam balance (correct to 0.1g)
o Electronic balance
o Bathroom scale etc
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Graphing
A BGCSE student carried out a timing experiment to investigate the relationship between the length
and time of swing of a simple pendulum. She varied the length of pendulum l and determined the
time of swing T. She tabulated the results as shown below.
Length l /m T2/s2
0.20 0.80
0.40 1.65
0.50 2.05
0.60 2.35
0.80 3.20
0.90 3.70
1.00 4.05
a) Plot a graph of l/ m against T2/s2 against.
b) Determine the gradient of the graph. Show clearly the points used in the graph.
Graphing
A BGCSE student carried out a timing experiment to investigate the relationship between the length
and time of swing of a simple pendulum. She varied the length of pendulum l and determined the
time of swing T. She tabulated the results as shown below.
Length l /m T2/s2
0.20 0.80
0.40 1.65
0.50 2.05
0.60 2.35
0.80 3.20
0.90 3.70
1.00 4.05
a) Plot a graph of l/ m against T2/s2 against.
b) Determine the gradient of the graph. Show clearly the points used in the graph.
8
MOTION
DEFINATION OF TERMS
Distance- is the change of position of a body (length traveled by a body between certain points).Distance is a scalar because
it has no direction.
Displacement-is defined as the distance moved in a stated direction. Displacement is a vector quantity since it has
direction. Determine the following for a person traveling from Kopong to Molepolole passing through Metsimotlhabe.
Example 1.
a) Total distance traveled.
b) Displacement.
Example2. An athlete competes in 400m flat race and takes 44 seconds. Each of the
section SP, PQ, QR and RS is 100 m in length.
Determine the following;
a) Total distance traveled on completing the race is 400m.
b) Displacement of athlete on completing the race is 0m since the athlete has
returned to the original position.
c) The athlete has a greater displacement when at position Q than at P and R.
Speed (v)-is defined as the rate of change of distance moved. Speed is a scalar quantity.
The SI unit for speed is meter per second (m/s)
The speed of an object is given by the equation.
distance traveled(s)
Average speed( )
time taken (t)
There is a reason why average is used. Imagine a journey in a car from Shoshong to Mahalapye , a total distance of 50km. if a
journey took 2hrs then the speed would be
distance(s) 5okm km
speed (v) 25
time(t) 2h h
The speed of the car was 25km/h.
But this does not mean that the speedometer will constantly be reading 25km/, the car may slow down for goats on the road, it
may speed up on an open and clear road or it may stop at Tobela . So this equation gives us the average speed for the whole
journey, not the speed at any specific point.
Velocity (v or u) -is defined as the rate of change of distance moved in a specified direction (or, the rate of change of
displacement). Velocity is a vector quantity, it has both size and direction.
The SI unit for velocity is meter per second (m/s)
If a body travels with a constant speed in a straight line then it has constant velocity. But if its direction changes then its
velocity also changes. If a man walking his dog in the park walks around a tree then his velocity has changed even if his speed
remains constant.
The equation for velocity is very similar to that for speed and is shown below
distance moved in stated direction (s)
Velocity( )
time taken(t)
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When stating velocity you should also give direction.
Acceleration ( a )-is defined as the rate of change of velocity. Acceleration is a vector.
The SI unit of acceleration is the metre per second per second or metre per second squared (m/s2 or ms-2)
acceleration can be found by using the equation
change in velocit y
Acceleration
time taken for the change
final velocity(v) initial velocity(u)
Acceleration(a)
time taken for change (t )
vu
a
t
Example1
An air Botswana aeroplane accelerates from rest to a velocity of 100m/s just before take off. If it is on the runway for 12s, find
its acceleration
Stage 1: write all the given quantities and the related unknown quantities
initial velocity (u) = 0m/s
final velocity ( v ) = 100m/s
time (t ) = 12s
acceleration ( a ) = ?
Stage 2:write appropriate equation
vu
a
t
Stage 3: Substitute the quantities and evaluate
100 0 100
a 8.33333......
12 12
=8.33 m/s2
Stage 4: Write the answer with SI unit(s)
The acceleration of the car is 8.33 m/s2 (correct to 3 sig. fig.)
Example 2
A car is traveling at a constant velocity of 80km/h, when suddenly a cow wanders into the road. The driver steps
on the brakes paddle an d reduces her speed to 20km/h. If it took 5s to reduce her speed, find her deceleration in
m/s2.
1. initial velocity (u) = 80km/h
final velocity (v) = 20km/m
[realize that there is need to change the hours into seconds and the kilometers into meters]
Therefore
u = 80x100/3600 = 22.22m/s
v = 20x1000/3600 = 5.57m/s
t = 5s
vu
2. a
t
5.57 22.22
3. a
5
4. a= -3.33m/s2 ,The minus sign tells us the car is slowing down or it is decelerating.
Thus the deceleration is 3.33m/s2
10
VELOCITY TIME-GRAPH
Velocity time-graphs give us information about the velocity of an object over a specified time. Such graphs can
tell how fast a car was moving, its acceleration, and its deceleration when it stopped and the distance traveled.
The graph shows part of a journey from Gaborone to Shoshong taken by car driven by Rre Ntone.
First he uniformly accelerated to his maximum velocity. He then traveled at this maximum velocity until he had to
slow down uniformly to avoid some stray goats in the road. He again accelerated non-uniformly to a higher
maximum velocity and stayed at this speed until he had to stop at a police road block near Mahalapye junction.
Summary of motion sections
OA – car is accelerating uniformly to maximum velocity
AB - car is traveling at a constant velocity
BC - car decelerate uniformly to avoid the stray goats
CD - car accelerating non-uniformly to a higher maximum velocity
DE – car is traveling at constant velocity
EF – car decelerates uniformly to a stop at a police road block.
GRADIENT of Velocity/Speed- time graph = ACCELERATION
Gradient = change in y values / change in X values
= change in velocity/change in time
But change in velocity/time = acceleration
Therefore the gradient of the velocity/speed- time graph gives
acceleration of an object.
A steep gradient or slope gives a large acceleration and a shallow
gradient gives a small acceleration.
Line R represents the motion of an object moving with the greatest
acceleration whilst P is for an object with the least acceleration
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VELOCITY-TIME GRAPHS FOR UNIFROM AND NON UNIFROM MOTION
AREA UNDER Velocity/Speed – time Graph = DISTANCE Traveled.
The area under the graph gives you the distance traveled by the moving body. It is very convenient to split your
graph into triangles, squares and rectangles as it is easier to find the area of this shapes
The example below gives the distance traveled in the 5s.
Distance =Area of triangle =
1 base height 5s 50m / s
125m
2 2
*always make sure that your units are constant. If velocity is in
m/s then time should be in seconds. If velocity is in km/h then
time should be in hour
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DISTANCE –TIME GRAPH
Another type of graph that you should be aware of is the distance-time graph. This shows the distance moved by
an object as time increases
GRADIENT of distance-time graph = SPEED
Gradient = y/x = distance /time = (y2 –y1) /( x2 – x1 )
= (50 – 0) m / (5 -0)s
= 50m/5s
=10m/s
The unit of this gradient is the same as unit of speed. Hence
The gradient of a distance-time graph gives the speed of a body
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EQUATIONS OF UNIFORMLY ACCELERATED MOTION
There are five fundamental quantities you can know about the motion of a body. These are:
s – displacement (m)
u – initial velocity (m/s)
v – final velocity (m/s)
a – acceleration (m/s2)
t – time (s)
There are 4 equations of motion which relates the 5 fundamental quantities you can know about
the motion of a body. These equations are as follows;
Given value of 3 of the following quantities displacement (s), initial velocity (u), final velocity (v), acceleration
(a) and time (t) one can calculate the other two using the above equations.
NB: the equations apply only to uniform accelerating motion and the quantities should always be in SI units.
Example1
A motorcycle accelerate form rest to 5m/s in 5s
(a) What is its final velocity?
Solution
u = 0m/s, v = 5m/s, t = 2s, a =?
vu
a
t
5m / s 0m / s 5m / s
2s 2s
2.5m / s 2
The acceleration of the motorcycle is 2.5 m/s2.
Example 2
A body starts from rest and moves with a uniform acceleration of 2m/s 2 in a straight line.
(a) What is the velocity after 5s?
(b) How far has it traveled in this time?
Solution
a) u = 0m/s, v =?, t = 5s, a =2m/s2
v u at
0m / s (2m / s 2 5s)
10m / s
The velocity after 5s is 10m/s.
b) u = 0m/s, v =10m/s, t = 5s, a =2m/s2
1 2
s ut at
2
1
(0 5) ( 2 5 5)
2
0 25 25
It travels 25m in 5s.
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ACCELERATION DUE TO GRAVITY g
If an object is dropped from a great height its velocity increases. This increase in velocity is acceleration. So
what is it that makes a falling body accelerate?
Think about what happens when the accelerator pedal of a vehicle is pressed, the velocity increase. This is
because the engine is providing a force which increases the velocity. The same is true for a falling body. There
must be a force which increases the velocity. This force is called the force of gravity.
The force due to gravity is roughly the same at all points on the earth (g = 10N/kg). But it does varying a small
way. This is because the earth is not a true sphere, it is flattened near the poles. The acceleration due to gravity
does vary around the world. At the equator it is slightly less than at the poles.
NB: force of gravity makes things accelerate and whenever an object accelerates there is a change in velocity.
The force of gravity makes things accelerate at the same rate. Just as the engine of a car accelerates (change in
velocity), the force of gravity makes a falling body accelerate downwards. This acceleration is constant near the
Earth’s surface and it is 9.8 ms-2 usually rounded to 10ms-2 for easy calculations. All objects near the Earth
accelerate at this constant rate when the effect of air resistance (friction) is ignored. This is an ideal situation
called FREE FALL.
The equations of motion can be adjusted to solve motion problems under free fall as shown below. A falling
object accelerates thus a = g while a rising object decelerates hence a = -g.
Example: A stone is projected vertically upwards with a velocity of 40 ms -1. Ignoring air resistance and taking
g= 10ms-2, determine;
a) the maximum height reached.
Sol: at maximum height object stops moving
up; v= 0ms-1, but u= 40ms-1, g= 10ms-2, t=?, s
=? ;
v2 = u2 – 2gs
s= (v2 - u2)/ (-2g)
= (02-402)/ (-2*10)
= -1600/-20
= 80m
Ans: the maximum height reached = 80m
b) the time taken to reach maximum height
sol: v= 0ms-1, but u= 40ms-1, g= 10ms-2, t=?,
v = u –gt
t= (v-u)/-g
= (0-40)/-10
= -40/-10
=4s
Ans: it takes 4s to reach maximum height.
c) velocity after 8 seconds.
Sol: v=?, but u= 40ms-1, g= 10ms-2, t=8s;
v = u –gt
= 40 – 10*8
= 40-80
= -40ms-1
The minus sign implies that the ball was now moving in the opposite direction.
Ans; velocity after 8 seconds is 40 ms-1 downwards. (remember to state direction of velocity)
Note the symmetry of the motion as shown above.
Terminal Velocity
When a parachutist jumps out of airplane the force of gravity pulls him toward the earth. His initial velocity is
zero, but he soon speeds up. He starts to accelerate due to gravity.
15
A force is required to make a body accelerate (this an example of Newton’s first law)
The only force acting on the parachutist when he first just from plane is the gravity, or the weight.
This force makes him accelerate up to a terminal velocity of about 60m/s (216km/h). At this point he really
needs the help of his parachute.
As he accelerates the force due to air resistance starts to increase. But if
Weight > air resistance
Then there is a resultant force and he accelerates downwards. But after some time air resistance increases and
Weight = air resistance
There is no resultant force (again see Newton first law) and he stops accelerating. He moves with a constant
velocity
This is fastest velocity which the parachutist can move at, so we call this terminal velocity.
But remember that this velocity is about 60m/s! He still has to slow down. The way in which he decelerates is to
open his parachute.
Weight < air resistance
There is now a resultant force upwards so parachutist slows down or decelerates
Eventually the two forces are again equal to each other and he reaches a new terminal velocity of about 10m/s.
This the speed at which he will land and hopefully averting a fatal accident.
Air resistance is a form of friction, it is an upward force which opposes the downward force thus slowing down
the rate at which the parachutist accelerates.
Remember: if there is no resultant force then a body cannot accelerate. It must
therefore move with a constant velocity, in this case we call it the terminal velocity
or steady speed.
Illustration: Terminal velocity.
Note: Bodies falling through a liquid also experience resistive force due to viscosity
(viscous forces) of the liquid.
Therefore all bodies falling through a fluid experience terminal or steady velocity
after sometime.
A racing car tested on a straight level track starts from rest and accelerates at a constant rate to reach a velocity
of 50 m/s in 2 seconds.
CIRCULAR MOTION
CENTRIPETAL FORCE
When you whirl a ball around in a horizontal circle at a steady speed, an inward force is needed to make the ball
to follow a circular path. The tension on the string provides this force, without it the ball would travel in a
straight line. The inward force needed to make an object to move in a circular path is called centripetal force
Illustration A ball being whirled around
The magnitude of the centripetal force is dependent on the following
mass of the ball
Speed of the object
The radius of the circle
Centripetal force is given by the equation
16
mv 2
F
r
where m is mass of the object in kilogram, v is the velocity in metre per second and r is the radius of curvature
of the circular path in metre.
CENTRIPETAL ACCELERATION
The velocity of the ball in circular motion is always changing because the
direction of motion is always changing, therefore the ball is accelerating. The
direction of the velocity component is always tangential to the centre of the
circle at every point. The ball accelerates towards the centre of the circle. But
the ball never gets closer to the centre of the circle, this is because the object
is constantly moving inwards from the position it would have had if it
travelled in a straight line.
The arrows show the direction of the vectors acting on the ball.
17
Area
Area is a measure of the surface. It tells you how big or small a surface is. SI unit is square meter
(m2) i.e. the area of a square of side 1m. You can think of a desk top 1m long and 1 m wide. The
area of such a surface is 1 square meter.
We do use other units also to measure area. For instance we use square kilometer (km2) to express
the area of a country.
1Km2 = 1000000 m2
Do you know what the area of Botswana is?
For measuring smaller areas we use square centimeter (cm2) and square millimeter (mm2)
1cm2 is the area of a square of side 1 cm.
1mm2 is the area of a square of side 1mm
1m2=100x100 =10 000cm2
1km2 = 1000km x 1000km= 1000000m2= 106 m2
1cm2 = 10mmx10 mm = 1002mm
Volume
Volume is space occupied by an object.
SI unit is cubic metre m3.
Cubic metre is the space occupied by a block of length 1 m height I m and breadth lm.
i.e. 1m3 =1m x 1m x 1m
A cubic metre is quite a large volume. So other units may be used for smaller volumes.
Other units
Cubic centimetre (cm3) is the space occupied by a block of length 1cm height 1cm and breadth
1cm. How many such blocks will fit into a box of length 1 m width 1 m and height 1m?
1m3 = 100cm x 100cm x100cm =106 cm3
1cm3 = 10mm x10mm x 10mm = 103cm3
To measure the volume of a liquid we often use litres.
Litres (1l) = 1000cm3 or 1L = l000ml
Volume of liquids
In the laboratory the volume of liquids is measured
using a measuring cylinder. They are available in
different ranges and are calibrated in cm3.
18
Volume of irregular objects (such as stone)
Use measuring cylinders and/ or displacement
can. Fill a measuring cylinder with water to any
specific mark you like. Read the volume. Then
tie the stone to one end of a string and gently
lower it into the measuring jar until it is
completely submerged. Take the new reading of
the water level. The difference between the two
readings is the volume of the stone
In the above diagram the original water level is
at the 50 cm3 mark. When the solid is submerged
the level of water rises to the 73 cm3 mark. What
is the volume of the solid?
If the solid object is large and cannot be introduced into the measuring cylinder, use a
displacement can to determine the volume,
Place the can on a flat surface
and fill it completely with water
until you see a few drops of
excess water flows out through
the spout. NB Do not shake the
table. Wait until all the excess
water has come out. Then keep
a measuring cylinder below the
spout and gently lower the
object into the can until it is
completely below the water.
Collect all the displaced water
in the measuring cylinder. The volume of the liquid collected is equal to the volume of the object.
MASS
Mass is the amount of matter in an object.
SI unit is kilogram (kg)
Other units
Milligrams (mg)
Gram (g)
Tonne=1000Kg
Measuring instrument for mass
o Triple beam balance (correct to 0.1g)
o Electronic balance
o Bathroom scale etc
19
DENSITY ()
Density is a measure of mass per unit volume OF A SUBSTANCE. Density is constant since it is
a propriety of a substance.
mass(m)
density ( )
volume(V )
m
mass in kilograms, volume in m3 therefore
V
SI unit is kilograms per cubic meter (Kg/m3)
Other units
g/cm3
The density of water is 1 g/cm3
Note that 1 g/cm3 is not equal to 1kg/m3
In fact 1g/cm3 = 1000 kg/m3
20
MASS
Mass is the amount of matter in an object.
The SI unit of mass is the kilogram. Mass is a scalar quantity since it described by magnitude and unit only
but no direction.
INERTIA is the reluctance of a body to change its state of motion. An object at rest offers some resistance
to set in motion while a moving object also tends to oppose any change that attends to stop it. Evidently it
is more difficult to set in motion an object with more mass object than a less massive object. The same is
true to stop a massive body than a less massive body both travelling at the same velocity. As a result inertia
is said to be directly proportional to mass i.e. the more mass the more inertia and vice versa.
WEIGHT
Weight is the amount of gravitational pull acting on an object. The SI unit of weight is
the newton (N) because it is a force.
Weight is a result of the force of gravity hence it is a vector. The instrument for
measuring weight is a forcemeter and a common type is the spring balance.
Weight and mass are different though in daily life conservation people often erroneously
refer to one quantity in place of the other.
The weight of the object on the diagram shown left = …………… [2]
Differences between mass and weight
1)mass does not depend on gravity i.e. weight is place dependent since it is affected by g
since force of gravity varies with place. (this explains why an object thrown up[with
same initial energy] rises to a greater height at the moon than on earth )
2) mass is a scalar whereas weight is a vector.
RELATIONSHIP between Mass and Weight (W = mg)
The weight of an object depends on gravitational pull and mass through the equation
shown below;
weight ( w) mass(m) gravitational field strength( g )
w mg
Where w is weight in newtons (N), m is mass in kilograms (kg) and g is force of gravity acting on unit mass
(g = 10N/kg)
The following quantities may be useful when answering the questions below. (
g 1.6 N ,g 10 N ,g 4N
moon kg Earth kg Mars kg )
a) Find the mass of an object at the moon whose weight is 160N [2]
b) What would be the mass of the same object measured on earth? [1]
c) Find the weight of the same object o earth.
[2]
d) Explain giving details whether an object would weigh less at the Mars or on Earth. [2]
21
CENTRE OF GRAVITY/MASS
Centre of gravity/mass is a region in an object where the weight/mass seems to be concentrated.
Or
Centre of gravity is a position through which the Earth’s gravitational pull acts.
Centre of gravity for an REGULAR Object of UNIFROM Mass Distribution
The centre of gravity or mass of a regular object of uniform mass distribution lies exactly at its centre. This
centre of the object(centre of gravity) can be located by two methods t namely;
i) Balancing : The object is pivoted on a sharp edge until it balances. This shows that the moment of
the weight about the pivot is zero ie no turning effect since the weight acts directly at the pivot.
ii) Symmetry: the intersection of two lines of symmetre is the centre of the object and this is the
position of centre of gravity (cog). Perpendicular and or angular bisector can be used to locate the
centre of a regular object.
Centre of gravity for an IRREGULAR lamina- plumbline method
The centre of gravity for an irregular lamina can be determined by the PLUMBLINE method as illustrated
below.
Procedure:
1. set up the experiment as shown on the right.
2. hang the lamina using pin
inserted through one of the
pin hole 1. (the lamina
should be able to swing
freely)
3. Attach a string
supporting a small mass
from the other end.
4. Let lamina come to rest
with the string resting
vertically downwards. (the
centre of gravity lies along
the vertical line represented
by the string i.e. along the
c.o.g off the bob)
5. Mark by pencil point P
directly under the string on
the lower side of the lamina.
6. Join the centre of the pin
hole to point P by a straight
line.
7. Repeat steps 2 to 6 from another pin hole.
8. The centre of gravity of the lamina is the intersection of the lines drawn from the pin holes to their
corresponding marks.
Stability
Stability is the ability of a body to maintain its
balanced position. The object should always go back
22
to its original position when tilted to considerable angle without toppling.
The centre of gravity of an object in equilibrium always falls within the plane of its support or base. When
the centre gravity falls outside the base area the object topples or falls over. The restoring moment about
the edges of object providing the pivot should always be enough to turn back the object to its balanced
position.
Factors Affecting stability
It can be demonstrated that stability of an object is affected by two factors namely;
a)Position of centre of gravity: An object
with a higher centre of gravity is always less
stable than one with a lower c.o.g but having
the same base area. An explanation can be
made in terms of the restoring moments
provided by the weight of the objects taken by
the edges which acts as the pivot. (this is left
to the learner to verify). Racing cars are made much lower than ordinary vehicles to make then more stable.
