Buku Teks Fizik Tingkatan 4/physics-form-4-chapter-1.pdf

Physics is the study of matter and
energy as well as phenomena happening
around us.

Th e topics in this theme focuses
on the base quantities and their units
that are needed to derive other physical
quantities. Attention is also given to
the scientifi c method in aspects such
as the interpretation of graphs and
scientifi c investigation.

Elementary
Physics

11
Let’s StudyLet’s Study

1.11.1  Physical Quantities  Physical Quantities
1.21.2  Scientifi c Investigation  Scientifi c Investigation

What are physical quantities?What are physical quantities?

How are base quantities  and How are base quantities  and
their respective units used to form their respective units used to form
derived quantities? derived quantities?

Why are the skills in interpreting Why are the skills in interpreting
and analysing graphs important? and analysing graphs important?

CHA
PTE

R
MEASUREMENTMEASUREMENT1

22
Measurement plays an important role in investigating
natural phenomena and inventing modern equipment to
solve problems in our lives. The invention of sophisticated
modern equipment such as Global Positioning System (GPS),
seismometers, computers, smartphones and others has helped
us in various fi elds.

GPS determines the location of a person or a place by
measuring time and distance using satellites. Accuracy in the
measurement of time and distance is very important in GPS to
determine exact locations.

Page

How does GPS work?

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Learning Standards and Learning Standards and
List of FormulaeList of Formulae

Information

33
Time

Mass

Momentum

Temperature

ChargeLength Frequency

Density
Electric current

Impulse Energy
Amount of substance

Specific heat capacity
Force

Power

VolumeAcceleration

Recall

Physical quantities
and their units

Figure 1.1 Examples of measurements
of physical quantities

Measurement is a method to determine
the value of a physical quantity. Physical
quantities consist of base quantities
and derived quantities.
 Th e results of accurate measurements
enable us to make right decisions.

Time, length, electric current, thermodynamic temperature,
mass, luminous intensity and amount of substance are base
quantities. Th e rest of the quantities in Figure 1.2 are
derived quantities.

You have studied base quantities
in Form 1.

Can you identify the base
quantities in Figure 1.2?

Physical QuantitiesPhysical Quantities1.1

1.1.11.1.1

Height of Mount Kinabalu
is 4 095 m.

Speed of the tiger, Panthera
tigris is 49 km h–1 to
65 km h–1.

National Paralympic athlete, Mohamad
Ridzuan Puzi created a world record
with a recorded time of 11.87 s in the
100 m sprint event (T36 category) in
the 2018 Asian Para Games.

Figure 1.2 Physical quantities

Figure 1.1 shows examples of
measurements involving physical
quantities. State the physical
quantities.

aaallululu

nts

44
A physical quantity must be stated in magnitude with its unit. Observe Figure 1.3.

Physical quantity Magnitude

UnitLength 100 m=

Figure 1.3 Example of measurement of a physical quantity

Look at your ruler. Can you see the units in centimetres and inches on the ruler?
Centimetre is an example of a metric unit while inch is an example of an imperial unit.
Observe Photograph 1.1.

Metric unit: centimetre

Imperial unit: inch

Photograph 1.1 Metric unit and imperial unit on a ruler

Nowadays we are more familiar with the metric units.
Th e imperial units are seldom used. Photograph 1.2 shows a
tyre pressure gauge which displays both the metric unit and the
imperial unit.

Metric unit:
kilopascal

Imperial unit:
psi (pounds per square inch)

Photograph 1.2 Metric unit and imperial unit on a tyre pressure gauge

Other examples of imperial units are gallons, miles, feet and
yards. Do you know that imperial units can be converted to metric
units and vice versa?

HISTORY
INTEGRATION OF

In 1999, the spaceship Mars
Climate Orbiter suddenly
disappeared in outer space.
This was caused by a mistake
in the units of measurement
used by the engineers. One
group of engineers used the
imperial unit while the other
used the metric unit. This
caused the spaceship to crash
onto the surface of Mars.

