The Science of Physics

Chapter 1

Table of Contents

Section 1 What Is Physics?

Section 2 Measurements in Experiments

Section 3 The Language of Physics

 Objectives

• Identify activities and fields that involve the major

areas within physics.

• Describe the processes of the scientific method.

• Describe the role of models and diagrams in physics.

Physics
• The goal of physics is to use a small number of
basic concepts, equations, and assumptions to
describe the physical world.

• These physics principles can then be used to make

predictions about a broad range of phenomena.

• Physics discoveries often turn out to have

unexpected practical applications, and advances in
technology can in turn lead to new physics
discoveries.
The Branches of Physics
The Branches of Physics
Physics and Technology
 The Scientific Method

• There is no single
procedure that scientists
follow in their work.
However, there are certain
steps common to all good
scientific investigations.

• These steps are called the

scientific method.
The Scientific Method
 Models

• A model is a pattern, plan, representation, or

description designed to show the structure or
workings of an object, system, or concept.

• Physics uses models that describe phenomena.

• A set of interacting components considered to be a

distinct physical entity for the purpose of study is
called a system.
Models
 Hypotheses

• Hypothesis is an explanation that is based on prior

scientific research or observations and that can be
tested.

• Models help scientists develop hypotheses.

 Hypotheses, continued

Galileo modeled the behavior of falling objects in

order to develop a hypothesis about how objects fall.

If heavier objects fell faster

than slower ones,would two
bricks of different masses
tied together fall slower (b)
or faster (c) than the heavy
brick alone (a)? Because of
this contradiction, Galileo
hypothesized instead that all
objects fall at the same rate,
as in (d).
 Controlled Experiments

• A hypothesis must be tested in a controlled

experiment.

• A controlled experiment tests only one factor at a time

by using a comparison of a control group with an
experimental group.
 Controlled Experiment - Example
If you want to know whether the type of soil will affect
how long it takes a seed to germinate.

You take three identical pots, fill each with a different type of
soil, plant identical bean seeds in each pot, place the pots in a
sunny window, water them equally , and measure how long it
takes for the seeds in each pot to sprout.

This is a controlled experiment because your

goal is to keep every variable constant
( sun, water) except the type of soil you use.

You control these features.

 Chapter 1 - Section 2 : Measurements in Experiments

Objectives

• List basic SI units and the quantities they describe.

• Convert measurements into scientific notation.

• Distinguish between accuracy and precision.

• Use significant figures in measurements

and calculations.
 SI Base Units

The International System of Units (SI) defines seven units of

measure as a basic set from which all other SI units are
derived.

The SI base units and their physical quantities are:

Base Quantity Name Symbol

Length Metre m
Mass Kilogram kg
Time Second s
Electric Current Ampere A
Temperature Kelvin K
Amount of Substance Mole mol
 Units vs. Quantities
Quantities - amount or numerical value; measurable
example : time, length, currents.

Units - what you measure quantities in.

example: seconds, metre...etc

Quantity = (Number) x (Unit)

 Prefixes

In SI, units are combined with prefixes that symbolize

certain powers of 10.

The main prefixes that should be memorised are:

Name Symbol Factor Name Symbol Factor

tera T 1012 centi c 10-2
giga G 109 milli m 10-3
mega M 106 micro µ 10-6
kilo k 103 nano n 10-9
pico p 10-12
femto f 10-15
COMMON PREFIXES
 Dimensions and Units

• Measurements of physical quantities must be

expressed in units that match the dimensions of that
quantity.

• measurements used in calculations should also

have the same units.

Example: Area = length x width

The measurements of length and width MUST be expressed in

the same units ( m, km, cm..etc)
Unit Conversion Method

What is metric conversions?

To convert from one unit to another within the metric system usually
means moving a decimal point.

How to convert to metric?

Knowing what the prefixes mean, you can convert within the metric
system by simply multiplying or dividing the number by the value
of the prefix.

Video - LINK HERE

Sample Problem
A typical bacterium has a mass of about 2.0 fg. Express
this measurement in terms of grams and kilograms.