Bare area: The amount of base
supporting an object is vital in
improving its stability. Large based
objects are more stable than those with
small base but having the same
position of c.o.g.
Summary: the stability of an object can be improved by lowering its position of c.o.g and making its base
support large.
Forms of Equilibrium
There are three equilibrium positions for a
objects as shown in the diagram.
a) Stable equilibrium is where an object can go
back to its original stable position when tilted
slightly and then released.
b) Un-stable equilibrium is when an object
topples when tilted slightly.
c) Neutral equilibrium is where the position of
centre of gravity always falls within the same
position along the plane of support of the object.
B1. The diagram below shows the same object of uniform mass distribution in
different orientations.
(i) In which orientations A or B is the object
least stable?
Explain!………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………….. [3]
23
(ii) Mark the approximate position of the centre of gravity in orientation B. [2]
B2. A coin is placed on a card on top of a beaker. If the card is pulled away quickly, the
coin does not move sideways but falls into the beaker.
Which property of the coin makes this possible?
A. density
B. volume
C. inertia
D. thickness.
B3.
(a) A small pin is fixed to the edge of a bench. A triangular
piece of card with a small hole in each corner is hung on the
pin from corner A and allowed to settle, as shown in Fig.
below left. A plumb-line is then hung from the pin and the
vertical line AP is marked on the card.
This procedure is then repeated with the card hanging from C
and the vertical line CQ is marked. After
this, the card is as shown in Fig. below
right.
(i) draw the vertical line that would be
obtained if the card were hung from B,
(ii) Clearly mark the centre of mass of the
card using a dot labelled G. [2]
B4. Fig. below shows two wooden blocks standing on a hinged board with a
rough surface.
The board is slowly tilted. The blocks do not slip. State which block falls over first, and explain
why.
…………….........................................................................................................................................
24
…………....................................................................................................................................... [2]
25
General Physics
Forces
Introduction
It is not clear what a force exactly is, but a push a pull and a twist are examples. Only Sir
Isaac Newton had a clear notion of exactly what a force is, hence, the SI unit of force is
Newton (N), in his honour.
Effects of forces
Although are not clear what a force is, we know what a force can do. When a force is
applied to a body it can cause the change of
a) shape
b) size (length)
c) motion
These changes are called effects of forces and we are going to look at each of them in
more detail.
a) Effects of forces on shape: - when a can is hit with a hammer it changes shape. So
does a piece of chewing gum when one bites it.
b) Effects of forces on size (length): - most objects change length when a force is
applied to them, e.g. when a sponge is squashed it decreases length. When a rubber
band (or spring) is pulled it increases in length. In general, the length of elastic
objects increases when a force pulls at them. This increase of length from the
original is called extension.
i.e. extension, e = new length, l – original length, lo
e l lo 1
Relationship between the force and the extension that it causes
1
We will use this notation throughout this text.
26
The relationship between the force and the extension it causes was first determined
empirically (i.e. experimentally) by Robert Hooke, hence, the findings are now known
as Hooke’s law. Next is the experiment similar to the one conducted by Robert Hooke
which we also did in class.
Experiment: Relationship between the force and the extension it causes
Aim: - to determine
aim i) the relationship between the force and the extension it causes
aim ii) the force constant of the spring
Apparatus
- spring (to be extended)
- metre rule (to measure the length)
- mass hanger (to hang the masses)
- five 100g slot masses (to supply the force)
- retort stand and clamp (for support)
Set up: - the apparatus were set up as shown below
Procedure
The original length, lo, of the spring was read from the metre rule (with the mass hanger still hung) 2 from
the spring and recorded. A 100g, mass, m, was hung on the spring and the new length, l, of the spring read
from the metre rule and recorded. The extension, e, due to the mass, m, was calculated from formula, e = l
– lo, and recorded. The force, F, (in newtons) due to the mass, m, was calculated from formula,
m 10
F and recorded. This procedure was repeated for masses, m = 200g, 300g, 400g and 500g.
1000
Results and analysis
Results
All the results were recorded below.
Original length, lo = cm
2
This is a precaution to ensure that the spring is vertically straight when we take the new length.
27
Table of results3
mass, New length, Extension Force
m l e = l – lo m 10
(g) (cm) (cm) F
1000
(N)
0
100
200
300
400
500
Analysis
i) Students plotted a graph of extension, e, (cm) against force, F (N).
NB: Students are to skip a whole page where they are
going to stick their graphs.
ii) From the graph the students should determine the slope (Gradient), G, and
1
hence the force constant of the spring, k, from formula k . The unit of G
G
above is cm/N hence the units of, K is N/cm
Discussions
Students are to complete the table below by stating the possible source(s) of error and the
precautions they took to minimise the effects of such errors.
Possible sources of error Precautions taken
The spring not originally straight The original length was read with the mass
hanger hung to straighten the spring
Parallax error in the reading of length
Conclusion
conclusion i) The extension of a spring was found to be directly proportional to the
force that causes it. (Hooke’s law)
conclusion ii) The force constant of the spring, k, was found to be: - k =
N/cm
3
The rest of the results you will fill with your teacher as you do the experiment.
28
Limitations of Hooke’s law
Further work on loads and extension showed that; if the load is increased gradually, there
will come a point where Hooke’s law is disobeyed i.e. the extension-load graph will
cease to be a straight line. At this point the spring will still return to its original length
when the load is removed but the extension will be slightly greater than it should be.
Beyond this point the extension is no longer proportional to the load (force). This point
is the limit of proportionality of the spring. Consequently, Hooke’s law must be
modified to read;
The extension of a spring is directly proportional to the load provided the limit of
proportionality is not exceeded.
NB. Hooke’s law is obeyed only for small loads that do NOT stretch the spring too
much. When a spring is stretched beyond its elastic limit it eventually becomes
permanently stretched i.e. it does NOT return to its original length upon the removal of
the load from it. The point beyond which the spring does NOT return to its original
length upon the removal of the load is called the elastic limit of the spring. The elastic
limit comes later than (though close to) the limit of proportionality.
It is important to highlight the difference4 between the elastic limit and the limit of
proportionality
Limit of proportionality: - the point beyond which the extension is no longer
proportional to the load (the spring still returns to its original length)
Elastic limit: - the point beyond which the spring does NOT return to its original
length (extension is still not proportional to the load).
The sketch below shows an extension load graph for that has been stretched well beyond
its elastic limit.
Using proportionality in calculations
4
Some texts use the two terms interchangeably to define the same point.
29
Direct proportion means that; doubling one doubles the other, trebling one makes the
other to treble, halving one halves the other etc.
Example 1
A 10cm long spring becomes 14cm long when an 8N load is hung on it. Determine
(i) the extension caused by the 8N force
(ii) the force constant of the spring, k
(iii) the extension that a 6N force will cause on the spring
(iv) the force that will cause an extension of 7cm on the same spring
Solutions
(i) the extension caused by the 8N force
e = l – lo } l = 14cm ; lo = 10cm
=14 – 10
= 4cm
(ii) the force constant of the spring, k
F
k } F = 8N ; e = 4cm
e
8
4
= 2N/cm
(iii) the extension that a 6N force will cause on the spring
Here we can use two methods. I. that utilises, k. and II. That does not utilise k
Method
I II
F
e } F = 5N ; k=
k
2N/cm
e 8N = 6N 4cm
6
6 4
2
8
= 3cm
= 3cm
30
NB. The answer is the same in both methods as should be the case.5
(iv) the force that will cause an extension of 7cm on the same spring
Method
I II
F=k e } e = 7cm ; k=
2N/cm
=7 2 F 4cm = 8N 7cm
= 14N 8 7
4
= 14N
.
NB. The value of k does NOT change, hence the name force constant. Students who
want to use method I can use the analogy where; F is the money, e is the number of
loaves one can buy with that money and k is the price of one loaf. The price is constant
for that shop just as k is constant for the spring in question.
Exercise
(1)
a) A spring of original length, lo, becomes 18cm long when a 30g pan is hung on it.
When a 20g mass is added to the pan, the spring’s length becomes 22cm.
Determine6;
i. the extension due to the 20g mass
ii. the mass constant, km, of the spring (i.e. the mass needed to cause a unit
(1cm) extension
iii. the extension due to the 30 pan
iv. the original length of the spring
b) Hence or otherwise, determine
i. the total force, F, that will be needed to cause an extension of 5cm
ii. the new length, l, of the spring in this case
5
Students are advised to show how the units cancel out in the calculations in these questions.
6
Assume the spring has not reached the limit of proportionality in all questions
31
Using Proportionality in multiple spring systems
The multiple springs can either be connected in (A) series or in (B) parallel
A . series: -
Consider N identical springs (each of force constant, k, and having negligible weight)
connected in series. When a load, F, is hung from the bottom most spring; each spring
will feel the load independently. Thus each will extend by
F
e
k
so the extension of the series system as a whole, es, will be given by
F NF
es = Ne = N = ,
k k
Thus the force constant of the series system, ks, will be given by formula
F
ks
es
F
ks
NF
k
F 1
ks
NF k
F k
ks
NF 1
k
ks
N
In general, the force constant, ks, of N identical springs (each of force constant, k, and
having negligible weight) connected in series is given by formula
k
ks Where; N is the number of springs and k, is the force constant of one
N
spring
32
For two identical springs (each of force constant, k, and having negligible weight)
connected in series the force constant of the series system, ks, is given by formula
k
ks Where; k, is the force constant of one spring
2
B . parallel: -
Consider N identical springs (each of force constant, k, and having negligible weight)
connected in parallel. When a load, F, is hung from the bottom most spring; the springs
will share the load. Thus each will feel an Nth of the load and thus extend by
FN
e
k
The extension of the parallel system, ep, will be equal to that of each spring and be given
by
FN
ep
k
Thus the force constant of the parallel system, kp, will be given by
F
kp
ep
F
kp
FN
k
F 1
kp ( )
FN k
F 1
k p (F )
N k
N k
k p (F )
F 1
Nk
kp
1
k p Nk
In general, the force constant, ks, of N identical springs (each of force constant, k, and
having negligible weight) connected in parallel is given by formula
k p Nk Where; N is the number of springs and k, is the force constant of one
spring
33
For two identical springs (each of force constant, k, and having negligible weight)
connected in parallel, the force constant of the parallel system, kp, is given by formula
k p 2k Where; k, is the force constant of one spring
Example
A 10cm long spring becomes 12cm when a 30N load is hung on it.
a. Determine
(i) the extension of the spring e
(ii) The force constant of the spring, k
Solutions
(i) the extension of the spring; e = l – lo = 12cm -10cm = 2cm
F 30
(ii) The force constant of the spring, k = 15N/cm
e 2
b. The spring is connected in series with two others identical to it. Determine
(i) the force constant of the series spring system, ks,
(ii) the extension, es, of the series spring system when a 20N load is added
to it
(iii) the load F needed to make the spring system to extend by 12cm
Solutions
(i) the force constant of the series spring system;
k 15
ks = 5N/cm
3 3
(ii) the extension, es, of system when a 20N load is added to it;
F 20
es = 4cm
ks 5
(iii) the load F needed to make the spring system to extend by 12cm
F kes = F 512 = 60N
Exercise
c. The springs in b. above are now connected in parallel as shown,
Determine
(i) the force constant, kp, of the parallel spring system
34
(ii) the extension ep of the parallel spring system when a 20N load is added to it
(iii) the load F needed to make the parallel spring system to extend by 12cm
c) Effects of forces on motion
When a force is applied to a moving body it changes its
speed
and direction
But the speed in a stated direction is the velocity. Thus the change of either the speed or
the direction or both is the change of velocity. Therefore a force causes a change of
velocity.
The rate of change of velocity is acceleration so by changing velocity the force causes
acceleration.
The amount of acceleration a force causes on a body is given by Newton’s 2nd law of
motion which states
The rate of change of momentum of a body is directly proportional to the force
that acts on the body and is in the same direction as the force. (Newton’s 2nd law of
motion)
Momentum, P, is the product of mass, m, and velocity, v.
P mv
P
F
t
( m v)
F
t
Because the force does NOT change a body’s mass the change of momentum is due to
the change of velocity
m v
F
t
v v
F m( ) but ( ) a
t t
so
F m a
we change from proportion to equation by putting a constant of proportionality, k. Thus
35
F m a
or just
F ma This is Newton’s 2nd law of motion in equation form.
where; F is the net force in newtons
m is the mass of the body in kilograms (kg)
a is the acceleration in m/s2
Example 1
A 5kg trolley pushed by a student accelerates uniformly at 3 m/s2. Determine the force
applied by the student.
Solution
F ma } m = 5kg ; a = 3 m/s2
= 53
=15N
Example 2
A donkey applies a force of 2700N to pull an 800kg cart along a straight road. The
friction acting on the system is 300N.
Determine
i. the net force on the cart
ii. the acceleration of the cart
Solutions
i. the net force, FN, on the cart
FN FA Fr } FA = 2700N ; Fr = 300N
= 2700N – 300N
= 2400N
ii. the acceleration of the cart
FN
a } FN = 2400N ; m = 60kg
m
2400
a
60
a 4 m/s2
36
Exercise
A 60kg motorcyclist drives a 40kg motorcycle with a uniform acceleration of
2m/s2. Given the friction force acting on the motorcyclist and motorcycle as 500N,
determine
i. the net (horizontal) force acting on the motorcyclist and motorcycle
ii. the force applied by the motorcycle’s engine
Mass-weight relationship and Newton’s 2nd law of motion
In earlier topics we
(i) defined weight of a body as the force of gravity that acts on it
(ii) stated that all bodies near the earth fall with a uniform acceleration called
acceleration due to gravity, g.
Thus using Newton’s 2nd law of motion, i.e. force = mass acceleration, we get
Force of gravity, w = mass, m acceleration due to gravity, g
Thus
w mg where; w is weight in newtons (N)
m is mass in kilograms (kg)
g is the acceleration due to gravity in m/s2 (kg) 7
Example
Determine the weight of an 80kg boxer.
w mg } m = 80kg ; g = 10 m/s2 = 10N/kg
w 8010
w 800 N
Exercise
Determine
a. the weights of the following masses
(i) 2kg
(ii) 300g
(iii) 5 tonnes
b. the masses of the following weights
(i) 1N
(ii) 9N
(iii) 40
7
The value of g is constant at 10 m/s2 for all bodies near the earth. The units N/kg and m/s2 are equivalent.
37
Motion in a circle
A body moving in a circular (curved) path is accelerating even when its speed remains
unchanged. This is because its velocity changes since the direction changes. As
acceleration is the rate of change of velocity, the body is accelerating. The acceleration is
due to a force called centripetal force. The centripetal force acts towards the centre of
the curvature and hence, the acceleration is directed towards the centre of the
curvature as well. However, the instantaneous8 velocity of the body is directed
tangential to the curvature.
Illustration: consider a boy swinging a stone by a string over his head in a clockwise
direction as shown below.
NB. The direction of the instantaneous velocity makes an angle of 90o with direction
of the centripetal force (and that of the acceleration).
The boy applies the centripetal force that keeps the stone in orbit. This is how the
gravitational pull of the sun keeps the planets including the earth in elliptical orbits
around it.
Newton’s third law of motion
As the boy in the example above swings the string he will feel a tension on the string as if
the stone is being pulled radially outwards away from him. This is because there is
another force directed radially outwards from the centre of the curvature. This force is
called centrifugal force. The centrifugal force is equal in magnitude but directed
opposite to the centripetal force. The complete diagram of the forces that act in the
situation of the boy swinging the stone above is given below.
8
We talk of instantaneous velocity because the direction of velocity changes every instance as the body
moves in the curve
38
Although the centripetal and centrifugal forces are equal in magnitude and opposite in
direction they do NOT cancel each other out and give a net force of zero (and hence zero
acceleration). This is because they act on different bodies. The Centripetal force acts on
the stone while the Centrifugal force acts on the boy.
All forces act in pairs in this way. This is Newton’s 3rd law of motion and it states that:
For every force acting at a point, there is an equal but oppositely directed force acting at
that very same point. (Newton’s 3rd law of motion)
Summary of Newton’s laws of motion
At this point we will write the three Newton’s laws of motion in sequence
Newton's First law. ’(law of Inertia)
A body will continue in its state of rest or uniform motion unless a force acts on it.
Newton's Second law. ’(law of momentum)
The rate of change of momentum of a body is directly proportional to the force that acts
on the body and is in the same direction as the force. (Newton’s 2nd law of motion)
Newton's Third law. ’(law of action and reaction)
For every force acting at a point, there is an equal but oppositely directed force acting at
that very same point.
39
Turning effects of forces (Moments)
When a force is applied to a pivoted body it makes it to turn. The turning effect of a
force is called its moment. The moment (turning effect) of a force is large when
the force applied is large
the perpendicular distance of the pivot from the line of action of the force is
large
Examples
1. it is easy to unscrew a nut with a long spanner than with a short one
2. a door is more easily closed when one pushes furthest from the hinges.
Levers: A lever is a simple machine where a small effort is applied at a long distance
from the pivot to move a heavy weight attached to at a short distance from the pivot. The
moment produced by the small load will be large enough to overcome the one caused by
the load.
Every day examples of levers include; spanner, wheel barrow and digging fork.
Exercise: State five examples of levers other than the ones listed above
Moment of a force: by definition
The moment of a force is the product of the force and the perpendicular distance of
the pivot from the line of action of force.
MOMENTS
A force can produce an effect on motion of a body besides change in size and shape. However, a force can
produce effects not only on motion, size and shape of a body, but may make a body to turn.
The turning effect of a force depends on the value of the force and how far away is the line of application
from the pivot or turning point/fulcrum. For example;
a) A see-saw turns to the side where the Earth’s pull is greater.
b) A beam balance turns to the side where the weight of the masses is greater. However, if the mass
weights are equal, the beam balance will be in a state of equilibrium or in a state of balance.
c) A spanner turns due to the force applied at its free end.
d) It is easier to loosen or tighten a nut with a long spanner than a short one.
e) The handle of the door is placed far from the hinges so that a small effort is applied to open or
close it.
40
Mathematically expressed as
moment of force about a po int force distance from pivot to line of action of the force
Moment F d
Since force is measured in newtons (N) and distance in metres (m), the moment is therefore measure in
newton metre (Nm).
The direction of a moment is given in terms of whether the force turns the system in the clock or against the
clock direction. Thus moment are described as clockwise or anticlockwise direction.
Example:
The principle of Moments
The figure below can be used to investigate the principle of moments. It consists of bar of negligible
weight supported at its centre O.
Forces can be applied to the bar on either side of the pivot by hanging standard masses from different
points.
The positions of the forces are then adjusted such that the bar is in state of balance or equilibrium. constant
The distances are accurately measured using a suitable measuring ruler.
The forces applied is equal to the weight of the standard masses and can be calculated using the
expression,
Weight ,W mass, m (in kg) gravitational field constant,g
W mg
Using the measurements shown above the moments are then calculated as;
Moment Force dis tan ce from pivot
Anti clockwise moment about O F1 d1
0.6 N 0.5 m
0.3 Nm
41
Clockwise moment about O F2 d 2
1.0 N 0.3 m
0.3 Nm
Conclusion: The example above illustrates that anticlockwise moment about O is equal to the clockwise
moment about O. The anticlockwise turning balances the clockwise turning.
Note: The Upward force has no moment about O because it acts at the pivot (i.e its distance from the pivot
is 0m)
The situation in the figure below is a little complicated, but once again the positions of the forces are such
that the bar balances.
total anti clockwise moment about O 20 N 0.3 m
6.0 Nm
total clockwise moment about O 40 N 0.1 m 5 N 0.4 m
4.0 Nm 2.0 Nm
6.0 Nm
Note: the distance of 5 N force from the pivot is 0.1 m + 0.3 m = 0.4 m
This shows that it is true that the resultant anticlockwise moment is equal to the resultant clockwise
moment. This means when ADDED together, the clockwise moments about O balance the anticlockwise
moments about O.
Both these examples illustrate the principle of moments. This state that;
When an object is in equilibrium, the sum of the anticlockwise moments about any point is equal to
the sum of the clockwise moments about that same point.
If an object/system is in equilibrium not only the moments should balance, the forces acting in one
direction must also balance forces acting in the opposite direction.
From above case: Upward force from the support = 20 N 40 N 5 N 65 N
This means there are two conditions for equilibrium:
1. the principle of moments must apply
2. the sum of forces in one direction must equal the sum of forces in the opposite direction.
Example: The figure below shows a cement bag standing on a plank supported by two trestles. Calculate
the upward forces X and Y exerted by the trestles on the plank. Ignore the effect of the weight of the plank.
42
The system is in equilibrium, so the principle of moments apply and can be used. Moment could be taken
from any point, but taking moment about A or B gets rid of the unknowns, X or Y.
Solutions:
Taking moments about A:
clockwise moment 600 N 2 m
1200 Nm
anticlockw ise moment Y 5 m
But; anticlockw ise moment about A clockwise moment about A
Y 5 m 1200 N m
1200 Nm
Y
5m
then Y 240 N
From here, there two methods of finding X. You can take moments about B and proceed as before.