55

Chapter 1 Measurement

1.1.11.1.1
A derived quantity is related to the base quantities
through a formula. The derived unit is related to the
base units in a similar manner. Study the example
shown in Figure 1.4 on page 7.

Base Quantities and Derived Quantities
Base quantity is a physical quantity which cannot be derived from another physical quantity.
Table 1.1 shows seven base quantities.

Table 1.1 Base quantities and their respective S.I. units and symbols

Base quantity and its symbol S.I. unit and its symbol

Length l metre m

Mass m kilogram kg

Time t second s

Th ermodynamic temperature T kelvin K

Electric current I ampere A

Luminous intensity Iv candela cd

Amount of substance n mole mol

Other physical quantities as shown in Table 1.2 can be
described in terms of base quantities. Th ese physical quantities
are known as derived quantities.

Table 1.2 Examples of derived quantities and their respective symbols

Derived quantity and its symbol Formula

Volume V V = l 3

Density ρ ρ = m
V

Velocity v v = l
t

Charge Q Q = I × t

Describing Derived Quantities in Terms of Base Quantities
and S.I. Base Units

F ile
In 1960, International System
of Units known as S.I. was
agreed upon at the 11th General
Conference on Weights and
Measures (Conférence Générale
des Poids et Mesures, CGPM) in
Paris, France. This system has
facilitated works in the fi elds of
science, sports, trade, medicine
and others.

F ile
Amount of substance normally
used in Chemistry refers to
the quantity of an element or a
compound.

66 1.1.31.1.31.1.21.1.2
Activity 1.1

Derived quantity
Density

In terms of base quantities
m

l × l × l

Formula

ρ =
m
V

S.I. unit
kg m–3

Figure 1.4 Example of describing a derived quantity

Aim:  To discuss derived quantities in terms of base quantities
and S.I. base units

Instructions:
1. Carry out a Think-Pair-Share activity.

2. Scan the QR code to download and print Table 1.3.

3. Discuss and complete the table.

Table 1.3

Derived quantity
and its symbol   Formula In terms of base

quantities
In terms of S.I.

base units

S.I. unit
(Specifi c unit)

if any

Area A A = l 2 –

Volume V V = l 3 –

Density ρ ρ =
m
V

m
l × l × l  =

m
l 3  –

Velocity v v =
l
t m s–1 –

Acceleration a a =
v
t

l
t × t  =

l
t 2 –

Force F F = m × a kg m s–2 newton (N)

Momentum p p = m × v m × l
t

= ml
t –

Pressure P P =
F
A kg m–1 s–2 pascal (Pa)

Energy or
Work W W = F × l ml

t 2  × l =
ml 2

t 2 joule (J)

Charge Q Q = I × t A s coulomb (C)

Download Table 1.3

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Bab 1 Pengukuran

CPS ISS

77

Chapter 1 Measurement

1.1.31.1.3
Metrology is a scientifi c
study of measurements
and standards. Many
scientists apply
advanced technologies
of measurements to
determine the standards
of fundamental units.
In Malaysia, Standard
and Industrial Research
Institute of Malaysia
(SIRIM) is responsible to
prepare the standards of
all measurements.

Scalar Quantities and Vector Quantities

Figure 1.5 shows two situations during a Physical Education
lesson. In both situations, the teacher instructs his pupils to
run a distance of 50 metres. What is the diff erence between
situation 1 and situation 2?

Figure 1.5 Two situations during a Physical Education lesson

Situation 1 Situation 2

Scalar quantities are physical quantities that have magnitude only while vector quantities
are physical quantities that have both magnitude and direction. Identify the situations that involve
scalar and vector quantities in Figure 1.5 above.

Run a distance of 50 metres. Run a distance of 50 metres
towards that tree.

Pupils, please listen to
my instructions.

CAREER
iNFO

88 1.1.41.1.4
Formative Practice

Table 1.4 shows examples of scalar and vector quantities. What other examples of scalar and
vector quantities do you know?