Given:
mass = 2.0 fg

Unknown:
mass = ? g mass = ? kg
 Section 2 Measurements in
Experiments

Sample Problem, continued

Build conversion factors from the relationships given in

Table 3 of the textbook. Two possibilities are:

Only the first one will cancel the units of femtograms to

give units of grams.
 Section 2 Measurements in
Experiments

Sample Problem, continued

Take the previous answer, and use a similar process to

cancel the units of grams to give units of kilograms.
 Section 2 Measurements in
Experiments

Accuracy and Precision Video Link

• Accuracy is a description of how close a

measurement is to the correct or accepted value of
the quantity measured.

• Precision is the degree of exactness of a

measurement.

• A numeric measure of confidence in a measurement

or result is known as uncertainty. A lower uncertainty
indicates greater confidence.
 LET’S PLAY

1. I’ll write down a number between 1-20.

2. Choose a number between 1-20 and write it in the chat.

3. We will compare that to the number I chose!

 Section 2 Measurements in
Chapter 1 Experiments

Significant Figures
• It is important to record the precision of your
measurements so that other people can understand
and interpret your results.

• A common convention used in science to indicate

precision is known as significant figures.

• Significant figures are those digits in a

measurement that are known with certainty plus the
first digit that is uncertain.
 Section 2 Measurements in
Chapter 1 Experiments

Significant Figures, continued

Even though this ruler is

marked in only centimeters
and half-centimeters, if you
estimate, you can use it to
report measurements to a
precision of a millimeter.
 Section 2 Measurements in
Chapter 1 Experiments

Rules for Determining Significant Zeroes

 Section 2 Measurements in
Chapter 1 Experiments

Rules for Determining Significant Zeros

 Section 2 Measurements in
Chapter 1 Experiments

Rules for Calculating with Significant Figures

 Section 2 Measurements in
Chapter 1 Experiments

Rules for Rounding in Calculations

 Section 2 Measurements in
Chapter 1 Experiments

Rules for Rounding in Calculations

 The Language of Physics
Section 3

Objectives
• Interpret data in tables and graphs, and recognize
equations that summarize data.

• Distinguish between conventions for abbreviating

units and quantities.

• Use dimensional analysis to check the validity of

equations.

• Perform order-of-magnitude calculations.

 Section 3 The Language of
Chapter 1 Physics

Mathematics and Physics

• Tables, graphs, and equations can make data
easier to understand.

• For example, consider an experiment to test Galileo’s

hypothesis that all objects fall at the same rate in the
absence of air resistance.

– In this experiment, a table-tennis ball and a golf ball are

dropped in a vacuum.
– The results are recorded as a set of numbers corresponding
to the times of the fall and the distance each ball falls.
– A convenient way to organize the data is to form a table,
as shown on the next slide.
 Section 3 The Language of
Chapter 1 Physics

Data from Dropped-Ball Experiment

A clear trend can be seen in the data. The more time that
passes after each ball is dropped, the farther the ball falls.
 Section 3 The Language of
Chapter 1 Physics

Graph from Dropped-Ball Experiment

One method for analyzing the data is to construct a
graph of the distance the balls have fallen versus the
elapsed time since they were released.

The shape of the

graph provides
information about
the relationship
between time and
distance.
 Section 3 The Language of
Chapter 1 Physics

Interpreting Graphs
 Section 3 The Language of
Chapter 1 Physics

Physics Equations
• Physicists use equations to describe measured or
predicted relationships between physical quantities.

• Variables and other specific quantities are abbreviated

with letters that are boldfaced or italicized.

• Units are abbreviated with regular letters, sometimes

called roman letters.

• Two tools for evaluating physics equations are

dimensional analysis and order-of-magnitude
estimates.
 Section 3 The Language of
Chapter 1 Physics

Equation from Dropped-Ball Experiment

• We can use the following equation to describe the relationship
between the variables in the dropped-ball experiment:

(change in position in meters) = 4.9 × (time in seconds)2

• With symbols, the word equation above can be written as follows:

Δy = 4.9(Δt)2

• The Greek letter Δ (delta) means “change in.” The abbreviation

Δy indicates the vertical change in a ball’s position from its
starting point, and Δt indicates the time elapsed.