Alternatively, you can use the fact that X and Y must add to equal the downward force of 600 N. That is:
Y X 600 N
X 600 N Y X 600 N 240 N 360 N
Question1:
The bar I the figure below is in equilibrium. Use it to answer the following questions.
a) What is the moment of the following forces about O?
i) 6N
ii) F
b) Calculate F and reaction force Q.
c) Using the force values calculated above, calculate the moment of the following forces about P.
i) F,
ii) Q,
43
iii) 6 N.
d) What is the total clockwise moment about P?
e) What is the total anticlockwise moment about P?
Question 2:
The figure below shows a light plank on two trestles A and B supporting a man and a block of concrete.
Q #3.The figure below shows loads supported by ropes. Ropes X and Y are hanging from a rigid ceiling.
Find the tension in the ropes X
and Y. [5]
44
THE GAS LAWS
When dealing with a fixed mass of gas, there are always three factors to consider: pressure, volume and
temperature.
To study the relationship between the above factors, one is kept constant while the other two are
investigated.
Relationship between P and V (constant T)
i. Squashing the air warms it up. So before taking each reading, you have to wait a few moments for
air to return to its original temperature.
ii. The gauge measures pressure in the reservoir, but this is the same as in the tube because the oil
transmits the pressure.
Results Analysis
i. Results show that the relationship between pressure and volume is an inversely proportional one.
ii. That is, - if volume halves, the pressure doubles etc,
iii. P V has the same value ( i.e. 10 000 in this case),
iv. PV = constant.
v. If P against 1 is plotted we get a straight line
V
The finding can be expressed as a law:
For a fixed mass of gas at constant temperature, the pressure is inversely proportional to the volume.
This is known as Boyle’s law
1
Pα
V
OR if pressure changes from P1 to P2 , volume changes from V1 to V2 so that,
45
P1V1 P2V2
E.g. a 10 cm3 container has an oxygen gas with pressure, 9 pascals. If the volume is reduced to 2 cm 3, how
much pressure does the gas have?
P1 = 9 Pa P2 =?
V1 = 10cm3 V2 = 2cm3
P1V1 = P2V2
P1V1
P2 =
V2
9 * 10
=
2
= 45 Pa
From kinetic theory, molecules are constantly striking and bouncing off the walls of the container. The
force of these impacts causes the pressure. If the volume is halved, as shown below, there are twice as
many molecules in each cubic meter. A gas that exactly obeys Boyle’s law is called an ideal gas. Real
gasses come close to this provided they have a low density, a temperature well above their liquefying point,
and are not full of water vapour. Unless these conditions are met, attractions between molecules affect their
behaviour. An ideal gas has no attractions between its molecules.
Relationship between P and T (const. V)
The apparatus may be arranged as below in order to determine the relationship between pressure and
temperature.
Conclusion
The graph if extended backward cuts through 0 k ( the behaviour of an ideal gas).
P1 P2
PαT OR
T1 T2
o If kelvin temperature doubles, the pressure doubles e.t.c.
46
P
o cons tan t
T
These results are summed up by the pressure law:
For a fixed mass of gas at constant volume, the pressure is directly proportional to the kelvin
temperature.
Relationship between V and T ( P constant)
When dry air is heated and allowed to expand at constant pressure. An increase in the temperature of a
substance results in expansion. By expansion it means the volume increases. This means the volume is
directly proportional to temperature 1e
VolumeV TemperatureT hence
V
constant
T
OR if volume changes from V1 to V 2 , temperature changes from T1 to T2 so that,
V1 V2
T1 T2
and this is kwon as Charle’s law:
For a fixed mass of gas at constant pressure, volume is directly proportional to the kelvin
temperature.
Combined gas equation
The three laws can be combined to give:
PV
cons tan t
T
P1V1 PV
2 2
T1 T2
N.B: This is for a fixed mass of gas, and all variables change.
e.g. Some trapped air, of volume 4 cm3, has a pressure of 3 atm when its temperature is 27c. What will its
pressure be if it is compressed into half the volume and heated to 127c?
P1 = 3 atm P2 = ?
V1 = 4cm3 V2 = V1/2
T1 = (27+273) K T2 = (127+273) K
= 300 K = 400K
P1V1 PV PV T
2 2 > P2 1 1 * 2
T1 T2 T1 V2
47
3 * 4 * 400
=
300 * 2
= 8 atm
Exercise:
1) How does the kinetic theory explain the following?
a) A gas exerts pressure on its container walls.
b) The pressure increases with temperature (assuming that the volume does not change).
2) According to the kinetic theory what is the pressure of an ideal gas at absolute zero? Why?
3) A gas in a fixed container is at a pressure of 4 atm and a temperature of 27 C. What will its pressure be
if it is heated to a temperature of 177C?
Absolute zero and kinetic theory
o According to the kinetic theory, if the temperature of a gas is reduced, the molecules move more
slowly.
o As a result they strike the container walls with less force, so the pressure drops
o Molecules almost stop moving at absolute zero, hence no pressure.
o N.B. because of attractions between their molecules, real gases turn liquid before absolute zero is
reached.
o The volume-temperature and pressure-temperature graphs do not pass through the Celsius
temperature origin (0C). If they are produced backwards they cut the temperature axis at about -
273C. This temperature is called absolute zero because we believe it is the lowest temperature
possible. It is the zero of the absolute or Kelvin scale of temperature.
o Degrees on this scale are called Kelvin and are denoted by K. They are exactly the same size as
Celsius degrees. Since -273C = 0 K, conversions from C to K are made by adding 273. For
example
0C = 273 K
15C = 273+15 = 288 K
Kelvin temperatures are represented by the letter T and if θ stands for Celsius scale temperature then,
in general
T = 273 + θ
GAS LAWS-summary
BOYLE’S LAW
The pressure of a fixed mass of gas is inversely proportional to its volume if
temperature is kept constant.
1
P PV constant
V
This means for a gas changing from an initial state 1 to final state 2 proportionality is maintained such that;
P1V1 P2V2
CHARLES’ LAW
48
The volume of a fixed mass of gas is directly proportional to its absolute temperature
if pressure is kept constant.
V
V T constant
T
This means for a gas changing from an initial state 1 to final state 2 proportionality is maintained such that;
V1 V2
T1 T2
PRESSURE LAW
The pressure of a fixed mass of gas is directly proportional to its absolute temperature
if the volume is kept constant.
P
PT constant
T
This means for a gas changing from an initial state 1 to final state 2 proportionality is maintained such that;
P1 P2
T1 T2
COMBINED GAS LAW
If P, V, and T are all changing the above three equations can be combined to give the combined gas law;
PV PV PV
constant 1 1 2 2
T T1 T2
49
ENERGY
Energy is the ability to do work.
The SI unit of energy is the joule (J). This is similar to SI unit of work done because work done is the
amount of energy changed to other forms.
Work is therefore related to energy as follows
Work done is equal to the energy changed.
Work done = Energy changed.
Kinetic Energy (Ek or K.e.)
The kinetic energy of an object is the energy due to its movement. Any object that is moving has kinetic
energy.
The kinetic energy of an abject of mass m and moving at a velocity v can be calculated from the expression
mass velocity velocity
Kinetic energy (Ek) =
2
mv 2
K .E.( E k )
2
The above expression shows that the kinetic energy of an object is dependent on its mass and velocity as
follows.
1) Two objects of a large mass M and small mass m traveling at the same velocity do not have the same
kinetic energy.
The larger object has the greatest kinetic energy due to its large
mass.
Object B has more kinetic energy than object A.
2) Two objects of the same m traveling at different velocities v1
and v2 (v1>v2) do not have the same kinetic energy.
The object with a greater velocity has the greatest kinetic energy.
Object A has more kinetic energy than object B.
Example1. A sprinter’s mass is 60kg and runs at a constant rate of
10m/s. What is her kinetic energy?
K.e. =
m
mv 2 60kg 10 s
=
2
=3000kgm2/s2=3000J = 3kJ
2 2
Example 2
A ball of mass 0.5kg rolling along a smooth straight path has 100J of kinetic energy. What is the velocity of
the ball?
mv 2
K.e. =
2
2 K.e = mv 2
2 K .e
v2 v= (2 * K .e.) / m = (2 *100kgm2 / s 2 ) / 0.5kg = (400m 2 / s 2 )
m
v =20 m/s
The velocity of the ball is 20m/s.
Example 3
An object of mass 6kg is traveling at a velocity of 5m/s along a smooth straight path.
50
a) What is its kinetic energy?
K.e.=
mv 2
=
6kg 5 m
s
2
=75kgm2/s2=75J
2 2
b) What would be its velocity when the kinetic energy is doubled?
The kinetic energy doubles to become 150J
(2 *150kgm2 / s 2 ) 2 2
v= (2 * K .e.) / m = = 50m / s = 7.1 m/s
6kg
The velocity of the object would be 7.1 metres per second.
Gravitational Potential Energy (G.P.E. or Ep)
The gravitational potential energy of an object is energy possessed by an object that above the
ground. This is the energy due to the force of gravity acting on the object.
Illustration: Ep dependence on mass and height above the ground
The force acting on the object is the gravitational pull (its weight). Since work is equal to the
amount of energy changed or converted, it means that;
Work done to move object from top of building to the ground is equal to the gravitational
potential energy changed.
Work Force Displacement
Work Weight height
work mass gravitatonal field strength height
Hence the expression for calculating the gravitational potential energy of a object of mass m and at
a height h is
Gravitational potential energy (G.P.E.) mass gravitatonal field strength height
G.P.E.( E p ) mgh
The above expression implies that the gravitational potential energy of an object is directly
proportional to mass of an object and the height the object is above the ground.
This means
a) A large object of mass M and a small one of mass m held at the same height above the ground
have unequal G.P.E. depending on their masses. The larger object has more gravitational potential
energy than the smaller one.
Illustration: G.P.E is directly proportional to mass (G.P.E. α m)
51
The 10kg object has more g.p.e. than the 5kg object because
Mgh mgh(10kg gh 5kg gh)
b) Two identical objects of the same m held at the different heights above the ground have unequal
g.p.e. depending on their heights. The higher object has more gravitational potential energy than
the lower one (g.p.e. increases as the height increases)
Illustration: G.P.E is directly proportional to height (G.P.E. α h)
The rugby ball at position A has more gravitational potential energy than that at position B
because it is higher.
Example1. A 5g orange fruit falls from a tree at a height of 12m. How much gravitational
potential energy does it possess at the highest position?
Gravitational potential energy (G.P.E.) mass gravitatonal field strength height
N
G.P.E 0.005kg 10 12m. 6 Nm 6 J
kg
The gravitational potential energy of the orange is 6J.
Example2.
The gravitational potential energy of a 60kg boy on a tree branch is 12 kJ. How high is the tree branch from
the ground?
Gravitational potential energy (G.P.E.) mass gravitatonal field strength height
Gravitational potential energy (G.P.E.) 12000 Nm
height 20m
N
mass gravitatonal field strength 60kg 10
kg
The tree branch is 20m above the ground.
52
Energy can exist in many forms as indicated in the table below.
Form of energy sources Examples energy conversions
Gravitational potential Object lifted above the Water in a high Sun’s heat raised the
energy ground does work when reservouir water
it falls
Elastic potential energy Material is under strain Catapult , stretched Sun to food to muscles
and does work when bow, wound-up spring of a person
released
Chemical potential Energy stored in Coal, wood, food, Sun to plant to fossil
energy chemical bonds. It is petrol, and other fuels fuels
released in chemical
reactions. eg thermal
power plant.
Energy stored in nuclei Nuclear power station,
of atoms. It is released in nuclear bombs-the
nuclear reactions. During binding energy of
fission (breaking of large original material is more
Nuclear energy nuclei e.g. U238 to than that of the Nucleus of an atom
smaller ones) and Fusion products, so heat energy
(small nuclei e.g. is released- can create
deuterium and tritium convectional currents
combine to form large that can drive turbines
nuclei) to produce electricity
Moving objects have
energy and can do work Falling water, wind
Kinetic energy in collisions. turning turbines in
k.e. possessed by power stations to Sun produces rain, wind
moving air from high generate electricity
pressure regions to low
pressure regions used by
wind mills)
Electrical energy A flow of electrons can Electric appliances, fan, Sun to fuels to
do work kettle, heater, electric generators
motor
Molecules have more Steam turn turbines in a Sun to plant to fuels
Heat or thermal energy energy when heated and generator
can do work.
Electromagnetic waves Light, radiant heat, radio Sun, radio transmitter,
Wave energy and Solar carry packets of energy waves atomic nuclei microwave oven
which can do work as (radioactive)
the waves travel.
The kinetic energy of Moving water waves Ocean, tide generator
Tidal energy tides (moving water) can can drive turbines to
do work. produce electricity
Molten rock (magma)-
Geothermal energy Earth’s crust has hot its heat can be used to
molten rock (magma) produce steam to turn Earth’s crust, sun
turbines for generating
electricity
53
EINSTEIN’S Mass-Energy Equation
When a radioactive nucleus decays, a large amount of energy E is released. At the same time, a small
amount of mass, m is lost.
The amount of energy released is given by the Einstein’s mass-Energy equation of form;
Energy mass ( speedoflig ht ) 2
m
E mc 2 where c speed of light 3 108
s
and m is lost mass, kg
Calculate the amount of energy released when 1g matter is lost during a radioactive of U238.
2
8 m
E mc 2 0.001kg 3 10 s 9.0 10 J
13
Energy Conservation Principle
The principle of conservation of energy states that energy cannot be created or destroyed.
It can only change from one form to the other. This occurs through energy conversions.
In the following diagram assume that the slope is friction compensated (no friction), and that the heat and
sound energy are negligible and the ball rolls from rest.
Illustration: Conservation of energy
At point A
The total energy of the ball is due to its gravitational potential energy
only before it starts rolling down the slope.
Etot E p Ek but Ek 0 and E p mgh
Etot mgh =total initial energy (potential)
At point B
E p mg(h x)
mv 2
Ek and v u 2as , a g , s x and u 0
2 2
2
m 2 gx
v 2 0 2 gx 2 gx ,hence Ek mgx
2
Etot E p Ek mgh mgx mgx
= mgh = total initial energy (potential)
At point C (on the ground)
mv 2
E p 0 ; Ek and v u 2as , a g , s h and u 0 v 0 2 gh 2 gh
2 2 2
2
m 2 gh
Ek mgh ; Etot E p Ek = 0 mgh
2
= mgh = total initial potential energy of the ball
At every point during the flight of the ball its total energy is equal to the initial energy it had hence energy
is conserved.
54
Energy Conservation Principle
The principle of conservation of energy states that energy can not be created or destroyed.
It can only change from one form to the other. This occurs through energy conversions.
Energy Conversion
Energy can be converted from one form to another. There are many devices which change energy from one
form to another.
Example1.
In green plants light energy from the sun is changed (converted) to chemical potential energy in the bonds
of starch molecules during photosynthesis. The energy is converted to heat or kinetic energy by the process
of respiration in living organisms. Energy changes can be shown in a flow chart or by linking the different
energy forms by an arrow.
The arrow shows the direction of change of energy.
Example 2.
Write all the energy changes in the electric filament when the switch is closed.
Considering the use of the light bulb (produce light) the main energy changes are electrical to heat while
more of the energy is lost as heat.
Example 3. What are the main energy changes when an electric heater is used to warm the room?
Example3. The flow chart below shows energy changes for a petrol operated generator producing
electricity for a stove.
Ex4.A builder lifts 8 bricks 2 m high in 5 seconds. The mass of one brick is 1.5 kg. (g =10N/kg)
a) What is the energy gained by the bricks?
b) How much of this energy is gained by the bricks?
c) How much kinetic energy do the bricks loose?
What are the main energy changes in the following?
1. moving car, battery, battery operated radio, electrical bulb, coal fire, hydroelectric power plant
2. thermal power plant, rain drop, sun, electric fire, nuclear power plant, microphone, solar cell
3. solar panel, electric motor, a.c. generator
55
Energy sources in Botswana
In Botswana the main sources of energy are firewood, coal, petroleum products and solar energy.
1. Firewood
Most people, especially in rural areas use wood from the forests as a fuel.
Socio-economic impact
Wood is often free of charge or relatively cheap to buy. As the population of a village increases the forest is
pushed farther and farther back. The forest is denuded, people have to travel farther to get firewood and it
becomes more expensive.
The Environmental impact
Loss of the forest leads to erosion of the soil and to climate change. The burning produces carbon dioxide
which contributes to the greenhouse effect. At the same time, the trees that should be using up carbon
dioxide are not being replaced. On a world-wide scale millions of hectares of forest are destroyed every
year without being replaced.
2.Coal
In Botswana coal is mined at Morupule. It is burnt to produce electricity at Morupule generating station. It
is also sold in bags for use as a domestic fuel.
Socio-economic impact
Coal is sold at fairly low prices to enable people to have a fuel without cutting down trees.
Environmental impact
Burning of coal releases sulphur dioxide into the atmosphere.This causes pollution in the form of acid rain.
Coal burning also releases carbon dioxide which acts as a 'greenhouse' gas. Many
of the great industrial areas of the world burn coal as their main source of energy. Acid rain is a major
problem in those countries.
3. Petroleum products
Petrol, diesel, paraffin and propane/butane gas are all extracted from crude oil. They are used to drive
trains, buses, cars, generators and factory machines.
Socio-economic impact
Botswana imports all its petroleum products. They are convenient to use but are expensive and use up
much of the country's reserves of foreign exchange. World-wide, a few oil-producing states have enormous
effects on the world economy by being able to control prices and production. As these fossil fuels get used
up they become more scarce and more expensive. They are non-renewable sources of energy.
Environmental impact
Burning petroleum products causes air pollution with carbon monoxide, sulphur dioxide and oxides of
nitrogen. The motor car is the biggest contributor to air pollution.
4. Solar energy
The sun gives out huge amounts of heat and light in electromagnetic waves. In Botswana, solar energy is
used to heat water and to produce electricity. Solar water panels consist of blackened pipes on a black
background which absorb radiant heat from the sun and transfer it to water in the pipes. Solar electric
panels made of silicon converts light energy from the sun into electrical energy. The electrical energy is
used to charge a battery which is used to produce heat, light, movement, sound, etc.
Socio-economic impact
Installing solar equipment can be expensive. However, over the long term, a lot of money can be saved
because the energy is free. Botswana is more fortunate than many countries because of the high levels of
sunshine we get. Solar electricity is suitable for low-powered devices.
Environmental impact: If used on a large scale, solar energy can reduce destruction of forests, reduce
dependence on fossil fuels, reduce air pollution and reduce emission of greenhouse gases.
56
Exercises
Ex1.A girl of weight 300N runs along an inclined plane as she climbs some stairs as shown.
How much power does a girl develop if she climbs the stairs in 10 seconds?
Ex2.A builder lifts 8 bricks 2 m high in 5 seconds. The mass of one brick is 1.5 kg. (g =10N/kg)
d) What is the energy gained by the bricks?
e) How much of this energy is gained by the bricks?
f) How much kinetic energy do the bricks loose?
g) At what rate is the man working?
Ex3. A stone is thrown vertically upward with a velocity of 8m/s.
(i) What is the maximum height reached?
(ii) Write the main energy changes that occur from the thrower until it reach the hand
again.
Ex4. Because of air resistance and friction, a forward force of 2500N is needed to keep a car traveling at a
steady speed of 20m/s. What power must be provided?
Ex5. Draw a simple pendulum and show where it has only
(i) Ep
(ii) Ekmaximum
WORK DONE
Work done is when a force (F) moves its point of application through distance (d)in the direction of the
force.
Work done gives amount of energy converted/transformed/changed from form to other from(s).
Work done can be calculated from the expression
Work done Force distance moved in direction of force
W F d orW F s ................................................................(1)
Since force is measured in newtons and distance or displacement in metres this means the units for work
done is newton metre (N.m)
Bcause work done gives the amount of energy changed it follows that:
newton metre joule 1Nm 1J
From equation (1) above it is also true that
57
m
W F d ma d Nm kg m
s2
m2 m2
Nm J kg kg is another unit of work done
s2 s2
POWER
Power is the rate at which work is done.
OR
Power is the rate at which one form of energy is converted to another from.
(or Power is rate of energy conversion)
The word rate indicates the time in which the work is done.
Power can therefore be calculated using the expressions below;
Work done W
POWER P
Time taken t
Energy Changed Or P E
POWER t
Time taken
The SI unit of power is the watt (W). Since Work done or energy are measured in joules and time in
seconds, a watt is equal to a joule per second.
1 joule ( J )
1watt (W )
sec ond ( s)
Example1. A weight lifter lifts 600N weights through a distance of 1.5 m in 3 seconds. What is the power
of the weight lifter?
Work done
POWER
Time taken
Work done Force dis tan ce 600 N 1.5m
600 N 1.5m Nm J
Therefore; POWER = 300 = 300 = 300watts
3s s s
The weight lifter has a power of 300 watts. This means the weight lifter converts 300joules of energy in a
second.
58
Example2.A girl of weight 300N runs along an inclined plane as she
climbs some stairs as shown.
How much power does a girl develop if she climbs the stairs in 10
seconds?
The girl has to apply a force equal to her weight (300N) but in the
upward direction. The distance she has to carry her weight is the
vertical height (30m) not the sloping distance.
Work done
POWER
Time taken
Work done Force dis tan ce 300 N 30m
300 N 30m J
Therefore ; POWER = 900 = 900watts
10s s
The girl develops a power of 900 watts.