Table 1.4 Examples of scalar and vector quantities

Scalar quantities Vector quantities

Distance Time
Area Volume
Length Speed
Work Energy
Temperature Density

Displacement
Velocity
Force
Acceleration
Momentum

1.11.1

1. Figure 1.6 shows Encik Fendi taking a measurement of Wei Li.

Figure 1.6
(a) State the measured physical quantity.
(b) What is the measured base unit, symbol of the unit, magnitude of the physical

quantity and symbol of the physical quantity in the situation shown in Figure 1.6?

2. (a) What is the diff erence between scalar quantity and vector quantity?
(b) Read the following passage.

Puan Aishah wants to travel to Kota Kinabalu. Th e distance from her house to Kota
Kinabalu is 333 km. She drives her car at a speed of 80 km h–1 along a highway. She
wants to reach Kota Kinabalu in 3 hours. Th erefore, she increases the speed of her car
with an acceleration of 1.2 m s–2.

Identify the scalar quantities and vector quantities involved in the situation
described above.

3. Rina and her friends took part in a Treasure Hunt held in conjunction with Science Day in
their school. Each group had to fi nd several objects hidden in the school compound within
30 minutes as listed in Figure 1.7.

Container fi lled with 500 ml of pond water
 A unique piece of rock of mass 950 g
 Rope of length 1.5 m
 Camping canvas of area 7.2 m2

Figure 1.7
  Identify the base quantities and derived quantities in the above situation.

1.65 m

Video of scalar and
vector quantities

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99

Chapter 1 Measurement

1.1.41.1.4
Type of graph:
A straight line with a positive gradient that
does not pass through the origin

Interpretation of graph:
• y increases linearly with x

• Gradient of graph, m = Δy
Δx

m = y2 – y1
x2 – x1

• y-intercept = c
• Linear equation, y = mx + c

Type of graph:
A straight line that passes through the origin

Interpretation of graph:
• y is directly proportional to x

• Gradient of graph, m = Δy
Δx

m = y2 – y1
x2 – x1

• Linear equation, y = mx
0

y

x

(x2, y2)

(x1, y1)
y = y2– y1

x = x2– x1

0

(0, c)

y

x

(x2, y2)

(x1, y1)
y = y2– y1

x = x2– x1

0

y

x

(x1, y1)
(0, c)

(x2, y2)
y

x

Type of graph:
A straight line with a negative gradient that
does not pass through the origin

Interpretation of graph:
• y decreases linearly with x

• Gradient of graph, m = Δy
Δx

m = y2 – y1
x2 – x1

• y-intercept = c
• Linear equation, y = mx + c

Interpretation of Graphs of Different Shapes

Scientific InvestigationScientific Investigation1.2

We can plot graphs using data from scientifi c investigation and interpret the shapes of the
graphs to determine the relationship between two physical quantities.

1

2

3

1010 1.2.11.2.1
Type of graph:
• A curve with a negative gradient that

does not cut both axes
• A straight line y against 1

x  with a
 positive gradient that passes through

the origin

Interpretation of graph:
• y is inversely proportional to x0

y

x 0

y

1–x

Activity 1.2

Type of graph:
A curve with a positive gradient that
passes through the origin

Interpretation of graph:
• y increases with x

Bab 1 Pengukuran

Type of graph:
A curve with a negative gradient that
does not pass through the origin

Interpretation of graph:
• y decreases with x

Figure 1.8 Examples of shapes of graphs showing the relationship between two physical quantities

Aim:  To discuss the shapes of graphs showing the
relationship between two physical quantities

Instructions:
1. Carry out a Think-Pair-Share activity.