• This equation allows you to reproduce the graph and make

predictions about the change in position for any time.
 Section 3 The Language of
Chapter 1 Physics

Evaluating Physics Equations

 Standardized Test Prep
Chapter 1

Multiple Choice
1. What area of physics deals with the subjects
of heat and temperature?

A. mechanics
B. thermodynamics
C. electrodynamics
D. quantum mechanics
 Standardized Test Prep
Chapter 1

Multiple Choice
1. What area of physics deals with the subjects
of heat and temperature?

A. mechanics
B. thermodynamics
C. electrodynamics
D. quantum mechanics
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

2. What area of physics deals with the behavior of
subatomic particles?

F. mechanics
G. thermodynamics
H. electrodynamics
J. quantum mechanics
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

2. What area of physics deals with the behavior of
subatomic particles?

F. mechanics
G. thermodynamics
H. electrodynamics
J. quantum mechanics
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

3. What term describes a set of particles or interacting
components considered to be a distinct physical
entity for the purpose of study?

A. system
B. model
C. hypothesis
D. controlled experiment
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

3. What term describes a set of particles or interacting
components considered to be a distinct physical
entity for the purpose of study?

A. system
B. model
C. hypothesis
D. controlled experiment
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

4. What is the SI base unit for length?

F. inch
G. foot
H. meter
J. kilometer
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

4. What is the SI base unit for length?

F. inch
G. foot
H. meter
J. kilometer
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

5. A light-year (ly) is a unit of distance defined as the
distance light travels in one year.Numerically, 1 ly =
9 500 000 000 000 km. How many meters are in a
light-year?

A. 9.5 × 1010 m
B. 9.5 × 1012 m
C. 9.5 × 1015 m
D. 9.5 × 1018 m
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

5. A light-year (ly) is a unit of distance defined as the
distance light travels in one year.Numerically, 1 ly =
9 500 000 000 000 km. How many meters are in a
light-year?

A. 9.5 × 1010 m
B. 9.5 × 1012 m
C. 9.5 × 1015 m
D. 9.5 × 1018 m
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

6. If you do not keep your line of sight directly over a
length measurement, how will your measurement
most likely be affected?

F. Your measurement will be less precise.

G. Your measurement will be less accurate.
H. Your measurement will have fewer significant
figures.
J. Your measurement will suffer from instrument
error.
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

6. If you do not keep your line of sight directly over a
length measurement, how will your measurement
most likely be affected?

F. Your measurement will be less precise.

G. Your measurement will be less accurate.
H. Your measurement will have fewer significant
figures.
J. Your measurement will suffer from instrument
error.
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

7. If you measured the length of a pencil by using the
meterstick shown in the figure and you report your
measurement in centimeters, how many significant
figures should your reported measurement have?

A. one
B. two
C. three
D. four
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

7. If you measured the length of a pencil by using the
meterstick shown in the figure and you report your
measurement in centimeters, how many significant
figures should your reported measurement have?

A. one
B. two
C. three
D. four
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

8. A room is measured to be 3.6 m by 5.8 m.What is the
area of the room? (Keep significant figures in mind.)

F. 20.88 m2
G. 2 × 101 m2
H. 2.0 × 101 m2
J. 21 m2
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

8. A room is measured to be 3.6 m by 5.8 m.What is the
area of the room? (Keep significant figures in mind.)

F. 20.88 m2
G. 2 × 101 m2
H. 2.0 × 101 m2
J. 21 m2
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

9. What technique can help you determine the power of
10 closest to the actual numerical value of a
quantity?

A. rounding
B. order-of-magnitude estimation
C. dimensional analysis
D. graphical analysis
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

9. What technique can help you determine the power of
10 closest to the actual numerical value of a
quantity?

A. rounding
B. order-of-magnitude estimation
C. dimensional analysis
D. graphical analysis
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

10. Which of the following statements is true of any valid
physical equation?

F. Both sides have the same dimensions.

G. Both sides have the same variables.
H. There are variables but no numbers.
J. There are numbers but no variables.
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

10. Which of the following statements is true of any valid
physical equation?

F. Both sides have the same dimensions.

G. Both sides have the same variables.
H. There are variables but no numbers.
J. There are numbers but no variables.
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

The graph shows the relationship between time and
distance for a ball dropped vertically from rest. Use
the graph to answer questions 11–12.