Example3.A builder lifts 8 bricks 2 m high in 5 seconds. The mass of one brick is 1.5 kg. (g =10N/kg)
a) What is the energy gained by the bricks?
Ans. gravitational potential energy.
b) How much of this energy is gained by the bricks?
G.P.E. mgh = work done
N
= 8 1.5kg 10 2m =240Nm=240J
kg
ans. The bricks gain 240joules of gravitational potential energy.
c) How much kinetic energy do the bricks loose?
From energy conservation principle considering only the main energy changes,
Kinetic energy lost = gravitational potential energy gained
Ans. the kinetic energy lost is 240joules.
d) calcualtae the velocity of the bri
e) At what rate is the man working?
Work done
POWER
Time taken
240 J 48 J
= = = 48 watts.
5s s
Ans. His power (rate of working) is 48 watts.
59
Example2.A girl of weight 300N runs along an inclined plane as she
climbs some stairs as shown.
How much power does a girl develop if she climbs the stairs in 10
seconds?
The girl has to apply a force equal to her weight (300N) but in the
upward direction. The distance she has to carry her weight is the
vertical height (30m) not the sloping distance.
Work done
POWER
Time taken
Work done Force dis tan ce 300 N 30m
300 N 30m J
Therefore ; POWER = 900 = 900watts
10s s
The girl develops a power of 900 watts.
Example3.A stack of 8 bricks fall through a vertical height of 2 m in 5 seconds. The mass of one brick is
1.5 kg. (g =10N/kg)
a) What is the energy possessed by the bricks before they fall?
Ans. gravitational potential energy.
b) Calculate the energy named in a)?
G.P.E. mgh = work done
N
= 8 1.5kg 10 2m =240Nm=240J
kg
ans. The bricks gain 240 joules of gravitational potential energy.
c) State the main energy changes that occur as the bricks fall.
From energy conservation principle considering only the main energy changes,
Kinetic energy lost = gravitational potential energy gained
d) calculate the velocity of the bricks just before impact.
k.e gain = g.p.e loss
1 2
mv mgh
2
v 2 gh 2 10 2 40 6.32455......
v 6.3m / s
e) Find the rate of energy change of the bricks ?
Work done
POWER
Time taken
240 J 48 J
= = = 48 watts.
5s s
Ans. His power (rate of working) is 48 watts.
60
EFFICIENCY
61
PRESSURE
Pressure is a measure of how force acting on an object is
spread out over its surface.
Pressure is the amount of normal force acting on a unit area
of surface.
Normal force is one that acts at right angles to the surface.
The SI unit of pressure is the pascal (Pa).
The pascal is equivalent to a force of 1 Newton acting on a unit area.
1Pa = 1 N/m2
The expressions for calculating pressure is
Pressure = Normal force / Area
Or
force( F ) F
pressure( P) P
area( A) A
The greater the area over which a force acts the lesser the pressure since the force is spread over the large
area. This explains why a tractor with wide tyres can move over soft muddy soil without sinking.
The pressure is large when the area is small hence a nail, knife has sharp end or edge to make it easy to
penetrate and cut.
Example 1
Calculate the maximum and minimum pressure for a rectangular crate of sides 5 m, 2m and 10 m and mass
90kg.
Maximum pressure is when the crate is upright or vertical position ie minimum area.
Pmax = Force / Amin
The force acting on the base of the crate is its weight w = mg.
Force = w = mg = 90 kg * 10 N /kg
= 900N
Amin = Length * Width
= 5m*2m
=10m2
Pmax = Force / Amin
=900N/10m2
=90N/m2 = 90Pa
Minimum pressure is when the crate is horizontal position ie maximum area.
Pmin = Force / Amax
Amax = Length * Width =10m*5m=50m2
Pmin = 900N / 50m2
=18N/m2 = 18Pa
The ratio of Pmax to Pmin is 90Pa/18Pa = 5.
Hence pressure is reduced by a fifth when the crate is supported on the face with maximum area.
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Conclusion: Increase in area reduces pressure.
Example 2
A 600kg cylindrical solid tank of radius 70 cm rest on the ground. Find the pressure it exerts on
the ground.
The force the tank exert is equal to its weight (W=mg).
The area in contact is the area of cross section ie area of circle with radius 0.70m. (A=‚πr2). Thus
Pressure = Weight / Area of circle.
= (600 kg*10N/kg)/(22)/7*0.7m*0.7m
=3896.1Nm2
=3896.1Pa
Exercises
An Eskimo stands on snow wearing snow shoes. The mass of the Eskimo is 60kg and the snow shoes have
a total area of 0.5m2 in contact with the snow.
What pressure does the e Eskimo exert on ice?
PRESSURE IN LIQUIDS
A liquid exerts pressure just like a solid.
Factors Affecting liquid pressure
a) Density (ρ) of the liquid.
b) Depth of the liquid.
Illustration: Pressure depends on depth of a liquid
The diagram below shows water in a tank with stoppers in three outlets.
When the stoppers are removed at the same time it
is observed that water from the bottom hole (outlet)
has the longest range.
This is so because the height (depth) of water
increases downward and this increases pressure as
well (i.e. pressure at point c is greater than at b and
at a). This pushes water faster and furthest at the
bottom hole.
Conclusion: The pressure in a liquid increases with
vertical depth below the surface.
Liquid pressure and shape of container
When a container that is made of tubes of different shapes is filled with a liquid and the liquid let to
settle, it is found that the level of the liquid in all the tubes is the same. This is because there is the
same vertical height of the liquid above irrespective of the shape. Liquid flows from one tube to the
other when there is pressure difference until pressure is the same in all the tubes. Liquid finds its own
height in a container depending on the pressure.
Illustration: Pressure does not depend on shape of container
Pressure at points a, b, c is the same and pressure at
points d, e and f is the same as well.
Pressure at points a, b, c isles than pressure at points d,
e and f because the vertical height downward at points
a, b, and c is less than at points d, e and f.
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Direction of fluid pressure
Illustration: Direction of fluid pressure
When the piston is pushed it is found that the liquid shoots out from all
the holes at the same rate. This shows that pressure is the same in all
directions in a fluid (in this case a liquid).
The liquid exert a force on the surface below due to its weight which
depends on its density (ρ). This force is the weight of the liquid
What then affects and does not affect liquid pressure?
Pressure depends on Pressure does not depend on
height (h) of the liquid above shape of the container
density(ρ) of the liquid which is a constant direction: it is equal in all directions
CALCULATION OF LIQUID PRESSURE
Consider a cuboid holding a liquid of density ρ in kg m-3, base area A in m2 and height h in m as shown
below.
Standing on this area is a vertical column of liquid of
volume Ah in m3. The mass of the liquid column
volume density is given by
Area height density Ah in kg.
The weight in newton is equal to the force the liquid
column exert on the area below given by mg , hence the
force in nwton on area is Ahg
Therefore
N Force Agh
pressure( 2
) gh
m Area A
or
Force Agh
pressure( pascal ) gh
Area A
Hence the formula for calculating pressure of a liquid is given by
Liquid pressure density gravitational field strength height P gh
Example1. The base of a rectangular vessel measures 10cm 8cm . Water is poured into it to a depth of
4cm.Density of water is 1000kgm-3.
a) What is the pressure on the base?
P gh
kg N N
1000 3
10 0.04m 400 2 or 400 Pa
m kg m
The pressure on the base is 400 Pa
b) What is the force (thrust) exerted by water on the base?
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Force( F )
Pr essure( P) ’ Area 0.1m 0.18m 0.018m
2
Area ( A)
N
F P A F 400 2 0.018m 2 7.2 N
m
The thrust on the base is 7.2 N
Exercises
1. A television tube has a rectangular end of side 0.4 m by 0.3 m. calculate the thrust exerted by its end
on the atmosphere if the atmospheric pressure is 1.01*105 Nm-2.
2. Calculate the pressure exerted at the end of a drawing pin of area 0.1mm 2 if it is pushed with a force
of 20N.
3. The density of mercury is 13.6 gcm-3. A column of mercury in a barometer is 0.75m high. Calculate
the pressure at the base of the mercury column.
THE PRINCIPLE OF HYDRAULICS
How hydraulic machines do works?
1. Hydraulic machines use liquid pressure to multiply forces
2. Transmit forces from one place to another.
Hydraulic machines work because
Liquids are almost incompressible
Pressure in a liquid act equally in all directions
Pressure changes are transmitted instantaneously through a liquid
Ilustration: Hydraulic jack
In equilibrium (balanced state) the pressure at piston A must be equal to the pressure at piston B.
But;
Effort Effort
Pr essure at pistonA or PA
AreaA AreaA
Load Load
Pr essure at pistonB or PB
AreaB AreaB
for equilibrium
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Effort Load Effort Load Effort AreaB
PA = PB Load
AreaA AreaB AreaA AreaB AreaA
Example
Calculate the load lifted in the diagram above.
In equilibrium the pressure at piston A is equal to
the pressure at piston B.
Since the area of piston B is greater than the area
of piston A, the force on piston B is greater than
force on piston A.
Pressure on piston B = Force on B / Area on piston B ………..1
Pressure on piston A = Force on A / Area on piston A ………2
The equilibrium condition must be applied
Force on B / Area on piston B= Force on A / Area on piston A
Force on B / 0.5m2 = 1N / 0.01m2
Force on B = (0.5m2 *1N )/ 0.01 m2
= 50 N
The load lifted is 50 N.
Note that a small load of 1N lifts a very large Load of 50N. Hence the hydraulic machine is said to be a
force multiplier.
Exercise 1
A hydraulic jack is used to lift a car. It has a pump piston of area 2cm2 and ram piston of 200cm2. The
effort applied is 120N. What force will be applied to the ram piston to lift the car?
Exercise2a)How does the pressure at the load piston compare
with pressure at the effort piston? Explain b) Calculate the
load that can be lifted by the effort.
c)Would the hydraulic work if a gas is used instead?
d)By how much does the effort move in order to lift
the load by 0.2m?
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ATMOSPHERIC PRESSURE
On earth, we are living at the bottom of a sea of air called the atmosphere. Air has weight, owing to its
weight atmosphere exerts a pressure on the surface of the earth. The atmospheric pressure at sea level is
100kPa. This is taken to be normal atmospheric pressure. It is called a bar such that;
1 bar = 1000millibars=760mm of mercury (Hg)
The air pressure at the ground is caused by the weight of the air above it. When moving up for instance in
an air craft or climbing a mountain then there is less air above to compress air below hence the pressures is
lower.
Effects of air pressure
1. Can crashing Experiment
a) All the air is driven out by filling the
can with steam
b) While the steam pressure is inside it
balance the atmospheric pressure (air pressure) outside.
c) When steam condenses so that inside
pressure falls the much greater pressure outside crushes
the can.
2. Sucking up a straw
3. Filling a syringe
4. Rubber Sucker
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5. Magdeburg hemispheres
The air is removed from two large hollow metal
hemispheres fitted together to give an air-tight sphere by
vacuum. The air pressure outside is greater than the
inside pressure and the hemispheres are difficult to
separate as the outer atmospheric pressure presses them
too tightly together.
6. Mercury Barometer
A barometer is an
instrument use to
measure atmospheric
pressure. A common
one uses mercury
because of its high
density which uses less
volume of the
substance.
Conversion of Atmospheric pressure to Pascal
Pressure at X is the same as the atmospheric pressure. Pressure at X
gh , therefore air pressure gh , where h is the height of mercury
column and ρ is density of mercury (13600kgm-3 )
For normal atmospheric pressure the mercury column is 760 mm high or
76cm (0.76m).
What is the atmospheric pressure in pascals?
P gh
kg N N
13600 3
10 0.76m 103360 2
m kg m
103360Pa 103.4kPa
1atm (atmospheric pressure) = 760mm of mercury = 103.4 kPa =1bar = 1000millibars
Exercise
A diver swims in sea at a depth of 6m. The density of water is 1030kgm-3. What is the pressure on her?
Factors affecting the height of Mercury column
a) Change I atmospheric pressure
b) Change in the value of g (eg altitude)
c) Leakage of air into the tube
d) Change of temperature of Hg
Note: Evaporation of mercury from its reservouir does not change the height of mercury column.
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7. U- tube Manometer
A manometer is an instrument used to measure pressure differences or excess pressure. The
manometer consists of a U-tube containing water. When arms are open to atmosphere, the same
atmospheric pressure is exerted on water surface at A and B and these are at the same horizontal level
(fig. a). In order to measure the pressure of the gas
supply, the other side is connected to a gas tap by a
length of rubber tubing (fig. b). When the tab is turned
on, the gas exerts a pressure on the surface B which
results in the level A rising up to C. The pressure at Y is
equal to pressure at X and are at the same horizontal
level.
Pressure of gas = Atmospheric pressure at C + Pressure
due to water column CY.
Px PC gh
Illustration: U-tube manometer
Weather forecast
Pressure is an important measurement in weather predictions. In general a steady rise in pressure is a sign
of good weather and a rapid fall a sign of bad weather.
Pressure on weather maps is given in millibars (mb). Normal atmospheric pressure at sea level is
1000 mb = 1bar= 100 000 Pa = 760 mmHg
ISOBARS
An isobar is a line drawn across a map that joins or links places
of equal pressure. The isobars are often shown at intervals of 4mb
(millibars). These patterns are used to guide prediction of weather
trends and give present situation.
Closely spaced isobars indicate a big pressure difference over a
short distance and suggest strong winds are likely and the
weather is high unstable.
Widely spaced isobars show gradually steady pressure change
and suggest light winds and stable weather.
Illustration: Isobars
Cyclone and Anticyclone
Cyclone (low): This is a region where the atmospheric pressure is lower than the average or normal
pressure. The lowest pressure is at the centre of the system. Cyclones are also called depressions or lows
(see fig above)
Winds blow spiraling inwards towards the low pressure centre.
Anticyclone (high): This is a region where the atmospheric pressure is higher than the average or normal
pressure. The pressure at the centre is higher than pressure in the surroundings. Anticyclone is also called a
high.
Winds blow or circulate round the high pressure centre spiraling outwards. Once an anticyclone has formed
it often does not move for several day and covers a wide area.
Exercise1
a) What is the pattern of lines shown below called?
b) Describe the weather associated with the pattern?
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c) What does region X represent?
d) What is the value of pressure at Y?
e) Change the value of Y to pascals.
f) What is the pressure at Z in pascals?
g) Draw a similar pattern of lines but that shows the opposite of
region X.
Exercice2
The diagram below shows a certain instrument used at the top of
Tsodilo hills.
a) What is the name of the instrument?
b) What is the instrument used for?
c) What is the atmospheric pressure at the top of Tsodilo hills in:
(i) in mm of Hg?
(ii) in pascals?
d) Find the difference in pressure between normal atmospheric pressure and the pressure at top of
Tsodilo in pascals. Explain the cause of this difference.
e) How does pressure at Y compare with pressure at X? Explain.
Exercise3.
The diagram below shows a manometer being used to measure the pressure of gas in the laboratory.
The manometer is filled wit water of density 1030 kgm-3. The gravitational field strength is 10 N/kg.
a) What exerts pressure at C on the surface of the water?
b) What is the pressure of the gas given that normal atmospheric
pressure is 103.4 kPa?
c) Explain how you would find the pressure at Z and deduce an
expression for calculating the pressure at Z.
WEATHER STATION MODEL AND SYMBOLS
a) Weather station model
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71
MAGNETISM
A magnet is a object that attracts certain other materials which are made from magnetic materials.
a. Magnetic material
Magnets only attract strongly certain materials such as iron, steel, nickel, cobalt which
are called ferro-magnetics.
b. Magnetic poles
These are places in a magnet to which magnetic materials are attracted. They are near the
ends of a bar magnet and occur in pairs of equal strength.
Note: There can never be a one pole existing on its own (monopole), if a magnet is cut
into small pieces each piece will have its own South and North pole.
Illustration: Poles of a bar magnet
c. North and South pole
If a magnet is supported so that it can swing in a horizontal plane it comes to rest with
one pole, the north-seeking pole or North (N) pole pointing roughly towards the Earth’s
north pole, a south-seeking pole or South (S) pole pointing towards the Earth’s south
pole. A magnet can therefore be used as a compass.
Illustration: South an d North poles
d. Law of magnetic poles
If the N pole of a magnet is brought near the N pole of a suspended magnet repulsion
occurs i.e. the suspended magnet moves away. The two south poles also repel. By
contrast, N and S poles always attract. The law of magnetic poles summarises these
facts and states that:
Note: A magnetic material is attracted to both South and North poles of a magnet by
inducing an opposite pole on the near end of the magnetic material. This means
attraction can not be used to determine whether an object is a magnet or not. The only
reliable test for a magnet is REPULSION since similar poles would repel each other.
Like poles repel and unlike poles attract
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Magnetic and Non-magnetic materials
A magnetic material is one which can be magnetized and is attracted to magnets. All strongly magnetic
materials contain iron, nickel, or cobalt. For example, steel is mainly iron.
Strongly magnetic metals like these are called ferromagnetics. They are descried as hard or soft depending
on how well they keep their magnetism when magnetized.
Hard magnetic materials such as steel and alloys called Alcomax and Magnadur are difficult to
magnetize but do not readily lose their magnetism. They are used for permanent magnets.
Soft magnetic materials such as iron and Mumetal are relatively easy to magnetize but their magnetism is
temporal. They are used in the cores of electromagnets and transformers because their magnetic effect can
be switched o or off or reversed easily.
Illustration: Hard and soft magnetic material
In the above diagrams it shows that iron is a soft magnetic material while steel is a hard magnetic material.
Non- magnetic materials can not be magnetized unlike magnetic materials. These include metals such as
copper, brass, zinc, tin and aluminium.
MAGNETIC PROPERTIES OF IRON AND STEEL
Procedure:
A strip of iron and a strip of steel of the same dimensions, both initially unmagnetised are placed side by
side in contact with a pole of a magnet as shown below.
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Observations:
Both strips become magnetized by induction, and on dipping their free ends into iron filings it is noticed
that slightly more cling to the iron than steel. If both strips are held firmly in the fingers while the magnet is
removed it is noticed that practically all the iron filings fall from the iron strip while few fall from steel
strip.
Conclusion:
Iron is a soft magnetic material while steel is a hard magnetic material.
INDUCED MAGNETISM
Materials like iron and steel are attracted to a magnet because they themselves become magnetized when a
magnet is nearby. The magnet induces some magnetism in them. The induced pole nearest the magnet is
opposite of the pole of the magnet.
Induced magnetism can be used to from a ‘magnetic chain’ as shown below.
Illustration: Induced magnetism
DOMAIN THEORY OF MAGNETISM
The domain theory of magnetism regards each individual atom or molecule of a magnetic material as a
small magnet with north and south pole, i.e. as a dipole. A close group of atoms (domain) may have the
magnetic axis in the same direction (fig. a). Given that the heads of the arrows represent the north poles,
the net effect of the domain is represented by a single arrow. In an unmagnetism specimen the axes in the
domains lie in closed chains, or pointing in random directions thereby canceling out or giving very small
net magnetism (fig. b). When all the domains are aligned in one direction the specimen is magnetized with
the poles near the end (fig. c).
Illustration: Domain theory of magnetism
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MAGNETIC SATURATION
Not all the dipoles and or domains of a magnetic material can be aligned in one direction. This means there
is a maximum aligned of domains and or dipoles of a magnetic material. When no further alignment of
dipoles is possible the material is said to be magnetically saturated.
Methods of Magnetization
There are two methods of magnetization which are the electrical and stroking methods.
a)Electrical method
The best method of making a magnet is to use the magnetic effect of an
electric current.
Procedure: A steel bar is put inside a solenoid (a cylindrical conducting
coil wound with 500 or more turns of insulated copper wire is connected
in series with a 6 or 12 V electrical battery and switched on as shown
below). A short but very large pulse of electric current through the
solenoid produces a strong magnetic field. This magnetizes the steel bar
by aligning the magnetic dipoles in the iron core.
A rule for poles: The RIGHT- HAND RULE
The polarity of the magnet depends on the direction of flow of the electrical current. This is determined by
the right–hand rule. It states that if the fingers of the right-hand grip the solenoid in the direction of the
current (convectional-flows from positive to negative terminal) the THUMB points to the North pole.
Illustration: The Right-Hand rule
b)Stroking method
Two methods can be used;
i)Single touch: in this method, a (steel) bar is stroked from one end
to end several times in the same direction with one pole of a magnet
Between successive strokes the pole is lifted high above the bar,
otherwise magnetism
already induced in it
will tend to be
weakened.
The disadvantage of
the above method is
that it produces magnets in which one pole is nearer the
end of the bar than the other.
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ii)Divided touch is better than single touch. In this method the (steel) bar is stroked from the centre
outwards with unlike poles of two magnets simultaneously as below.
NB: The polarity produced at that end of the bar (for both
methods) where the stroking finishes is opposite kind to that of
the stroking pole.
DEMAGNETIZATION
Anything which tends to disarrange the parallel magnetic dipoles
in a magnet will reduce its magnetism.
Storing a magnet without keepers will weaken its magnetism over a period of time.
Heating a magnet to a high temperature causes greatly increased vibrations of its atoms which will
totally destroy any magnetization of the material.