2. Scan the QR code to download and print Activity 1.2
worksheet. Complete the worksheet.

Download Activity 1.2 worksheet

http://bt.sasbadi.com/p4011

0

y

x 0

y

x

0

y

x 0

y

x

or

4

5

6

CPSISS

1111

Chapter 1 Measurement

1.2.11.2.1
0 1

111

2

3

4

–1–2–3–4–5 2 3 4 5

Extrapolation line

y

x

Line from
experimental
data

0 1 2 3 4 5

10
20
30
40
50

y

x

0

Area of triangle

y

x
1

y
1

y
2

yy

x
2

xx x

Area of rectangle

Analysing Graphs to Summarise an Investigation

In general, there are fi ve important aspects in analysing graphs.

Th e interpolation to determine the value of a
physical quantity.

Method:
If the value of x is given, determine the value of
y using interpolation and vice versa.

Th e extrapolation to make a prediction.

Method:
1. Extrapolate the graph.
2. Determine the value of x or y concerned.

Figure 1.9 Analysing graphs

Th e relationship between two variables.

Method:
Interpret the shape of graph obtained.

1

4

0

y

x = x2 xx – x1

y = y2 yy – y1

x

(x2xx , y2yy )

(x1, y1)

5

Th e gradient of the graph.

Method:
Calculate the gradient of the graph, m = Δy

Δx
 = y2 – y1

x2 – x1

2

Th e area under the graph.

Method:
Calculate the area under the graph using the
relevant formula for the area.

3

Recall

Gradient and
intercept

1212 1.2.21.2.2
Activity 1.3

Aim: To plot and analyse a graph using a set of given data

Farah carried out an experiment to investigate the relationship between force, F and
extension of a spring, x using the apparatus set up as shown in Figure 1.10. The results of
the experiment are shown in Table 1.5. Assist Farah to analyse the graph and summarise the
investigation.

Initial
length of
spring

Retort
stand

x
(extension of spring)

Slotted weight

F (force acting on the spring)

Figure 1.10

Instructions:

1. Work in groups.

2. Plot a graph of F against x.

3. Analyse your graph based on the following aspects:
(a) State the relationship between F and x.
(b) Calculate the gradient of graph, k. Show on the graph, how you determine the value

of k.
(c) The equation that relates F and x is F = kx, where k is the spring constant.

Determine the value of k in S.I. unit.
(d) Area under the graph represents the work done in stretching a spring. Determine

the work needed to stretch the spring by 5 cm.
(e) Determine the value of F when x = 3.5 cm.
(f) Predict the value of x when F = 5.0 N.

4. Present your graph and the analysis of the graph.

Table 1.5

Force,
F / N

Extension of spring,
x / cm

0.5 0.8

1.0 1.6

1.5 2.4

2.0 3.2

2.5 4.0

3.0 4.8

3.5 5.6

4.0 6.4

Bab 1 Pengukuran

Abstraction CPS ISS

1313

Chapter 1 Measurement

1.2.21.2.2
Experiment 1.1

Scientifi c Investigation and Complete Experimental Report

Figure 1.11 shows a situation in a playground. Read the
conversations below.

Figure 1.11 Situation in a playground

Friends, look over there. The
two swings are swinging at
different speeds.

Right. Probably
due to the length of
chains of the swings.

Let us carry out a scientifi c
investigation using a simple
pendulum to fi nd out.

Inference: The period of oscillation of a simple pendulum depends on its length.

Hypothesis: The longer the length of the simple pendulum, the longer its period of oscillation.

Aim:  To investigate the relationship between the length of a simple pendulum, l and the
period of oscillation of the simple pendulum, T.

Variables:
(a) Manipulated variable: Length of pendulum, l
(b) Responding variable: Period of oscillation of pendulum, T
(c) Constant variable: Mass of pendulum bob

Apparatus: Retort stand, protractor, pendulum bob, stopwatch, metre rule and G-clamp

Materials: 100 cm thread and two small pieces of plywood

Procedure:
Plywood

Length of
pendulum, l

A B

Thread

G-clamp
Pendulum
bob

Thread

clamp

Retort
stand

Figure 1.12

Recall

Scientifi c method
and complete
experimental report

1414 1.2.31.2.3
1. Set up the apparatus as shown in Figure 1.12.