11. About how far has the

ball fallen after 0.20 s?
A. 5.00 cm
B. 10.00 cm
C. 20.00 cm
D. 30.00 cm
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

The graph shows the relationship between time and
distance for a ball dropped vertically from rest. Use
the graph to answer questions 11–12.

11. About how far has the

ball fallen after 0.20 s?
A. 5.00 cm
B. 10.00 cm
C. 20.00 cm
D. 30.00 cm
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

12. Which statement best describes the relationship
between the variables?
F. For equal time intervals, the
change in position is increasing.
G. For equal time intervals, the
change in position is decreasing.
H. For equal time intervals, the
change in position is constant.
J. There is no clear relationship
between time and change in
position.
 Standardized Test Prep
Chapter 1

Multiple Choice, continued

12. Which statement best describes the relationship
between the variables?
F. For equal time intervals, the
change in position is increasing.
G. For equal time intervals, the
change in position is decreasing.
H. For equal time intervals, the
change in position is constant.
J. There is no clear relationship
between time and change in
position.
 Standardized Test Prep
Chapter 1

Short Response
13. Determine the number of significant figures
in each of the following measurements.
A. 0.0057 kg
B. 5.70 g
C. 6070 m
D. 6.070 × 103 m
 Standardized Test Prep
Chapter 1

Short Response
13. Determine the number of significant figures
in each of the following measurements.
A. 0.0057 kg
B. 5.70 g
C. 6070 m
D. 6.070 × 103 m

Answers:
A. 2; B. 3; C. 3; D. 4
 Standardized Test Prep
Chapter 1

Short Response, continued

14. Calculate the following sum, and express the
answer in meters. Follow the rules for significant
figures.

(25.873 km) + (1024 m) + (3.0 × 102 cm)

 Standardized Test Prep
Chapter 1

Short Response, continued

14. Calculate the following sum, and express the
answer in meters. Follow the rules for significant
figures.

(25.873 km) + (1024 m) + (3.0 × 102 cm)

Answer: 26 897 m
 Standardized Test Prep
Chapter 1

Short Response, continued

15. Demonstrate how dimensional analysis can be used
to find the dimensions that result from dividing
distance by speed.
 Standardized Test Prep
Chapter 1

Short Response, continued

15. Demonstrate how dimensional analysis can be used
to find the dimensions that result from dividing
distance by speed.

Answer:
 Standardized Test Prep
Chapter 1

Extended Response
16. You have decided to test the effects of four different
garden fertilizers by applying them to four separate
rows of vegetables. What factors should you
control? How could you measure the results?
 Standardized Test Prep
Chapter 1

Extended Response
16. You have decided to test the effects of four different
garden fertilizers by applying them to four separate
rows of vegetables. What factors should you
control? How could you measure the results?
Sample answer: Because the type of fertilizer is the
variable being tested, all other factors should be
controlled, including the type of vegetable, the
amount of water, and the amount of sunshine. A fifth
row with no fertilizer could be used as the control
group. Results could be measured by size, quantity,
appearance, and taste.
 Standardized Test Prep
Chapter 1

Extended Response, continued

17. In a paragraph, describe how you could estimate the
number of blades of grass on a football field.
 Standardized Test Prep
Chapter 1

Extended Response, continued

17. In a paragraph, describe how you could estimate the
number of blades of grass on a football field.

Answer: Paragraphs should describe a process similar

to the following: First, you could count the number of
blades of grass in a small area, such as a 10 cm by
10 cm square. You would round this to the nearest
order of magnitude, then multiply by the number of
such squares along the length of the field, and then
multiply again by the approximate number of such
squares along the width of the field.
 Section 1 What Is Physics?
Chapter 1

The Scientific Method

 Section 1 What Is Physics?
Chapter 1

Hypotheses
 Section 2 Measurements in
Chapter 1 Experiments

SI Prefixes
 Section 2 Measurements in
Chapter 1 Experiments

Significant Figures