Dropping and knocking magnets can disarrange tiny magnetic dipoles.
An alternating current in an electromagnet can be used to demagnetize magnets. The change in
direction of current disorganizes the dipoles and domains.
MAGNETIC FIELDS
The space surrounding a magnet where it produces a magnetic force is called a magnetic field, and
contains something we call magnetic flux.
Magnetic flux is a vector quantity and, like all vectors, has magnitude and direction. It may be represented
by magnetic filed lines.
Direction of Magnetic Filed Lines
The direction of the field at any point should be the direction of the force on a N pole and it can be
determined by;
a) Plotting compass
A plotting compass is a small pivoted magnet in a glass case with non-magnetic metal walls.
Procedure;
Place a bar magnet on a sheet of paper and draw its
outline.
Position the plotting compass near one pole of the
magnet and mark dots A and B at the end of its needle ie n and s poles
Position the plotting copass needle pole originally at A
now at B and mark with another dot (C) the position of the other neddle
pole.
Continue to
plot points in the direction
indicated by the N pole of the compass
needle until reaching the N pole of the
magnet.
Join up the dots to show the magnetic field
lines.
b) Iron filing method
Procedure;
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Place a sheet of paper on top of a bar magnet.
Sprinkle iron filings thinly and evenly onto the paper.
Tap the paper gently.
Observations:
The iron filings should form patterns of the lines of force. Each filing turns in the direction of the field
when the paper is tapped.This method is quick but no use for weak fields.
Typical Field Patterns
a) Single bar magnet
b) Combined magnetic field due to two neighbouring magnets can also be plotted to give patterns
like those shown below.
In figure a, where two like poles are facing each other, the
point X is called neutral point.
At X the field due to one magnet cancels out that due to
other and there are no lines of force.
ELECTROMAGNETS
An electromagnet is a coil of wire wound on a soft iron or Mumetal core.
NB. If an electric current is passed through a wire, a weak magnetic field is produced. The field has three
features:
The magnetic field lines are circular
The field is strongest close to the wire
Increasing the current increases the strength of the field
The direction of the
magnetic field
produced by a
current is given by
RIGHT HAND
GRIP RULE, as on
the figure above.
A current produces
a stronger magnetic
field in a solenoid
than in one straight
wire. The magnetic
field by a current-carrying coil has these features:
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The field is similar to that of a bar magnet, and there are magnetic poles at the ends of the
coil.
Increasing the current increases the strength of magnetic field
Increasing the number of turns on the coil increases the strength of the field
Unlike an ordinary permanent magnet, an electromagnet can be switched on or off. When current flows
through the coil, it produces a magnetic field. This
magnetizes the core, creating a magnetic field about a
thousand times stronger the coil by itself. With an iron or
Mumetal core, the magnetism is only temporary, and is lost
as soon as the current is switched off. Steel would not be
suitable as a core because it would become permanently
magnetized.
USES OF ELECTROMAGNETS
a) The magnetic relay
When the switch S in the input
circuit is closed, a current flows
through the electromagnet. This
pulls the iron armature towards
it, which closes the contacts C.
As a result the current flows
through the motor.
b) The circuit breaker
A circuit breaker is an automatic switch which cuts off the current in a
circuit if this rises above a specified value. It has the same effect as a fuse
but, unlike a fuse, can be reset after it has tripped.
In the type shown here, the current flows through two contacts and also
through an electromagnet. If the current gets too high, the pull of the
electromagnet becomes strong enough to release the iron catch, so the
contacts open and stop the current. Pressing the reset button closes the
contacts again.
c) Electric bell
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An electric bell contains an electromagnet that repeatedly switches itself off and on rapidly, moving the bell
hammer as it does so. The arrangement is called a ‘make or break’ circuit. When you press the switch,
current flows through the electromagnet, which pulls the hammer across so that it strikes the gong. The
movement separates the contacts and switches off the electromagnet. So the hammer springs back, the
contacts close, the electromagnet pulls the hammer across again….. and so on.
USES OF PERMANENT MAGNETS
Loudspeakers
Generators
Ammeter
Electric drill
MAGNETIC SHIELDING
Magnetic materials affect magnetic
field in which it is placed. The lines of
force are drawn towards the magnetic
material as shown below. For diagrams
a) and b) the bar magnet induces
magnetism in the soft iron materials. In
diagram c) the lines of force moves
along the material of the iron ring and
do not pass through the space in the
middle of the ring. A plotting compass
placed in the middle of the ring does not
experience any magnetic effect of the
bar magnet. This effect is called
magnetic shielding.
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Exercises:
Q1. The diagram below shows an electromagnet and I is the convectional current flowing in the circuit.
a) What is the method used to locate the poles of the bar magnet called?
b) Describe the method identified above in (a).
c) Use the method to label the poles resulting in the iron bar.
d) What factors affect the strength of an electromagnet?
Q2. The diagrams below show the direction of magnetic force between two ends of bar magnets.
a) What are the polarities at
(i) a is ----------------------pole
(ii) b is ----------------------pole
b) What is position X called?
c) Describe and explain what would happen when a few iron filings are placed at point X.
d) Complete the field pattern between the poles of bar magnets below by indicating the direction of
the magnetic force.
Q3. The diagram below shows two soft iron nails hanging from the end of a magnet.
a) What is the effect that the magnet has on the nails
called?
b) What are the poles at the free ends the nails?
c) What would happen when another nail is brought in
very close to the free ends of the nails? Explain.
d) What is difference between the magnetic properties of
iron and steel?
e) What is likely to happen between the free ends of the
iron nails in the diagram below?
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f) What are the polarities at
(i) a is ----------------pole
(ii) b is ----------------pole
Q4. The diagram below shows a method of magnetizing a steel bar.
a) On the diagram above
(i) Show the direction of the
current.
(ii) Label the north pole of
magnetized steel bar.
b) Explain how you arrived at your answer to
(a) (ii).
c) State two uses of an electromagnet.
d) What would be the effect of using a soft iron
bar instead of steel bar?
Q5.The diagram below shows a method of magnetization.
a) Name the method.
b) What pole is induced at B?
c) The diagram below shows a bar magnet that is then cut into halves. Label the poles
of the halves and explain how you arrived at the labeling.
Illustration: Magnetic screening by soft iron hollow box
81
Q6. a) What is magnetic shielding and the material used in magnetic shielding?
b) State one application of magnetic shielding.
82
ELECTRICITY
ELECTROSTATIC (STATIC ELECTRICITY)
All matter contain many electrons. When some of them are transferred from the surface of one object to the
surface of another, they produce what is known as static electricity.
Static electricity is transfer of charge (electrons)
STATIC CHARGE
This refers to charge that is not moving. The charge is absorbed in materials that have very few free
electrons.
If a sweater is taken off a crackling sound may be heard and, if in dark, may see sparks. A person
sometimes feels an electric shock after walking across a nylon carpet.
In these examples you have become charged by friction (rubbing). There is a transfer of electrons between
you and your sweater or you and the carpet.
If a material gains electrons it becomes negatively charged.
If electrons are lost the body becomes positively charged.
TYPES OF ELECTRICAL CHARGE
There are types of electrical charges, namely;
a) Negative charge (-) -which is carried by an electron.
b) Positive charge (+) – which is carried by a proton.
The SI unit of charge is the coulomb (C). Coulomb is the quantity of electric charge. The symbol of charge
is Q.
Example
If a polythene is rubbed with a duster it becomes negatively charged (gains electrons), but if an acetate or
perplex rod is rubbed with the same duster it becomes positively charged (looses electrons). Why does this
happen?
Explanation
In an atom negatively charged electrons orbit a small but massive nucleus that contains positively charged
protons and uncharged neutrons. The size of the charge on an electron is equal in size to the charge on a
proton. There are equal number of electrons and protons, so an atom is uncharged (electrically neutral).
Therefore, when polythene is rubbed with a duster, electrons rub off the duster more easily than they rub
off the polythene.
The polythene
therefore gains
electrons and
becomes negatively
charged. The duster
looses electrons and
becomes positively
charged. However
the duster is not a
good insulator and
electrons from the
earth quickly pass
through the hand
that holds it and
neutralise the
positive charge.
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Exercise: Explain how the acetate rod acquires the positive charge and how and why the duster remains
uncharged (neutral). Use diagram b).
N.B.*only electrons can move between rubbed objects.
*rubbing materials together does not make electrical charge. It just separates charges that are already there.
*a negatively charged object has atoms which have more electrons than protons.
*a positively charged object has atoms which have fewer electrons than protons.
Forces between Charges
Procedure:
Rub two polythene rods with a cloth
Balance the two charged polythene rods on pivots.
Bring another charged polythene rod near one polythene rod and a charged perplex rod
near another charged polythene rod.
Observations:
Conclusion: Like charges repel; unlike
charges attract (This statement is
sometimes called the Law of electric
charges)
INDUCED CHARGE (ELECTROSTATIC INDUCTION)
Charges that “appear” on objects because there is a charged object nearby are called induced charges.
Example of Electrostatic InductioN
The example below shows how induced charge may result in attraction.
The diagram on the left shows what happens if a positively charged rod is brought
near a small piece of aluminium foil. Electrons in the foil are pulled towards the rod
which leaves the bottom of the foil with a net positive charge. As a result, the top of
the foil is attracted to the rod, while the bottom is repelled. However, the attraction
is stronger because the attracting charges are closer than the repelling ones.
Exercise: Draw the arrangement of positive and
negative charges in the spherical ball and explain the
observation thus made.
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DETECTION OF CHARGE
Electrostatic charge can be detected using a gold leaf
electroscope as shown below.
If a charged object is placed near the cap, charges are
induced in the electroscope. Those in the gold leaf and metal
plate repel, so the leaf rises.
Illustration: Gold Leaf detecting charge
CONDUCTORS AND INSULATORS
Conductors: are materials that let electrons pass them. Metals are the best electrical conductors. Some of
their electrons are so loosely held to their atoms that they can pass freely between them (metals generally
have a sea of electrons). These free electrons also make metals good thermal conductors. eg silver, gold,
copper , aluminium
Insulators: These are materials that hardly conduct at all. Their electrons are tightly held to atoms and are
not free to move, although they can be transferred through rubbing. Carbon is the only non metal that
conducts electricity in the form graphite.
Charge Distribution on Different-Shaped Conductors
The amount of charge that accumulates at any given point on a surface depends on the curvature at that
point. The greater the curvature i.e. the smaller the radius, the greater the charge concentration at that point.
There is therefore a greater concentration of
charge at the pointed end of a pear-shaped
conductor.
Effects of Discharging of Static Charge
A common example of discharging is the occurrence of lightning.
A tall building is protected by a lightning conductor consisting of a thick copper
strip on the out side of the building connecting metal spikes at the top to a metal
plate in the ground, figure below.
Thunderclouds carry charges and a negatively charged one passing overhead
repels electrons from the spikes to the earth. The points of the spikes are left with a
large positive charge (charge concentrates on sharp points) which removes
electrons from near by air molecules, so charging them positively and causing
them to be repelled from the spike. This effect, called action at points, results in an ‘electric wind’ of
positive air molecules streaming upwards to cancel some of the charge on the clouds. If a flash does occur
it is less violent and the conductor gives it an easy path to ground.
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Electric fields and forces
We have seen that a charged object can affect other objects nearby without touching them. This action at a
distance can be explained by what is called the electric field of the charged object.
An electric charge sets up an electric field in the space surrounding it and an electric force is exerted on any
charged body placed on the field. Electric fields may be represented by electric field lines.
An electric field line is a line drawn in an electric field such that its direction at any point
gives the direction of the electric field at that point.
The direction of an electric field at any point is the direction of the force on a small positive
charge placed at the point.
Such a small (point) positive charge would be repelled by positive charge and be attracted to
negative charge.
Electric field of point positive and negative charges
Interaction of Unlike and Like charges
Attraction repulsion
Unlike charges like charges
Below are two parallel electrodes with unlike charges, the arrows show the direction of the electric field.
When he electric fields line are closer it shows a stronger electric field.
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Exercises
3. Two metal spheres supported by insulating stands are held in
contact to each other and a negatively charged rod placed near sphere B as
shown.
a) Draw the induced charges in both sphere and explain how
this chare distribution results. [5]
b) The spheres are separated by their stands while the
negatively charged rod is in proximity of sphere B. Draw the net charges
in the separate spheres after they are separated.
[4]
4. A positively charged rod is brought near the cap of a gold leaf electroscope as shown below.
On the left side of the diagram above indicate by a diagram the possible observation made and charge
arrangement in the gold leaf. Explain the arrangement in terms of charge movement. [8]
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5. The diagram shows a light uncharged aluminium ball suspended with an
insulating thread. A negatively charged plate is held near the ball.
What happens to the ball?
A It moves towards the plate.
B It moves away from the plate.
C It will swing to and fro next to the plate.
D It does not move.
6. The diagram below shows a negatively charged strip held near a metal rod, EF.
Which statement correctly describes the movement of charge?
A. The positive charge in the charged strip
moves towards E.
B. The positive charge in the metal rod
moves towards E.
C. The negative charge in the metal rod
toward F.
D. The negative charge in the metal rod
moves towards E.
6. An aircraft flies below a negatively charged thunder cloud. Movement of free electrons
causes electrostatic charges to be induced in the aircraft.
a) Show the positions and signs of the induced
charges on the aircraft.
[2]
b) Explain, in terms of the movement of electrons, the
distribution of the charges you have shown. [1]
_______________________________________________
c) What will happen to the induced charges when the aircraft flies away from the
cloud? [1]
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CURRENT ELECTRICITY
Common Circuitry symbols
ELECTRIC CURRENT
Electric current is the rate of flow of charge or electrons.
The electrons move from negative terminal to the positive terminal.
The moving electrons are the loosely held or valence electrons.
The charge that produces attraction and repulsion between charged objects also produce electric currents
when it flows in conductors.
Electric charge can flow continuously only round unbroken conducting paths called closed circuits.
The quantity of electric charge Q is measured in Coulombs (symbol C)
1 C = 1/1.6*10-19 electrons
6*1018 electrons = 1C
The size or ‘strength’ of an electric current, I, is measured in amperes (symbol A).
Relationship between I and Q
Current = Charge / time
OR
I=Q/t
A current of 1 ampere is a flow of charge at a rate of one coulomb per second.
Example
If a charge of 180C flows through a lamp every 2 minutes, what is the electric current in the lamp?
Q = 180C
t = 2 minutes = 2*60s = 120s
using I = Q/t I = 180C/120s = 1.5A
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A battery circulates charge round a circuit for 30s. If the current in the circuit is 5A, what quantity of
charge passes through the battery?
Q= It =5A*30s =5C/s*30s = 150C
Current direction
Some circuit diagrams have arrowheads marked on them. These show the conventional current ( I )
direction: the direction from + to – round the circuit. Electrons actually flow the other way.
Illustration: direction of conventional current
TYPES OF CIRCUITS
There are two types of circuits, namely;
a) Series circuit: A circuit that contains only one path.
b) Parallel circuit: A circuit with more than one path.
Illustration: Series and Parallel Circuits
Current Measurement
Ammeters, as their name suggest, are ‘amp meters’ and measure current in amperes. The ampere (A) is
the SI unit of current. The current may be measured with an ammeter placed in series with other electrical
appliances. An ammeter has a low resistance, so that it introduces as little resistance as possible in a circuit.
Rem: the symbol for ammeter is
An ammeter has both negative and positive terminals and should be connected in series with other
electrical components observing polarity. There are ammeters with different ranges as illustrated below.
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Measurement of Current in Series Circuit
Connect the circuit as shown below. Measure current at different positions (1, 2, 3, etc).
Results : Typical results
Position Current (A)
Hence ; A= A1=A2=A3
Conclusion: Current is the same at every point in a series circuit.
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Measurement of Current in Parallel Circuit
Connect the circuit as shown in the figure and measure current in the respective paths and compare them.
Electromotive force (e.m.f)
In a cell or battery (or other sources of electrical energy) chemical changes take place which produce
energy needed to drive charge round the circuit.
The electromotive force is defined as the total energy expended (work done) per coulomb of electricity
when charge is driven form negative terminal to positive terminal inside the cell. Work is done against
electric field which is directed from positive terminal to negative terminal.
e.m.f is measured in volts, e.m.f is normally denoted with E.
E is always greater than V unless no charge flows on the circuit, when E = V.
There is a step of energy from the negative to the positive terminal which is obtained from the chemical
reaction in the cell. This step-up of energy puts the positive terminal at a high potential difference to drive
the charge round the circuit.
The energy per coulomb required to drive the charge from positive to the negative terminal in the external
circuit is the potential difference (p.d).
Potential difference (p.d)
In electric potential, work is done against electric field when charge is moved from a lower potential level
to a higher potential level. The difference between the two levels is known as the potential difference
(p.d) or voltage, and is measured in volts (V).
If one joule of work is done in moving one coulomb of charge between two points, then the p.d between the
two points is one volt.
OR
The p.d between two points in a circuit is one volt if one joule of electrical energy is transferred to other
forms of energy when one coulomb passes from one point to other.
i.e.
Volt = Joule/ Coulomb
In symbols
V = W/Q {energy per unit charge}
It follows from the definition that, if 2C of charge is moved between two points, 2J work is done.
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V = W/Q but Q = It
Substituting Q, we get;
V = W/t *1/I
Therefore p.d may also be defined as the rate of dissipation of energy per
unit current .
OR
W = V*I*t
Voltages round circuits
a) Series
The voltage at terminals of a battery equals the sum of the voltages across the devices in the external
circuit from one battery terminal to the other.
V = V1 + V 2 + V 3
b) Parallel
The voltages across devices in parallel in a circuit are equal.
V = V 1 = V2
C) Cells in series
V = V1 + V 2 + V 3
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Greater voltages are obtained by connecting cells in series.
d) cells in parallel
If two 1.5V cells are connected in parallel as above, the voltage at terminals P,Q
is still 1.5 V but the arrangement behaves like a large cell and will last longer.
Voltmeters
A voltmeter is used to measure the p.d between two points in a circuit, so
obviously it should be placed in parallel (or across) with whatever is between the
two points. Including the voltmeter in a circuit must not alter the p.d it is
supposed to measure.
Voltmeters like ammeters have polarity, i.e. + (red) of the voltmeter is connected to the + of the power
source, similarly – (black) of the voltmeter to the – of the power source.
Rule: a voltmeter should have a very large resistance and be
connected in parallel.
Reading voltmeters
Voltmeters have different ranges and scales depending on the amount of voltage it is intended to be
measured.
i.e.
Resistance
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Electrons move more easily through some conductors than others when p.d is applied. The opposition of a
conductor to current is called resistance. A good conductor has low resistance and a poor conductor has
high resistance.
The resistance is where the electrons give up the p.d they carry from the battery (power source). E.g. the
resistance of a lamp causes the electrical energy to change to other forms, such as heat and light. If a lamp
filament had no resistance, no energy change could occur in it and it would not light up.
Experiment
Title: Investigation of Ohm’s law, by measuring resistance using ammeter and voltmeter.
Apparatus:
ammeter
voltmeter
rheostat
fixed resister
connecting wires
battery
Procedure:
Arrange apparatus as shown below.
After closing the switch, adjust the rheostat (variable resistor) until a suitable current, I, is
recorded on the ammeter.
Record both this reading and the readings of I and V. suitable values of I are 0.2, 0.4, 0.6, 0.8 and
1.0 A.
Tabulate the results in a table and calculate the value V/I.
Plot a graph of V against I
Draw a conclusion
Results and analysis
Voltage (V) /V Current I /A V/I = R (Ω)
0.2
0.4
0.6
0.8
1.0
Graph of V us I
Gradient = V / I which is the resistance.
Note: Ohm’s law is R = V/ I.
The three quantities are related as shown in the triangle
below.
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The ohm is the resistance of a conductor through which the current is 1 A flow when the p.d. between the
ends is 1 volt.
Examples
1. If a current of 4A flows through a car headlamp when it is connected to 12V car battery, providing
a voltage of 12V across the lamp, what is its resistance?
Solution:
4 A, V 12V
12V
R V 3
I 4A
2. What voltage would be needed to drive a current of 0.2A through a torch lamp of resistance 22.5
?
Solution:
R 22.5, I 0.2 A
V I R 0.2 A 22.5 4.5V
3. What is the resistance of the resistor?
1.5V
R V 0.3
I 5A
Factors Affecting the Resistance of a Conductor (Wire)
The resistance of a conductor depends on three two factors or properties:
a) its dimensions (length and cross section area)
b) the type of material or nature of substance
c) temperature
Experiments have shown that the resistance of a wire of a given material is
(i) directly proportional to the length ie. R .
It therefore follows that a long wire should have more resistance than a short wire of the same
material.
(ii) Inversely proportional to its cross-section area A, ie R 1A.
This means that a thick wire has low resistance while a thin wire has high resistance of the same
material.
Combining (i) and (ii) gives
where: R is the resistance (in )
(in m ) is a constant , called the resistivity of a material.
A is cross sectional area (in m2)
96
is ht length of material (in m)
Resistors in series
,
Resistors shwon are in series, the same
current I flows through each and the
total voltage V across all three equals
the separate voltages across them, i.e.