2. Adjust the length of pendulum, l = 20.0 cm.

3. Displace the pendulum bob at an angle of less than 10º from the vertical and release it.

4. Measure and record the time, t1 taken for 20 complete oscillations.

5. Repeat step 4 and record the time as t2.

6. Calculate the average time, taverage =
(t1 + t2)

2
.

7. Calculate the period of oscillation, T =
taverage

20
 and the value of T 2.

8. Repeat steps 2 to 6 with length of pendulum, l = 30.0 cm, 40.0 cm, 50.0 cm, 60.0 cm
and 70.0 cm.

9. Record the data in Table 1.6.

Results:
Table 1.6

Length of
pendulum, l / cm

Time for 20 complete
oscillations, t / s T / s T 2 / s2

t1 t2 taverage

20.0

30.0

40.0

50.0

60.0

70.0

Analysis of data:

1. Plot a graph of T against l and a graph of T 2 against l on separate sheets of graph paper.

2. State the shape of the graph and the relationship between the variables in each graph.

3. Determine the gradient, m of the graph of T 2 against l. State the value of m in  S.I. unit.
Show clearly how you obtain the answer.

4. Given T 2 = 4π 2 l
g  where g is the Earth’s gravitational acceleration.

Relate gradient, m to the value of g and then determine the value of g in this experiment.

Conclusion:
What conclusion can you make in this experiment?

Prepare a complete report on this experiment.

1515

Chapter 1 Measurement

1.2.31.2.3
Formative Practice 1.21.2

1. Graphs play an important role in scientifi c investigations.
(a) What are the uses of graphs?
(b) Explain the main steps taken in the process of plotting a graph.

2. Figure 1.13 shows a graph obtained from a study to investigate the relationship  between
volume, V and temperature, θ of a fi xed mass of gas. Based on the graph given in
Figure 1.13, answer the following questions.

0

10

100 200–100–200–300 300

20

30

Volume, V / cm3

/ °Cθ
Temperature,

Figure 1.13

(a) What happens to V when θ increases?
(b) Determine the value of θ when the volume is zero. Show on the graph, how you

determine the value of θ.
(c) Determine the value of V when θ = 300ºC. Show on the graph, how you determine the

value of V.

Discussion:

1. Why does the time for 20 complete oscillations need to be taken in this experiment?

2. Why is the measurement of time taken for 20 complete oscillations repeated?

3. State one precaution that should be taken to increase the accuracy of the results of
this experiment.

4. Compare the value of g obtained from this experiment with the standard value of g,
that is 9.81 m s–2. Justify the difference in the values of g.

1616 1.2.31.2.3
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17

17171717

Chapter 1 Measurement
SELF REFLECTIONSELF-REFLECTION
 1. New things I learnt in this chapter on measurement are ✎ .

2. Th e most interesting thing I learnt in this chapter on measurement is ✎ .

3. Th ings I still do not fully understand or comprehend are ✎ .

4. My performance in this chapter ,

Poor  1 2 3 4 5   Excellent

5. I need to ✎  to improve my performance in
this chapter.

Download and print
Self-refl ection Chapter 1

http://bt.sasbadi.com/p4018

1. (a) State seven base quantities and their S.I. units.

(b) Power, P can be defi ned using the formula, P = Force × Length
Time . Derive the unit

for P in terms of S.I. base units.

2. Figure 1 shows a graph of speed, v against time, t obtained from the speed test of a car.

10

20 25151050 30

20

30

40

tTime,  / sTime, t / s

Speed, Speed, v / m s–1v / m s–1

Figure 1

(a) Determine the gradient of the graph v against t.
(b) Determine the y-intercept of the graph when t = 0.
(c) State the relationship between speed, v and time, t.

Performance EvaluationPerformance Evaluation

1818
3. Hashim carried out an experiment to investigate the relationship between the mass of
slotted weights and the period of oscillation, T of a spring as shown in Figure 2.

Spring

Slotted
weight

Figure 2

Hashim measured the time, t for 20 complete oscillations for diff erent masses of slotted
weights. Th e data obtained is shown in Table 1.