V = V1 + V2 + V3 ………..1
But VI = IR1, V2 = IR2, V3 = IR3
………….2
Substituting equation 2 in 1, we get:
V = IR1 + IR2 + IR3, since R is the combined resistance we can write,
IR = IR1 + IR2 + IR3
Dividing by I through out we get:
R = R 1 + R2 + R3
Resistors in parallel
In general the effective resistance of resistors in parallel is given by;
1 1 1 1
.......
R R1 R2 RN
where N represent the number of resistors or the Nth resistor.
Internal Resistance
Rem: Work is done against electric field which inside the cell to drive charge from negative to positive
terminal. There is therefore some internal resistance r of the electrolyte within the cell.
Illustration: Internal resistance, r
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Exercise
The diagram below shows the structure of a mains light bulb.
a) What effect of electricity is used during by the light bulb in
operation?
b) Write the main energy changes in the bulb?
c) What is the purpose of using a coiled wire filament?
COLOUR CODED RESISTORS
Practical resistors have colour codes representing their values. The
first three colours give the 1st digit, 2nddigit and the3rd number of
zeros, the fourth one if available give tolerance and normally: silver =
10%, gold = 5%, red = 2% and brown = 1%.
Summary on colour codes fro resistors
colour 1st band =1st digit 2nd band = 2nd digit 3rd band = zeros
black 0 0 none
brown 1 1 one
red 2 2 two
orange 3 3 three
yellow 4 4 four
green 5 5 five
blue 6 6 six
violet 7 7 seven
grey 8 8 eight
white 9 9 nine
Example: What is the value of a resistor colour coded violet green orange gold?
violet green orange gold
7 5 000 5%
The value of the resistor is 750005%
Exercise:
a) What is the value of resistor colour coded grey white white silver ?
b) Give the colour code of a 24 M 10% resistor.
I / V Graphs: Ohm’s law
a) Metallic conductors (Ohmic conductors)
Metals and some alloys give I-V graphs which are a straight line through the origin, so long as temperature
is constant. I is directly proportional to V i.e. I α V. Doubling V doubles I, etc. Such conductors obey
Ohm’s law, stated as follows;
The current through a metallic conductor is directly proportional to the voltage
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across its ends if the temperature and other conditions are constant.
They are called Ohmic or Linear conductor and since I V , it follows that V a constant. The
I
resistance of an Ohmic conductor therefore does not change when voltage does.
b) Non-Ohmic conductors
Non-Ohmic materials have a non-linear I V relationship’. One common semi conducting device that
has non-linear I V characteristics is the junction diode (semiconductors)
The resistance for this device is low for currents in one direction and high for currents in the reverse
direction. In fact, most modern electronic devices, such as transistors, have non-linear current – potential
difference relationships; their proper operation depends on the particular way I which they violate ohm’s
law.
Limitations of Ohms law
Ohmic resistors will become non-ohmic if they become
very hot.. Under normal working conditions a resistor is
ohmic, its résistance does not depend on the current or
the p.d. applied to it. If too much current flows through
the resistor, it will become too hot and its resistance will
start to increase as shown below.
For ‘normal’ currents (0 to X) the resistor is ohmic (i.e p.d. is directly proportional to I). If the current
exceeds X, the resistor starts to heat up and become non-Ohmic (i.e p.d. is no longer proportional to I).
EXERCISES
1) Study the circuit below and answer the following questions.
a) Find I1 and I3.
b) Find the p.d. across
(i) R1 , R2
c) Find R1 and R2.
2) The figures a) and b) below show some electrical components connected
together. Draw the same circuits using electrical symbols.
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PRACTICAL ELECTRIC CIRCUITRY
ELECTRIC POWER
Power is the rate at which energy is transformed (changed from one form to another). The SI unit of power
is the watt (W).
W
and in symbols P but W IVt
t
IVt
P or or
t
Note that W E IVt
E must be in joules, I in amperes and V in volts.
Examples
1. Calculate the power of the lamp in the circuit below.
Solution:
To calculate power of an electrical appliance , multiply the current I through it by the p.d. across it.
I 0.25 A
V 240V
P IV
0.25 A 240V 60W
The lamp is transferring 60J of electrical energy into heat and light each second.
2. How much electrical energy in joules does a 100 watt lamp transfer in
a) 1 second
100
b) 5 seconds
c) 1 minute
solutions:
3. What is the power of an appliance rated 12V 3A?
Solution:
I 3 A,V 12V
P I V 3 A 12V 36W
4. How many joules of electrical energy are transferred per second by a 6V 0.5A lamp?
Solution:
I 0.5 A,V 6V
P I V 0.5 A 6V 3.0W
3 joules are transferred per second.
PAYING FOR ELECTRICITY
Electrical supply companies use the kilowatt-hour (kWh), rather than the joule-second as their unit of
energy measurement.
One kilowatt-hour (kWh) is the energy supplied when an appliance whose power rating 1kW is used for 1
hour.
Energy in kilowatt hours is calculated as follows:
Note: 1kJ=1kWh
Example:
What is the energy supplied to a 2kW heater used for 3 hours?
2kW 3hr 6kWh
The cost of electricity
The cost of running individual electrical appliances can be calculated as follows.
Note: a unit of electricity= 1kWh.
Example: The energy cost per unit is 10 thebe. Calculate the cost of using
a) an electrical fire rated 3kW for 5 hours.
Solution:
Cost Energy Supplied Cost per Unit
101
3kW 5h
10thebe
150thebe
kWh
b) 5 50w bulbs for 12 hours.
Cost Energy Supplied Cost per Unit
Energy Supplied Power time
5 60W 12h 0.3kW 12h 3.6kWh 3.6units
Cost Energy Supplied Cost per Unit
10thebe
3.6units 36thebe
unit
c) a 1200w hairdryer for 15 minutes.
1
Power 1200W 1.2kW , time 15minutes h
4
Energy Supplied Power time
1
1.2kW h 0.3kWh 0.3units
4
Cost Energy Supplied Cost per Unit
10thebe
0.3units 3thebe
unit
USES OF ELECTRICITY
These are some of the many uses of electricity:
(a) Lighting
(b) Operation of machines
(c) Security
(d) Communication (e.g telephones)
(e)
ELECTRICAL HAZARDS
These are conditions and situations that make the use of electricity unsafe or dangerous.
The main electrical hazards are: (i) damaged insulation
(ii) overheating of cables
(iii) damp conditions
(iv) overloading of sockets
1. If cables are worn (insulation stripped off) and only a few strands are carrying current, then the
resistance becomes much higher. The wire becomes hot when current passes through and could
cause fire.
2. Overloading of cables is often due to putting too many appliances in one mains socket. If all
appliances are used at once, then a large current will flow, which will overheat the cable, leading
to fire outbreak.
3. Damp conditions: If your hand or body is wet, the body resistance decreases. If you then touch a
bare wire the current is likely to flow through you causing either severe burning or heart attack.
For this reason, toilet or bathroom switches are either pull cords or outside the room.
ELECTRICAL SAFETY
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FUSE
Symbol:
Function: To protect appliances from excessive (overload of) current.
How it works: A fuse is a wire made of a material with low melting point. If a fuse is part of the circuit,
the metal will eventually melt as it overheats due to increase in current, and break the circuit. Current will
then stop flowing because of the gap which results thereafter. Fuses must be connected to the Live wire.
This ensures that when the fuse melts, the appliance is isolated from the live terminal.
FUSE RATINGS
Plugs are normally fitted with 3A or 13A fuses. The value printed on the fuse tells the value of current
needed to “blow” (melt) the fuse. A fuse rated 3A will melt when a current of 3A flows through it. A fuse
rated 13A will melt when a current of 13A flows through it, and so on.
Note: The value of the fuse should always be more than the actual current drawn by the appliance,
but as close as possible.
THE EARTH WIRE
Function: safety and prevention of electrical shocks.
How it works: Most appliances are connected to the wire called the EARTH WIRE. One end of the earth
wire is connected to the metal case of the appliances. The other end is connected via the wall sockets to the
metal pipe outside the house, then to the ground.
The earth wire provides a path of zero electrical resistance from the case of the appliance to the ground. If
the earth wire accidentally touches the metal case of the appliance, a large current will flow through
the earth wire and the fuse will melt, isolating the appliance. Without the earth wire the case would
become live and anyone touching it would have a dangerous electric shock.
DOUBLE INSULATION
Most modern appliances have plastic cases. There is no risk of getting shock from a plastic case since it is
an insulator. Such materials are said to have a double insulation because:
(i) The live and neutral wires are covered in an insulating sheet(plastic)
(ii) The appliance itself is covered by an insulating case.
THE THREE PIN MAINS PLUG
The three pin mains plug has three pins connected to Live, Neutral and Earth wires.
The diagram below shows a correctly wired three pin mains plug.
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LIVE wire (It is brow in colour): This is the most dangerous wire which carries and brings alternating
current (a.c.) at a high voltage.
NEUTRAL wire (It is Blue in colour): After the appliance the current flows through the neutral wire. The
voltage is zero in the neutral wire. It completes the circuit.
EARTH wire (It is Green or Green with Yellow stripes in colour): It conducts current leaks into the ground
and stops electric shocks.
The diagram below shows how the wires of the three pin plug fit into an electrical appliance.
104
A HOUSE ELECTRICITY SUPPLY
The house has two or three ring main circuits, which supply all the wall sockets. On each ring main there
usually about ten sockets. Notice that all the sockets are in parallel, so the full mains voltage is supplied to
everything that is plugged into the socket. The advantage of using a ring main circuit is that current can
flow two ways into a particular socket. So the connecting wires can be thinner, because they carry a smaller
current than they would do otherwise.
In addition the live and neutral wires, the ring main circuit carries an earth wire ( for safety reasons).
The lights of a house have their own circuit. Again each light fitting is in parallel, so that each light bulb
receives the mains voltage of 240 V. Light bulbs draw a small current (about 0.4 A for a 100W bulb) so
about ten lights can be safely run through a 5 A fuse.
Note: all fuses are connected to the live wire.
Fault finding
105
When an appliance stops working it may be due to a fault that is easy to rectify. Before running helter
skelter looking for a technician, it is wise to try to diagnose a fault.
Diagnostic steps;
Check that the appliance is switched on.
Check that the power is on,. Do other appliances work
Check the fuse. If it is blown replace it. If the new fuse blows check for a short circuit.
Check that the plug is correctly connected, with no loose wires or untidy strands of wire sticking
out.
Check that the cable connection to the appliance is firm
Check that the insulation is in good condition. If it looks worn or torn replace it with a similar
cable.
If after checking all the above, the appliance is still not working, take it to a trained technician.
ELECTROMAGNETIC EFFECTS
Electromagntic Induction
1) Induced e.m.f. and current in a moving a) wire and b)coil
When a wire is moved across a magnetic field, as shown below, a small e.m.f (voltage) is generated in the
wire. The effect is called ELECTREOMAGNETIC INDUCTION. Strictly speaking we say ‘an e.m.f is
induced in the wire’. If the wire forms part of a complete circuit, the e.m.f makes current to flow and can be
detected by a galvanometer which is sensitive to small currents. The pointer moves to the right or left of the
zero depending on the direction of the current.
Note
The induced e.m.f or current can be increased by:
moving the wire faster
using a stronger magnet
increasing the length of the wire in the magnetic field – for example, by looping the wire through
the field several times, as shown above.
2) Induced e.m.f. and current in a coil due to a moving magnet
If a bar magnet is pushed into a coil, as shown below, an e.m.f is induced in the coil. In this case, it is the
magnetic field that is moving rather than the wire, but the results are the same; magnetic filed lines are
being cut.
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The induced e.m.f or current can be increased by:
moving the magnet faster
using a stronger magnet
increasing the number of turns of the coil(as this increases the length of the wire cutting through
the magnetic field)
Direction of induced current
The direction of the induced current depends on the following factors.
the direction of motion of the wire
magnetic field direction
The direction of current can be predicted using FLEMING’S RUGHT HAND RULE as shown in the
diagram below.
Note
Experiments with the magnet and the coil have also given the following results
If the magnet is pulled out of the coil, the direction of the induced e.m.f (and current) is reversed.
If the S pole is used rather than the N pole is pushed into the coil, this also reverses the current
direction.
If the magnet is held still, no magnetic filed lines are cut, so there is no induced e.m.f or current.
GENERATORS
Most of the electricity comes from huge generators in power stations. There are small generators in cars
and some in bicycles. These generators, or dynamos, all use the electromagnetic induction. When turned,
they induce an e.m.f (voltage) which can make current to flow. Most generators give out alternating current
(a.c.)
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A SIMPLE A.C GENERATOR (alternator)
Illustration: A.C generator
A simple a.c generator consists of a rectangular coil between the poles of a magnet. The ends of the coil are
joined to a two slip rings on the axle. Carbon brushes press against the slip rings.
How it works
The figure above shows the design of a very simple alternating current ( a.c.) generator. By turning the
axle you can make a coil of wire move through (cut ) a magnetic field. This causes a voltage ( EMF ) to be
induced between the ends of the coil ( this makes a current to flow). The slip rings are fixed to the coil and
rotate with it. The brushes are two contacts which rub against the slip rings and keep the coil connected to
the outside part of the circuit.
You can see how the voltage waveform, produced by this generator, looks on an oscilloscope screen.
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In position ( i ) the coil is vertical with AB and CD. In this position the sides CD and AB are
moving parallel the magnetic field. No voltage is generated since the wires are not cutting across
the magnetic field lines.
When the coil has been rotated through a ¼ turn to position ( ii ), the coil produces its greatest
voltage. Now the sides CD and AB are cutting through the magnetic field at the greatest rate.
In position ( iii ), the coil is again vertical and no voltage is produced.
In position ( iv ) a maximum voltage is produced, but in the opposite direction. Side AB is moving
upwards and side CD downwards.
The following all increase the maximum EMF ( and current ):
Increasing the number of turns in the coil
Increasing the area of the coil
Using a stronger magnet
Rotating the coil faster
Faster rotation also increases the frequency of the a.c.
THE TRANSFORMER
Symbol:
Function: To increase (step up) or decrease (step down) voltage supplied to appliances.
Structure: A transformer is made up of two cols of insulated copper wire wrapped around a laminated soft
iron core. An alternating current is supplied to the primary coil and an alternating e.m.f and current is
induced in the secondary coil.
Illustration: Transformer
109
How it works: The transformer has two coils wound around the same iron core.
The primary coil is an electromagnet: if an alternating current flows through the coil a magnetic field is
produced around it and the iron core becomes magnetized. Since the current is constantly changing in size
and direction, the field is also constantly changing.
The secondary coil is wound around the same iron core. The changing magnetic field from the
electromagnet induces an e.m.f in the secondary coil. The induced current will also alternate because the
field is always changing.
Note: the transformer only works when an alternating current is supplied. The output e.m.f and current will
also be alternating, and with the same frequency as the supply current.
Step-up and step-down transformers:
When the primary and secondary coils have exactly the same number of turns the output voltage will be
exactly the same as the input voltage.
If the secondary (output) coil has more turns than the primary (input) coil the output voltage will be higher
than the input voltage. The transformer has increased the voltage. This type of a transformer is called a step
up transformer.
If the secondary (output) coil has fewer turns than the primary (input) coil the output voltage will be
reduced. This type of transformer is called a step down transformer.
Illustration: Step up/down transformers
110
The transformer Equation
The relationship between the voltages and number of turns in the coils is given by;
Example: A transformer has 1000 turns on the primary coil and 2500 turns on the secondary coil.
(a) Is this a step up or step down transformer? Step up
(b) If the transformer is used on a 220 V mains supply, what will be the output voltage?
Solution;
V p 220V
Vs ?
Np
Vp
1000 220V
Vs
220V 2500 550V
N p 1000 Ns Vs 2500 Vs 1000
N s 2500
The output voltage will be 550V.
Current Changes in Transformers
If a transformer is 100% efficient, the electrical power input in the primary coil will be equal to electrical
power output that comes out of the secondary coil.
In a Step Up transformer the voltage is increased. This means that the current must be reduced in order for
the equation to remain balanced.
In a Step Down transformer the voltage is reduced, so the current must be increased in order for the
equation to remain balanced.
The formula can be rearranged to give;
Example:
A 100% efficient transformer increases 25 000 V to 400 000V. The current in the primary coil is 200 000
A.
a) What turns ration is needed?
Ratio of turns in secondary coil to turns in primary coil is
111
N s VS 400000V
N p Vp 25000V
16
The ratio of Ns to Np is 16 to 1
Ns : N p
ie
16 : 1
b) What is the i) power input and ii) power output?
i)
Power input Input Voltage Input Current
Pin Vin I in
25000V 200000 A 500000000W 500MW
note: M = Mega = 106
ii) the transformer is 100% efficient hence;
Power output Power input 500MW
The power output is 500MW
c) How much current flows out of the secondary coil?
Ip Vp I pV p 200000 A 25000V
Is Is 1250 A
Is Vs Vs 400000V
1250 A flows out of the secondary coil.
d) What is the advantage of stepping up the voltage in power transmissions?
This reduces current and makes it cheaper to transfer power using thinner and lighter cables as
opposed to heavier, thick and expensive cables needed for transmission of power at high current.
Note:
If voltage is increased, current must decrease and visa versa.
If voltage is doubled, current is halved. If voltage becomes 10 times smaller, current becomes 10
times greater etc.
112
RADIOACTIVITY
Radioactivity is the spontaneous emission of radiation in the form of particles or waves
(electromagnetic radiation), or both, by some unstable nuclei.
Why do unstable nuclei disintegrate?
Radioactive decay is the loss of particles from unstable nucleus in order to achieve greater stability.
If a nucleus is unstable it may decay by;
Losing an alpha (α) particle
Losing a beta (β) particle
Some nuclear changes which produce gamma (γ) rays
ALPHA ( ) DECAY
A nucleus emitting an alpha ( ) particle loses two protons and two neutrons. The particle is
positively charged since it similar to the helium nucleus. Therefore;
the atomic number Z decreases by 2
the mass number A decreases by 4
the neutron number N decreases by 2
Alpha particle is not that penetrative and can easily be stopped by clothing.
Alpha radiation can be deflected by electric and magnetic fields because it is charged.
The decay can be generally written as;
Example: Show the decay process of Radium 226 to Radon by emitting an alpha particle.
BETA ( ) DECAY
The other particle emission is beta decay. When a nucleus goes through beta decay, a neutron changes into
a proton and an electron.
The electron leaves the nucleus at very high speed while the proton stays in the nucleus. As a result beta
particles are more penetrative than alpha particles. The beta particles can however be stopped by 3 mm of
aluminium or any metal. Since beta-particles are negatively charged they can also be deflected by electric
and magnetic fields.
Note: -particles are fast moving electrons.
The change of neutron to proton and electron can be shown as
follows;
Note: -decay increases the atomic number by 1.
The atomic mass of the parent nucleus does not change
113
The general equation for beta decay can be represented as;
Example: Show the decay process of Iodine-131 decaying to Xenon by beta decay.
GAMMA ( RAYS ) RADIATION
Gamma rays are very penetrative, short
wavelength electromagnetic radiation. Although
it is reduced, gamma radiation is not stopped by
even thick pieces of lead. Gamma radiation
cannot be affected by electric and magnetic fields
because they are not charged.
The atomic number and atomic mass of a nucleus
undergoing gamma emission does not change
only energy is lost.
The diagram below shows the penetrative power
of , and radiations.
Illustration: Penetrative power of , and radiations
DEFLECTION by ELECTRIC and MAGNETIC fields
The behaviour of the three kinds of radiation in magnetic field is summarized below. The deflections are
found by Fleming’s left hand rule (taking negative charge moving from the right as equivalent to positive
(conventional) current to the left)
Illustration: Deflection by Magnetic field
114
Note: Beta-particles are deflected more than the alpha-particles because beta-particles are lighter than the
alpha-particles.
Illustration: Deflection by Electric field
Alpha ( )-particles and beta ( )-particles are
deflected by electric field as shown above. The -
particle is repelled by the positively charged plate
and attracted to the negatively charged one because
it ( ) is positively charged. The -particle is
similarly repelled by the negatively charged plate
and attracted the positively charged one sine it is
negatively charged.
BACKGROUND RADIATION
There is a small amount of radiation around us all the time because of radioactive
materials in the environment. This is called background radiation. It mainly comes
from natural sources such as the rocks, soil, air, building materials, foods and drinks
and even cosmic rays from space.
DETECTION
All the three types of radiation can be detected by a Geiger-Muller tube using their ionising effect.
Ionising effect: If electrons become detached from molecule in a gas, ions (charged particles) are produced
and the gas is ionised. The molecules with missing electrons are the positive ions; detached electrons join
on to other molecules to form negative ions. As ions in a gas are free to move, an ionized gas can conduct
electricity.
When the radiation from the radioactive source is measured, the reading also includes any background
radiation present. So an average reading for the background radiation alone must be also be found and
subtracted.
Illustration: Geiger-Muller (GM) tube
The mica or “window” is thin enough to all even the alpha particle to pass through. When any of the
radiation enters the tube it ionizes the gas inside. This sets off a high-voltage spark across the gas and a
pulse of current in the circuit.
A ratemeter can be connected to give counts per second of radiation. A scaler on the other hand gives the
total number of particles or burst of gamma radiation detected by the tube.
115
Summary (page 267 complete physics)
Properties Alpha-particle( ) Beta-particle( ) Gamma-ray( )
Nature: Positive particle Negative electron Electromagnetic wave
of very short
wavelength
(helium nucleus)
Affected by magnetic yes since it is charged yes since it is charged no because of no
and electric fields? charge
not that penetrative- penetrative but can be very penetrative can be
Penetrative effect easily stopped by stopped by few mm of reduced but not even
paper or skin aluminium or other stopped by thick lead
metal
Strength of ionization very strong weak very weak
Dangerous? yes yes yes (used to kill living
cells e.g.
microorganisms)
Speed: 10% speed of light 50% speed light Speed of light
Detectors: Photographic film Photographic film Photographic film
Cloud chamber Cloud chamber Cloud chamber
Spark counter GM tube GM tube
Gold-leaf electroscope
Thin-window GM tube
USES
Radioactive tracer in
Medicine: A small amount of Iodine-123 is injected into the patient and this would be extracted by
both kidneys and later pass with urine. The kidney which shows a constant count rate of -particles
is blocked.
Agriculture: radioactive fertilizers can be injected in plants and their effect (absorption) assessed
(monitored) and used to produce better fertilizers.
Detecting leaks: (e.g. water/oil pipe); A beta emitter is injected into the pipe line. Any -particles
emitted would be absorbed by the soil whereas -rays would pass through the pipe material. The –
particles are penetrative enough to go through the pipe and soil and be detected by a GM-tube
detector.
Industrial Uses
Sterilising:
Gamma rays can be used to kill bacteria, mould and insects in food, even after the food has been
packaged.
116
Gamma rays are also used to sterilize hospital equipment, especially plastic syringes that would be
damaged by heating them.
Cancer cells in the patient’s body can be killed by careful use of -rays. Cobalt-60 is used as a
source of -rays.
Thickness control: Beta-particles can be used to control the thickness of paper in paper mills by
measuring the amount of beta radiation that pass though the paper to the GM counter. The counter
controls the pressure of the rollers to give the correct thickness. In paper, plastic or aluminium factory,
-particles are used. In a sheet-steel factory -rays are used, why?
Smoke detection: smoke alarms contain a weak source of Americium-241.this emits -particles
which ionize the air, so that it conducts electricity and small current flows. If smoke enters the alarm,
it absorbs -particles, the current flows to sound the alarm.
Flaw detection: if a -rays source is placed on one side of a welding or casting and a photographic
film on the other side, weak points or bubbles will show on the film like an X-ray.
Radioactive dating: uranium-238 in rocks decay to lead and the amount of lead present can be used
determine the age of the rock. Carbon-14 for once-living and its decaying (half life 5700 yrs) can be
used to date bones, wood, paper and cloth.
Production of Electricity: The nucleus of Uranium- 235 splits and 2 neutrons are emitted. If each
neutron hits a Uranium-235 nucleus they in turn split in a chain reaction giving more neutrons. This
splitting is called nuclear fission and releases huge amount of energy.
In a nuclear power station this energy is used to boil water to steam that can turn turbines in
generators to produce electricity.
DANGERS OF EXPOSURE TO RADIATION
The danger of exposure to Alpha particles is slight since they are the least penetrative, but once in the
body can cause serious damage to cells due to their greater ionizing effect.
Large doses of beta and gamma radiation can cause radiation burns. Gamma radiation can penetrate
deep in the body and destroy cells deep inside the body or cause cells to multiply uncontrollably
forming cancer or damage chromosomes causing genetic defects.
HANDLING and STORAGE of RADIOACTIVE MATERIALS in LABOATORY
Radioactive materials should always be handled carefully and stored safely though laboratory samples
emit low levels of radiation.
Handling:
Handle radioactive materials with forceps or special gloves.
Keep away from eyes.
Do not point source towards any person.
Storage:
Keep the samples in special boxes lined with lead
Store boxes in a locked cupboard
One specific individual should control the cupboard keys
DANGERS OF NUCLEAR WASTES AND DISPOSAL
The use of radioactive materials always involves the production of radioactive wastes. The wastes from
nuclear fission can take hundreds of years to become safe. If not disposed of safely the radioactive wastes
may pose the following dangers:
Dangers:
Come into contact with humans causing cancer and genetic defects
117
Find its way into plant life and end in food chains
Get in marine plants and get into marine food chains
Spill during transportation casing disaster
Disposal:
Low-level waste is buried underground or released into the sea.
High grade waste from nuclear power stations is
buried disused salt mines or in granite caves
bedded in concrete and dumped in deep oceans
stored at special factories for re-processing
HALF_LIFE
Radioactive decay takes place in the
nucleus of an atom. It is not affected by
changes in temperature or pressure. The
rate at which a radioisotope decays is
constant.
The half-life is the time it takes for half
the atom in a sample of radioactive
isotope to decay.
Example:
The half-life of cobalt-60 is 5 years. If
we start with 16 g of cobalt-60, it will
change as shown below.
Each radio-isotope has its own half-life. A Geiger counter can be placed close to a radioactive sample
to measure its half-life and then plotting the count-rate against time.
118
EXPANSION OF MATTER
When particles of matter are heated they move more vigorously and their movements become larger. The
molecules push away from each other, taking up more space and the substance expands. The reverse occurs
when they cool down, that is the molecular motions become smaller and the substance contracts as its
molecules are pulled closer by the forces of attraction.
In the gas state the particles are further apart and the forces of attraction are very weak, while in solid the
particles are closer together and the attraction forces very strong, the gas particles take up more space but
the solid particles are stopped by the intermolecular forces. Thus a gas expands the most while a solid
expands the least.
EXPANSION OF SOLIDS
Expansion of solids can be easily demonstrated by
a) Metal ball and metal ring experiment
Before the ball is heated it just fits and passes through the ring.
After the ball is heated it no longer pass through the ring as it has
expanded and now occupies more space. The radius of the ball is
now larger than that of the ring.
Discuss the possible observations if the metal ring is cooled in
liquid air at -196oC and the ball is tried to pass through the ring.
b) Metal bar and metal gauge experiment
119
CONSEQUENCES AND USES(APPLIATIONS) OF EXPANSION
Expansion and contraction can be very useful (applications) as well as bring negative effects
(consequences)
Some everyday applications and consequences of expansion or contraction are described below.
BIMETALLIC STRIP is made of two equal lengths of different metal riveted together. The two metals
have varying linear expansivity.
When the bimetallic strip is heated
aluminium expands more than
copper. To accommodate the extra
length of aluminium the strip beds
towards copper. When the
bimetallic strip is cooled (placing in
liquid nitrogen at -196oC ), the
metals contracts with aluminium
getting shorter than copper hence the strip beds towards aluminium.
Therefore, generally, a bimetallic strip always beds towards the less expanding metal when heated and
towards the more expanding one when cooled.
A bimetallic strip is used in a temperature controlling device called a thermostat.
THERMOSTAT
A thermostat is used to keep the temperature of an appliance or room constant, without getting too hot or
too cold. It uses a bimetallic strip as a temperature controlled switch.
Appliances which use a thermostat include electric iron, fire alarm, refridgerator, gas oven, electric kettle
(a) Electric iron
The temperature of an electric iron is kept near-
steady by the bimetallic strip as it opens and
closes the contacts with temperature variations.
As the base of the electric iron gets hotter above
the temperature set by the control knob the
bimetallic strip bends downward and breaks the
contacts. When the temperature drops, the strip
cools and contracts. It then goes back to its
original position hence switching the electric
current again.
Note: Brass expands more than iron so that the strip bends downwards to break open the circuit when the
temperature rises.
(b) Fire alarm
The bimetallic strip must bend and switch on the
circuit to sound the electric bell. Brass should
expand more than iron so that the strip bends down.
The bending should occur at a temperature
considerably higher than the average room
temperature to avoid false alarms.
120
GAPS ON BRIDGES AND ROADS
Bridges are often made of steel bars that get longer when it is hot. There must be expansion gaps in the
road at the end of a bridge. Bridges are usually put
on rollers to allow for easy movement during
expansion and contraction.
Roads are often made of concrete slabs hat expand
and contract too. There are expansion gaps between
the slabs filled with a soft substance that can be
squeezed easily in hot weather as the slabs expand.
There are similar expansion gaps in the floor of
KSII.
Illustration: Expansion gap between road and bridge
RIVETING METAL PLATES
A white–hot rivet is placed in the rivet hole and its end
hammered flat and on cooling it contracts and pulls the
plate tightly together.
SHRINK FITTING
This is used where the pieces joined involve a ball and
socket. An axle is cooled in liquid nitrogen at -196oC until
the gear wheel can be slipped on to it. On regaining normal
temperature the axle expands to give a very tight joint.
Exercise: Describe how the bimetallic strip thermometer shown below works.
121
EXPANSION OF GASES
Expansion of gasses can be demonstrated by the following experimental set-up.
A round bottomed flask is filled with a solution of potassium
permangate and then heated.
Observations:
The level of potassium per manganate solution in the tube goes down
while the level of the solution in the beaker rises as the solution is
displaced by air. Eventually bubbles are seen as air escapes through
the solution.
Explanation:
When air is heated it expands and occupies more space thereby
displacing the solution in the tube. This shows that air expands as
well.
Note: When a cold cloth is placed over the flask, the air contracts
and occupies less space forcing the solution up into the tube.
EXPANSION OF LIQUIDS
Just like solids and gases a liquid also expands or contract when
heated or cooled. The diagfram on the left can be used to
demonstrate expansion of liquids.
Obsevation: When heat is applied there is a momentary drop in the
level of the solution as flask expands before the liquid can conduct
heat. After a while the solution rises steadily as it expands and
rises through the caipillary. Whaen cooled the liquid cotracte and
occupy less space hance it will drop back into the flask.
122
MEASURING TEMPERATURE- Application of Liquid Expansion
Temperature :This a physical quantity related to the average kinetic energy of the molecules. The hotter
the object the faster the molecules move and the greater should be their average kinetic energy. The
average kinetic energy of the molecules decreases when the object colds down.
Any property of a substance that changes when the temperature varies is called thermometric property. A
bimetallic thermostat uses the expansion and contraction of a metal to measure temperature, so the
expansion and contraction of a solid are thermometric properties. Also the pressure of a gas at constant
volume, the volume of a gas at constant pressure and the resistance of a pure metal are all examples of
thermometric properties.
The expansion of a liquid is also a property used for most of the thermometers to measure temperature.
These thermometers are called liquid — in glass thermometers.
The same principle is applied in a liquid — in glass thermometers, the narrower the capillary tubes, further
the thread moves up. A small expansion of the liquid produces a greater ascent up the tube
Sensitivity of an instrument scale represents its ability to detect small changes of the quantity to be
measured. So, “the narrower the bore, the more sensitive is the thermometer”.
The thermometer scale represented below is more sensitive than the one represented before.
The thermometers we use in our laboratory have got a temperature range from 10 °C to 110 °C. However a
clinical thermometer which is another type of liquid—in glass thermometer has a rage from 35 0C to 42 °C
that is a few degrees either sides of the healthy or average body temperature of about 37 °C. This
thermometer is more sensitive than a laboratory thermometer that is why its accuracy is a tenth of a degree
Celsius.
A sensitive thermometer does not have a very large temperature range even when it is very long. A larger
temperature range scale is achieved using a wider capillary tube.
Also a clinical thermometer has a constriction which stops the mercury when going back to the bulb. It
allows measuring the temperature of a patient after removing the thermometer from him. The mercury is
returned to the bulb by shaking the thermometer.
123
.
A large bulb and a thick glass stem have disadvantages, the thermometer has to take more energy from the
hot object than small bulb and a thin glass stem thermometer dose, and so it may cool it down. It also takes
longer to reach a steady reading. Thus the bulbs on a liquid-in glass thermometer are not made very large
and the stems are made from a very thin glass.
If two different metal wires are joined together at two junctions and the other ends are connected to an
ammeter, when one wire junction is cold and the other is hot, a potential difference (p.d) and therefore a
current are produced in the circuit. The ammeter then shows readings that can be expressed in degrees
Celsius if the scale is designed following this propose. This type of thermometer is called Thermocouple
Thermometer.
A thermocouple thermometer is more suitable for industrial work than a liquid-in glass thermometer since:
1- it can operate over a temperature rang
froth about —200 °C to 1600 °C.
2- The operator can read the temperature
on a meter or digital display placed
some distance away from the source of
heat.
3- The readings can be recorded
automatically or fed directly to a
computer controlling the heating
process.
4- The wire junction can be very small
and needs very little heat to warm it up.
So, it responds very quickly to temperature changes. This thermometer also has some disadvantages
compared with a liquid-in glass thermometer. For example it is bulky, more expensive arid its structure is
more complicated.
TRANSFER OF THERMAL ENERGY
Methods available;
a) Conduction is the transfer of thermal energy from a region of hotter to region of lower temperature
without movement of matter
In conduction – molecules are made to move faster
i) by the transfer of fast electrons, or
ii) by mutual interaction.
b) Convection is the flow of thermal energy through a fluid from a region of higher to region of lower
temperature by the movement of the fluid
In convection– fast molecules are made to move from one place to another.
c) Radiation is the flow of thermal energy from one place to another by means of electromagnetic waves
– molecules are made to move faster when electromagnetic waves fall on them.
Heat transfer in solids – conduction
124
This mode of heat transfer occurs mainly in solids.
Motion of electrons:
When a solid e.g. metal bar is heated at one end, heat travels and soon reaches the other end. This happens
because of the free electrons surrounding the atoms of the metal which move faster and go towards the
cooler parts.
Collisions between these electrons and the stationary atoms at the cooler end of the metal result in the
transfer of kinetic energy from the electrons to the atoms. As the ‘warm’ electrons move from the hotter
region to the cooler region, ‘cooler’ electrons move in the opposite direction to take their place. In this way
heat is transferred from one place to another without any apparent movement of the transmitting substance.
The diagram below illustrates this conduction mechanism.
The faster electrons (indicated by the longer arrows) diffuse in the region occupied by the slower electrons)
indicated by shorter arrows), and vice-versa. The energy is transferred.
Also note that the vibrating atoms are responsible for some thermal conduction:
If they jostle each other, energy can be passed from one part of the solid to another.
This second conduction mechanism cannot be very effective, since high rates of conduction of heat are only
by substances with conduction electrons. There are exceptions, however, some non-metals (i.e. substances
without conduction electrons) are as good conductors as some metals.
As the conduction electrons can transfer both electric charge and internal energy, we see why the same
substances are good conductors of both electricity and heat.
Experiment to demonstrate rates of heat conduction
125
Heat flows along the rods at different rates and the pins drop off after varying lengths of time. In the
experiment the pin on copper drops off first followed by iron and lastly on glass. This confirms that metals
have very high thermal conductivity. Other solid materials such as glass, wood and plastics conduct heat
very slowly and are bad conductors or insulators.
An experiment below shows that water is actually a bad conductor of heat
Note the order in which things happen.
The water at the top of the tube boils, while the ice remains unmelted at the bottom. Eventually
slow conduction of heat through the water and the walls of the glass test tube melts the ice.
Liquids (except molten metals such as mercury) are usually bad conductors of heat. It is important to also
note that air is a very poor conductor of heat and is an important insulator.
When we feel cold we put on warm clothes. Clothes do not supply heat to our bodies, so how do they make
us feel warm? Warm clothes usually contain a lot of trapped air. Pockets of air are held between the fibres
of woolen materials and in holes like those in string vests. In a similar way birds fluff up their feathers to
trap more air around them to keep them warm.
Fibre glass and expanded polystyrene are used as insulators in houses; both these materials owe their
insulating properties to large amount of trapped air they contain.
Heat transfer through fluids – convection
Heat can flow through liquids and gases (fluids) by means of convection currents.
Convection currents are a flow of liquid or gas caused by a change in density, in which the whole
medium moves and carries heat energy with it.
Note; a) convection can not happen in solids because the molecules have fixed relative
positions.
b) convection is more effective in gases than in liquids.
Demonstration of convection
126
Explanation convection current: An increase in temperature usually causes an increase in volume. A
given mass of warm fluid, will therefore experience an up-thrust (from cooler fluid that surround
it) greater than its own weight. The cold denser fluid thus provides a force that causes the warm
fluid to rise.
Example of convection
a) cloud formation – warm moist air rises before condensing into rain.
b) winds – caused by differences in air pressure which arises from uneven heating of masses air.
c) the art of gliding is to trace and use hot air currents (as done by sea gulls – birds)
d) the domestic hot water supply.
e) Land and sea breezes- are set up by earth-sea temperature differences. During the day the land heats up
more quickly than water in the sea. Hot air above the land rises causing cool and heavier air from the sea to
come and replace it (sea breeze). At night the reverse occurs. The diagram below illustrates this.
127
Heat by Electromagnetic waves-Radiation
Radiation is the flow of heat in form of electromagnetic waves requiring no tangible
medium. It is the type of wave motion given out by accelerated electric charges, and it results in the transfer
of energy form one place to another. In particular the infra-red waves have frequencies such that they are
easily absorbed by particles of matter, and are therefore effective at warming matter.
Warm objects give out or radiate infrared waves (heat waves – radiant heat). But if they become hotter they
emit shorter wavelengths which may include light. This is why a radiant heater or grill starts to ‘glow red’
hot when it heats up.
Illustration: Radiant heat-component of electromagnetic waves
Emitters and Absorbers
Some surfaces are better at emitting (sending -out) thermal radiation than others. For example, black
saucepan cools down quickly than a similar white one because it emits energy at a faster rate.
Good emitters of thermal radiation are also good absorbers, as shown in the chart below.
Summary on emitters and absorbers
128
White or silver surfaces are poor absorbers because they reflect most of the thermal radiation away. This is
why, in hot, sunny countries, houses are often painted white to keep them cool inside. The inside of a black
car warms up more rapidly than a white one on a sunny day.
Illustration: Good/ bad absorbers of thermal radiation
If two coins of the same value are stuck on outside of each plate with candle wax, some minutes after the
heater has been switched on, the wax on the black surface melts and the coin falls off. The white surface is
still cooler and the wax does not melt.
The experiment shows that black surfaces are better absorbers of thermal radiation than white surfaces.
Dull black are the best absorbers of thermal radiation; silvery mirror-like surfaces are poorest
absorbers. Silvery surfaces reflect almost all the thermal radiation striking them.
Illustration: Good/ bad emitters of thermal radiation
Holding the back of your hands on either sides of hot copper plate which has one side polished and the
other blacked, it is found that the black surface is a better emitter of radiation than the polished
surface. Dull black surfaces are also the best emitters of thermal radiation, silvery mirror-like
surfaces are the poorest emitters.
Therefore:
“The greater the amount of thermal radiation absorbed, the greater will be the emission”, so good
absorbers are also good emitters and vice-versa.
129
Car cooling system-most car engines are cooled by convection currents in the water pipes. A pump is
often used to help water to circulate. This is ‘forced convention’.
Water is very good substance to carry the unwanted heat away from the engine to the radiator. Here the
radiator is a heat exchanger where the hot water gives up its energy to air. The radiators are usually
painted black to increase their heat exchange function.
Illustration: Cooling System of a Car engine
SOLAR HEATING (solar panel)-some house have a solar pane like shown below. It uses the sun’s
thermal radiation to warm up water for the house. The black layer absorbs thermal radiation and warms up
water flowing through the pipes. Why are the pipes coiled?
Illustration: solar panel (water heating system)
130
The vacuum flask (thermos flask)
A vacuum flask can keep drinks hot (or cold) for hours. It has these features fro reducing the rate of thermal
energy floe in or out.
a) An insulated stopper to reduce conduction and convection.
b) A double-walled container with gap between the walls. Air has been removed from the gap to
reduce conduction and convection.
c) Walls with shinny surfaces to reduce thermal radiation.
Illustration: Thermos flask
Greenhouse effects
131
On a sunny day, a greenhouse becomes a ‘heat trap’. Short-wavelength thermal radiation from the sun
passes easily through the glass and warms up the materials inside. The warmed materials emit thermal
radiation, but at longer wavelengths that do not pass through the glass so easily. Radiation id reflected back
into the greenhouse, so the temperature rises.
The earth’s contains a small amount of carbon dioxide gas. This has a similar effect to the glass in a
greenhouse- it lets the sun’s thermal energy to warm the earth, but reflects he earth’s radiation back.
Without this natural greenhouse effect the earth would be 30 oC colder than it is. Extra carbon dioxide fro
burning fuels is adding to the effect and causing global warming.
Illustration: Green house effect
Other everyday consequences of thermal transfer
Day and nights in deserts – days tend to be very hot due to radiant heat from the heated sand. Nights also
tend to be very cold due to lack of cloud cover. There is nothing to cat like a greenhouse.
Cyclones-are regions where the atmospheric pressure is lower than average and hence winds blow spirally
inwards towards the pressure center.
The existence of cyclones is attributed to convection currents creating differences in air pressure at certain
localities. Cyclones like typhoons can be very destructive where they pass.
132
133
134
GENERAL WAVE PROPERTIES
Wave: This is a backward and forward or up and down movement of particles of an elastic medium when
they vibrate.
Or
Wave: This is a disturbance of particles of mater that results in transfer of energy.