Table 1

Mass of slotted weights, m /g 20 40 60 80 100

Time for 20 oscillations, t / s 26.0 36.0 44.4 51.0 57.2

Period of oscillation, T

T 2

(a) Complete Table 1 by calculating the values of derived data T and T 2. State the
appropriate units for both the physical quantities.

(b) Plot a graph of T 2 against m with appropriate scales. Draw the best fi t line.
(c) Determine the gradient of the graph. Show clearly how it is done.
(d) If the experiment is done on the Moon, what is likely to happen to the gradient of

the graph?
(e) How can an oscillating spring with slotted weights be used as a time measuring device
 with unit of measurement in seconds? (T 2 = 4π 2 m

k )

1919

Chapter 1 Measurement
4. Encik Ahmad measured the time taken by fi ve pupils in a 400 m run. Table 2 shows the
recorded time.

Table 2

Pupil Time, t / s Speed, v / m s–1

A 58.79

B 60.06

C 57.68

D 59.87

E 57.99

(a) Complete the table by calculating the speed of the fi ve pupils.

(b) Suggest an appropriate device that Encik Ahmad can use in this situation.
(c) Based on the data in Table 2, which pupil is the fastest runner?
(d) State one way to increase the accuracy of the recorded time.

5. Table 3 shows the formula for three physical quantities.

Table 3

Physical quantity Formula

Force, F F = m × a

Area, A A = l × l

Time, T –

(a)  If force, F, area, A and time, T are chosen as new base quantities, then the mass, m and
length, l become new derived quantities. State the mass, m and length, l in terms of F,
A and T.

(b) What are the constraints faced by physicists if FAT is made as a new basic
physical quantity?

2020
6. Figure 3 shows graphs obtained from several experiments. Based on the shape of each
graph, determine the relationship between the two physical quantities, p and q.

0

p

q
 0

p

q

(a) (b)

0

p

q

(c)

Figure 3

7. Figure 4 shows the reading on a mechanical stopwatch at the start and the end of an
experiment. Th e mechanical stopwatch is used to measure the time taken for  20 complete
oscillations of a simple pendulum of length, l.

Start of experiment End of experiment

Figure 4

(a) (i) What is the time taken for the pendulum to make 20 complete oscillations?
(ii) Why is it necessary to take the time for 20 complete oscillations?
(iii) Suggest two ways to improve the experiment.

(b) (i) Determine the period of oscillation, T of this pendulum.
(ii) Th e relationship between length, l and period, T, of a simple pendulum is given by
 the equation, l = � g

4π 2�T 2.

Using the value of T in (b)(i), calculate the length of the pendulum, l.
 [g = 10 m s–2]

2121

Chapter 1 Measurement
Enrichment CornerEnrichment Corner

8. Newton’s Law of Gravitation can be expressed as follows:

F = GMm
r 2

F is the force
G is the gravitational constant
M and m are the masses
r is the distance between two bodies

(a) Based on the equation, give an example for each of the following:
 (i) base quantity (ii) derived quantity (iii) vector quantity

(b) Derive the unit of G in terms of S.I. base units.

9. A driver wants to know the petrol consumption per km of a car in a journey of
300 km at constant speed. He installed a measuring device to record the remaining
volume of petrol at every 50 km interval from the starting point. Table 4 shows the
readings obtained.

0 km 50 km 100 km 150 km 200 km 250 km 300 km

Figure 5

Table 4

Distance, s / km 50 100 150 200 250 300

Volume of petrol, V / l 40 34 28 23 16 9

(a) Th e driver forgot to record the volume of petrol at the starting point of the journey.
How can the driver estimate the volume of petrol at the start of the journey?

(b) Determine the petrol consumption of the car for the fi rst 80 km. Show how you obtain
the answer.

(c) If the petrol consumption of the car for every 50 km travelled can be saved by 10%,
show the new values of V for every corresponding s in a table.

(d) Plot a graph of the new V against s.

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