Properties of Wave
Wavelength (λ): This is the distance occupied by one complete wave.
Or
the distance between successive crests/peaks or troughs.
Or
the distance between successive compressions or rarefactions.
Or
the distance between successive (following each other) and corresponding (similar) positions (parts) of a
wave.
Wavelength is represented by the Greek letter lambda (λ). Since wavelength is distance, it measured in
units of length and the SI unit is the metre (m).
Amplitude (A): this is the maximum distance a particle moves from its rest
position when a wave passes. s
Or
the maximum displacement of a particle from its rest position when a wave passes.
It is also measured in units of length and the SI unit is the metre (m).
Frequency (f):Is the number of complete waves (cycles) produced per second. It is measured in hertz (Hz).
Frequency can be calculated from the expression below;
Number of complete cycle ( waves)
frequency ( f )
time (t )
Speed (υ): This is the distance covered by a wave in a second. It is measured in metres
per second.
The speed is related to wavelength and frequency through the wave equation as shown below.
f where λ is wavelength ,f is frequency and υ is speed.
The above formula comes from;
distance(d)
Speed (
time(t)
but d, which is distance traveled by the wave, is equal to the number of complete waves (n) times the
wavelength (λ), that is:
d n
n
so:
t
n
but: f
t
so: f (wave equation)
The figure below shows a diagram of transverse wave illustrating the above properties.
135
136
TYPES OF WAVES
There are two types of waves namely
a). Longitudinal wave
b). Transverse wave
Longitudinal wave: A wave in which the direction of travel of wave and the direction in
which the particles are vibrating coincide.
In a longitudinal wave the particles of the elastic medium vibrate backward and forward to produce a series
of compressions (high pressure region) and rarefactions (region of low pressure).
Examples;
1 . Waves traveling along a stretched “slinky” spring with one end fixed and the other moving
rapidly backward and forward. The movement of the moving end is transmitted from turn to turn of
the spring.
2 . Sound waves
Transverse wave: A wave in which the particles are vibrating at right angle to the
direction of travel of the wave.
The vibrations could either be up and down or side to side.
Examples;
1 . Waves traveling along a stretched “slinky” spring with one end fixed and the other moving
rapidly from side to side. The movement of the moving end is transmitted from turn to turn of the
spring.
2 . Waves traveling across the surface of water when a stone has been dropped in a pond. Ripples
move out from the place where the stone was dropped.
3 . Waves traveling along a rope with one end fixed and the other moving up and down. The
movement of the moving end is transmitted from part to part of the through the whole rope.
4 . All the electromagnetic waves such as: light, radio waves, microwaves, gamma rays and so on.
137
WAVES PROPERTIES EXERCISE
1(a) Find the wavelength of a sound wave which has a frequency of 1.0 kHz, if the speed of sound is
air 330 m/s.
b) Find the frequency of radio wave which has a wavelength of 3000m. (speed of radio waves = 3.0
*108 m/s)
c) Find the speed of a water wave produced by a 2.0 Hz vibrator in a ripple tank if successive crests
are 5.0 cm apart.
2. The diagram below shows a section through a wave travelling in water in the direction shown.
a)i) find the ii) amplitude iii) wavelength
b) if the wave travels 32.0 cm in 2.0 s, find its) speed ii) frequency
c) Use appropriate symbols to show on the diagram above i) amplitude ii) wavelength
138
REFLECTON of Light
Reflection is the bouncing off of light on certain surfaces.
Reflection by a plane mirror
A plane is a flat smooth reflecting surface which by regular reflection is used to form images. It has a
reflecting and silvered surfaces in most cases shown by shading behind the reflecting surface.
Types of reflection
Investigating Laws of reflection
The laws of reflection are true for all reflecting surfaces, for curved mirrors as well as plane mirrors
(surfaces). A plane mirror is more simple and convenient to use.
Apparatus :plane mirror, sheet of paper, protractor, ray box/ optical pins
Expt set-up
139
REFRACTION
REFRACTION: is the bending of light when traveling form one medium to another with different optical
densities.
Terms used in optics
Incident ray: original ray of light from the source of light
Refracted ray: ray of light that has been bent as it passes between media.
Emergent ray: ray of light leaving a medium after refraction.
Incident angle (angle of incidence ( i )): angle measured between the incident ray and the normal line at
point of incidence.
Angle of refraction ( r ): angle measured between the refracted ray and the normal line at point of
incidence.
Emergent angle ( e ): angle measured between the emergent ray and the normal line at point of emergence.
Normal: imaginary dotted line drawn perpendicularly at points of incident or emergence
FACTS ABOUT REFRACTION
1. A ray of light bends away from the normal when moving from an optically denser
medium to an optically less dense medium.
2. A ray of light bends towards the normal when entering an optically denser medium from
an optically less dense medium.
3. A ray of light entering along the normal is not refracted- goes without any deviation.
4. A ray of light incident inside a denser medium at critical angle is refracted such that it is
perpendicular to that surface of incidence.
5. The incident ray is always parallel to the emergent ray.
DEMONSTRATION OF REFRACTION- DETERMINATION OF REFRACTIVE INDEX (n)
Materials
Glass block, pencil, 4 optical pins, drawing board, plain paper, ruler and a protractor
Procedure:
1. Place the plain paper on the drawing board
2. Place the glass block in the middle of the plain paper and trace its boundary(outline)
using pencil
3. Insert optical pins 1 and 2 (P1 and P2) at an angle on one side of the glass block such that
they are in a straight line to the surface of the glass block.
4. Insert optical pins 3 and 4 (P3 and P4) on the other side of the glass block such that they
are in a straight line with images of P1 and P2 as seen through the glass block.
5. Remove the glass block and the optical pins and join positions of P 1 and P2 with a straight
line to represent the incident ray (include an arrow to show direction of the ray)
6. Join positions of P3 and P4 with a straight line to represent the emergent ray (include an
arrow to show direction of the ray)
7. Trace the path of the ray inside the glass block by joining the points of incident and
emergence together using a straight line- this represent the refracted ray.
140
8. use a protractor to draw a normal line at the point of incidence and measure the angles of
incidence and refraction
9. calculate the refractive index of the glass block using the expression below
sin i
refractive index (n)
sin r
Illustration: refraction through a glass block
REFRACTIVE INDEX IN TERMS OF REAL DEPTH AND APPARENT DEPTH
Refraction causes:
(i) An object (e.g. a coin) placed at the bottom of a container
holding water to appear nearer the surface than it is.
(ii) Objects (e.g. ruler or pencil) to appear bent when placed in
a container holding water.
Illustration: “bent” pencil
The light rays from the point O of the pencil which is resting on the bottom of
the container are refracted away from the normal N1 and N2 as shown; the
pencil appears bent when viewed from above the surface of
water.
To locate the image of the object construction lines are
drawn straight backward from the points of emergence.
(iii) Bottom of a pool to appear near the
surface than it actually is.
The above examples give rise to what is known as real and
apparent depths of the water as illustrated below.
Illustration: real and apparent depths
141
The refractive index of a material (e.g. water or glass) can be calculated using real and apparent depths by
the expression below;
real depth
refractive index (n)
apparent depth
TOTAL INTERNAL REFLECTION
The angle the ray makes with the normal in air is always greater than the angle it makes with the normal in
the medium (x > y).
When the angle of incidence inside the medium is increased gradually the angle of refraction also increases
proportionately. Eventually the angle of refraction becomes 90 o.
The angle of incidence in the denser medium for which the angle of refraction is 90 is called the critical
angle c. (refer to figure b)
When the angle of incidence inside the denser medium is greater than the critical angle no light can escape
fro the denser medium and the light ray is said to be totally internally reflected. (refer to figure c)
Illustration: critical angle and total internal reflection
APPLICATION OF TOTAL INTERNAL REFLECTION
Total internal reflection is sued in fibre optics either in
A fibre optic is made of high quality glass of high refractive index coated with a thin layer of lower
refractive index. A ray of light entering the end of the thin fibre optic that strikes at an angle of incidence
greater than the critical angle is totally internally reflected along the whole length of the fibre.
Illustration: Fibre optic
a). Communication- passing
signals as light impulses
b). Medicine- used to view
internal organs or connected to surgical
instruments to enable operations of such
organs.
c). Periscope- view around
obstacles
142
LENSES AND OPTICAL INSTRUMENTS
Lenses are made with a great of variety of shapes and or different kinds of glass but they all belong to
either the converging group or the diverging group of lenses. The converging type of lens converges
(brings together) rays of light and the diverging type diverges (spreads out) rays of light.
As can be seen in the figure below, the converging lenses are all thicker in the centre than at the edge
whereas the diverging lenses are all thinner in the center than at the edge.
Lens shapes
143
Lens definitions
The principal axis of a lens is the line joining the centres of curvature of its surfaces.
The optical centre of a lens L is the point midway between the lens surfaces on its principal axis. Rays
passing through the optical center are not deviated.
The principal focus F of a converging lens is the point to which all rays incident parallel to the principal
axis converge after refraction by the lens. This focus is real.
The principal focus F of a diverging lens is the point from which all rays incident parallel to the principal
axis appear to converge after refraction by the lens. This focus is virtual.
The focal length f of a lens is the distance between its optical centre and the principal focus.
NB A lens has two principal focuses, one on each side of the lens. When drawing ray diagrams the
principal focus F is marked on both side of the principal axis.
C1 = centre of curvature of face 1
C2 = centre of curvature of face 2
L = optical centre
Standard rays
In ray diagrams, any two of the following rays are needed to fix the image position and size:
1. A ray parallel to the principal axis passes through F after
leaving the lens.
2. A ray through F’ leaves the lens parallel to the principal
axis.
3. A ray through the centre passes straight through the lens.
144
NB:
For simplicity, rays are drawn from just one point on the object. In reality rays are from every
different on the object.
Only two rays are needed to fix where the image is.
For simplicity, rays are shown bending at the line through the middle of the lens. In reality,
bending takes place at each surface.
145
Images formed by converging lens
Object O, uses Ray diagram Image i
a) o between F and L
i) virtual
i)magnifying glass ii)erect
ii)instrument eye piece iii)magnified
iii)Spectacles correction for iv)on same side of
long-sightedness lens as O and further
away
b) O at F
Produces a parallel beam of
light as in a spot light with At infinity
lamp at O.
c) O between F and 2F i) real
ii) inverted
i) projector iii) magnified
ii) microscope objective lens iv) on opposite side
of lens to O, beyond
2F.
i) real
d) O at 2F ii) inverted
iii) Same size as O.
Camera making equal size iv) on opposite side
copies of the lens to O, at
2F.
e) O beyond 2F i) real
ii) inverted
i) camera iii) diminished
ii) the eye iv) on opposite side
of lens, between F
and 2F.
This is diagram c)
reversed.
f) O at infinity i) real
ii) inverted
Objective lens of a telescope. iii) diminished
iv) on opposite side
of lens at F.
This is diagram b)
reversed
146
Image formed by a diverging lens
i) eyepiece in some i) virtual
instrument. ii) erect
ii) in spectacles to correct iii) diminished
short-sightedness iv) on same side of
lens as O, but nearer.
Magnification (m)
Magnification is the ratio of the size (height) of image to the size (height) of object?
size of image
magnificat ion
size of object
Linear magnification can have a value less 1 when the image is diminished, equal to 1 when the object and
image are the same size or greater than 1 when the image is magnified.
147
COMMON PROPPERTIES of ELECTROMAGNETIC (WAVES) SPECTRUM
There exists a family of waves resulting from magnetic and electric forces of matter called Electromagnetic
waves.
This family of waves is called the Electromagnetic spectrum.
Illustration: Electromagnetic spectrum
All of these waves have the common properties
a) They are all transverse waves
b) They travel at same velocity of light in vacuum ( c 3 10 8 m )
s
c) They can be reflected, refracted and diffracted
d) They obey the wave equation v f
148
NAME AND
TYPICAL SOURCES DETECTORS SPECIAL PROPERTIES
WAVELENGTH
*very penetrating
Gamma rays () Nuclei of Photographic *very dangerous when used without control
10-12m radioactive film and *used t kill dangerous growths e.g. cancer cells
atoms and Geiger-Muller *used t find flaws in metals. Special detectors
cosmic rays (GM )tube can reveal weakness in a metal.
*used to sterilise equipment, they can kill
bacteria and very dangerous micro-organisms
*very penetrating, so overexposure to them
Photographic can be very dangerous
X-rays 10-10m X-ray tube film and *used to take X-rays pictures in order to detect
fluorescent bone fractures, lung diseases, stomach diseases
screen *used to treat skin disorders
*used to study crystal structures in solids by
X-ray crystallography
*it is absorbed by the glass and a considerable
amount of that coming from the sun is
absorbed by the atmosphere’s upper layers
which contain a very large concentrate of
Ultraviolet Sun, very hot Ozone gas.
radiation (UV) objects, Photographic *causes many chemical reactions, some
10--8m electric arcs film, photocell materials fluoresce when they absorb
and sparks, fluorescent ultraviolet radiation. For example, washing
mercury chemicals powder contain chemicals which fluoresce
vapour lamps when they absorb UV, they make clothes look
whiter than white in daylight and glow when
disco lights strike them.
*UV from the sun is used by the skin to
produce vitamin D, but causes sun tan.
*UV lamps are used in medicine for skin
treatment, but excess is harmful, and can
cause skin diseases and damage the retina.
*UV is frequently used to kill bacteria and
living cells
*can be used against fraud in identify false
signatures in bank cheques
*essential for photosynthesis and plant growth
Visible light 0.6 * Sun, hot Photographic *used for communication systems: lasers and
10-8m objects, film, eye and optical fibres (very thin glass rods, within
lamps and photocells which light or laser can be totally internally
lasers reflected)
*used in identifying substances in chemistry
flame tests
Special As the temperature rise, an objects give out
Infra-red Sun, warm photographic more and moreIR, the wavelengths become
radiation (IR) and hot films, shorter since the molecules vibrate more
10-4m objects such semiconductor vigorously. At about 700o C the radiation
as fires, devices such as changes into visible light.
people, LDR (light *used for photography through haze and fog,
animals dependent it is not scattered as much as visible light.
resistor or *used to provide special information, such as
photoresistor) infected crops, contrasting vegetation and so
149
photodiode on by means of photographs taken by satellites
and skin
Microwave *long and medium waves will diffract around
ovens, TV Aerials a hill so that a signal on a radio wave can be
Radio waves and radios, connected to detected even when a hill blocks the direct
3m transmitters tuned electric route from the transmitting aerial.(Diffraction
using electric circuit in radio is when a wave passes the edge of an object)
circuits and and TV sets Long and medium waves are also reflected by
aerials where layers of charged particles in the earth’s upper
electrons are atmosphere so that long distance reception is
forced to also possible despite the curvature of the
oscillate earth’s surface.
*VHF and UHF (TV) waves have shorter
wavelengths. They are not reflected by upper
atmospheric layers and are diffracted only
slightly by hills. Good receptions are only
possible for straight paths of waves.
*microwaves are used fir cooking, telephone,
satellites communications, radar detection of
ships, aircrafts, missiles…..
*radio waves are used in radioastronomy
150
Sound
Sound is the energy produced by vibrating sources e.g. drum skin, guitar string, cone of
loud speaker etc.
The illustration below shows how cone of a loud speaker produces sound.
The changing alternating current from the amplifier makes the cone to vibrate (i.e.
pushing forward and backwards repeatedly). When the cone pushes forward it pushes the
air molecules close together (onto each other) creating a high pressure region called
compression. When the cone pulls back it creates a temporary vacuum in front of it. Air
molecules then spread into this vacuum which leads to a low pressure region called
rarefaction. The continued vibrations of the cone lead to a series of compressions and
rarefactions as denoted by the “C”s for Compressions and “R”s for Rarefactions in the
diagram below.
The compressions and rarefactions eventually reach the ear and make its constituent parts
to vibrate the same way. the brain senses these vibrations and interpret them as a
particular sound.
Points of note
1. The direction of vibration of the loudspeaker cone, hence the air molecules
through which sound travels, is parallel to the direction of propagation of the
direction of propagation (travel) of the sound. Thus sound is a longitudinal9
wave.
2. Sound travels by pushing together (compressing) or pulling apart (decompressing)
the particles of a medium through which it travels. So a material medium is
required for the transmission of sound waves.
9
A longitudinal wave is the one in which the direction of propagation (travel) of the wave is parallel to the
direction of vibration of the medium through which it propagates. When these directions are perpendicular
the wave is said to be transverse.
151
3. Because sound travels by compressing and decompressing particles of a material
medium, then it suffices that sound travels fastest in solids. This is because
particles of a solid are closely packed already so compressing and decompressing
them takes a shorter time. Sound travels slowest in gases. The order of
magnitude of sound in states of matter is shown below.
Experiment: Speed of sound in air
Aim: to determine the speed of sound in air
Apparatus
Starter’s gun (to provide the sound)
Measuring tape (to measure the distance)
Stop clock (to measure the time)
Wall (to act as sound barrier)
Set-up; the apparatus were set-up as shown below,
Procedure
The starter’s gun was positioned a distance, d = 200.000m from the wall, measured using
a measuring tape and recorded. The starter’s gun was fired and the stop-clock started at
the same time. The stop-clock was stopped upon hearing the echo from the wall. The
time, t, taken by sound to travel to the wall and back was read from the stop-clock and
recorded. This procedure was repeated five times and the average time, <t>, taken by
sound to travel to the wall and back calculated and recorded. The distance, S, travelled by
sound to the wall and back was calculated from formula, S = 2d, and recorded. The speed
of sound, v, was calculated from formula, v, and recorded.
Results and Analysis
Distance of the starter’s gun from the wall, d = m
Distance travelled from the wall and back, S = 2d = m
Table of results
Reading no 1 2 3 4 5 Average
time taken, t (seconds)
152
Discussions
Students are to complete the table below by stating the possible source(s) of error and the
precautions they took to minimise the effects of such errors.
Possible sources of error Precautions taken
Parallax error in the measurement of A large distance was used so that percentage error
distance from the wall due to parallax will be small
Human reaction time in the Several readings were taken and the average used
measurement of time
Conclusion
The speed of sound in air was found to be, v = m/s
Audible range
Not all sounds can be heard. Only sounds having frequencies within a certain range can
be heard. This range is called Audible Range (audible means hear-able).
Human Audible range (20 Hz to 20 000 Hz)
The audible range for humans is 20 Hz to 20 kHz. This means that human beings can’t
hear sounds having frequencies less than 20 Hz or greater than 20 kHz.
Example 1
Determine whether sound can be heard if it has the following frequencies
(v) 4 Hz
(vi) 180 Hz
(vii) 40 kHz
Solutions
Sound can be heard, if (if and only if) its frequency satisfies the inequality 20Hz
<f <20 kHz
(v) f = 4 Hz < 20 Hz so it’s too low to be heard. i.e. it wont be heard
(vi) f = 180 Hz which falls within the range 20Hz <f <20 kHz. Sound will be
heard.
(vii) f = 40 kHz> 20 KHz so it’s too high to be heard. i.e. it wont be heard
Exercise
Determine whether sound can be heard if it has the following frequencies
(i) 1 Hz
153
(ii) 150 Hz
(iii) 2500 Hz
(iv) 70000 Hz
(v) 3 GHz
Experiment: Human Audible Range
Aim: to determine the audible range for humans
Apparatus
Power supply unit (to be a source of electricity)
Signal generator (to vary the frequencies)
Loud speaker (to produce the sound)
Connecting wire (to complete the circuit)
Set-up; the apparatus were set-up as shown below,
Procedure
The apparatus were connected as shown above. The frequency of the signal generator, f,
was set to 10 Hz and recorded. The power supply switched on and the loud speaker
listened to so as to determine if it produces any audible sound, the results were recorded.
The procedure was repeated with the frequency setting, f, of the signal generator
increased at 1 Hz intervals until the loud speaker produced some audible sound. The
frequency setting of the signal generator was then varied by the smallest division within
each power of ten until the loud speaker no longer produced audible sound.
Results and Analysis
Tables of results
Frequency, f ×1 Hz
(Hz) 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Sound heard?
yes (√) OR no (×)
Frequency, f ×10 Hz ×100 Hz
(Hz) 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
Sound heard?
yes (√) OR no
(×)
Frequency, f ×1000 Hz ×10000 Hz
(Hz) 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
154
Sound heard?
yes (√) OR no
(×)
Discussions
Students are to fill in the table below by stating the possible source(s) of error and the
precautions they took to minimise the effects of such errors.
Possible sources of error Precautions taken
Conclusion
The human audible range was found to be Hz to Hz
Audible range for other animals
Human beings can only hear sounds having frequencies greater than 20 Hz and less than
20 kHz. This range, 20 Hz to 20 kHz, narrows further with age. However, some animals
can hear sounds having much higher frequencies than 20 kHz. For example, dogs can
hear sounds having frequencies up to 50 kHz i.e. 50 kHz. Thus a burglar alarm set at 40
kHz would alert a guard dog of the intruder’s presence. The dog will hear the loud
ringing of the alarm at 40 kHz but the intruder will hear nothing (complete silence). Bats
can hear sounds of even higher frequencies, up to 150 kHz i.e. 150 000 Hz.
Vc
155
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