FIRST TERM NOTES

Physics
9th Class (Chapter 1-3)

BARKAT EXQUISITE MODEL MIDDLE

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SCHOOL JHELUM
Chapter 1: Physical Quantities and Measurements

SHORT QUESTIONS

1. Can a non-physical quantity be measured? If yes, then how?

Answer: Yes. Non-physical quantities (like intelligence or happiness) can be measured indirectly by defining a scale or
test (e.g., IQ test, rating scales) that assigns numbers based on observable indicators.

2. What is measurement? Name its two parts.

Answer: Measurement is finding the numerical value of a physical quantity by comparing it with a standard. Its parts
are: Number and Unit

3. Why do we need a standard unit for measurements?

Answer: To ensure that everyone measures the same quantity in the same way, so results can be compared
universally without confusion.

4. Write the name of 3 base quantities and 3 derived quantities.

Answer: Base quantities: Length, Mass, Time. Derived quantities: Speed (m/s), Force (N), Area (m²)

5. Which SI unit will you use to express the height of your desk?
Answer: It will be measured in Metre (m).

6. Write the name and symbols of all SI base units.

Answer:

Quantity Unit Symbol

Length metre m
Mass kilogram kg
Time second s
Electric current ampere A
Temperature kelvin K
Amount of substance mole mol
Intensity of light candela cd

7. Why prefix is used? Name three sub-multiple and three multiple prefixes with their symbols.
Answer: Prefixes let us express very large or small quantities easily. Sub-multiples: milli (m, 10⁻³), micro (µ, 10⁻⁶),
nano (n, 10⁻⁹), Multiples: kilo (k, 10³), mega (M, 10⁶), giga (G, 10⁹)

8. What is meant by:

Answer:

(a) 5 pm 5 pico metre (a) 5 × 10⁻¹² m

(b) 15 ns 15 nano seconds (b) 15 × 10⁻⁹ s
(c) 6 µm 6 micro metre (c) 6 × 10⁻⁶ m
(d) 5 fs 5 femto seconds (d) 5 × 10⁻¹⁵ s

9. (a) Vernier Callipers is used for what purpose?

Answer: To measure internal/external dimensions and depths with high precision.

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(b) Name its two main parts.
Answer: Main scale and Vernier scale.

(c) How is least count found?

Answer: Least count = one main-scale division − one Vernier-scale division.

(d) What is meant by zero error?

Answer: When jaws are closed but zero marks don’t align; must be corrected.

LONG QUESTIONS

1. What is meant by base and derived quantities? Give the names and symbols of SI base units.
Answer: Base quantities are fundamental physical quantities defined independently, such as length, mass, and time.
Derived quantities are formed by combining base quantities through mathematical relations, for example speed
(length ÷ time) or force (mass × acceleration). The seven SI base quantities and their units are: length – metre (m),
mass – kilogram (kg), time – second (s), electric current – ampere (A), thermodynamic temperature – kelvin (K),
amount of substance – mole (mol), and luminous intensity – candela (cd). These provide the foundation for all other
SI measurements.

2. Give three examples of derived unit in SI. How are they derived from base units? Describe briefly.
Answer: Three common derived SI units include: newton (N) for force, defined as kgm/s²; joule (J) for energy, defined
as Nm or kgm²/s²; and pascal (Pa) for pressure, defined as N/m² or kgm⁻¹s⁻². Each is obtained by combining base units
according to the physical relationship. For instance, force is mass times acceleration, so its unit is kilogram multiplied
by metre per second squared. These combinations allow complex quantities to be expressed coherently in SI.

3. State the similarities and differences between Vernier Callipers and micrometer screw gauge.
Answer: Both Vernier Callipers and micrometer screw gauges measure small lengths precisely, reducing human
reading errors by providing fine scales. Vernier callipers can measure internal, external, and depth dimensions,
typically to 0.02 mm precision. Micrometer screw gauges measure external dimensions with higher precision (often
0.01 mm), using a calibrated screw mechanism. The callipers use sliding scales, while the micrometer uses a rotating
spindle and thimble. Callipers offer versatility in measurement types, but micrometers deliver greater accuracy for
specific external measurements.

4. Identify and explain the reasons for human errors, random errors and systematic errors in
experiments.
Answer: Human errors occur when the experimenter misreads instruments, records data inaccurately, or uses
improper techniques. Random errors arise from unpredictable variations in measurement conditions, such as
fluctuations in temperature or observer reaction time; they can be reduced by averaging multiple readings.
Systematic errors are reproducible biases from faulty instruments, incorrect calibration, or experimental design flaws;
they shift all measurements in the same direction and require calibration corrections or improved methodology to
eliminate.

5. Differentiate between precision and accuracy of a measurement with examples.

Answer: Accuracy refers to how close a measured value is to the true value. For example, if the length of a rod is 100
cm and measured as 99.8 cm, the measurement is accurate. Precision indicates how consistent repeated
measurements are, regardless of closeness to the true value; for instance, if repeated measurements yield 98.2, 98.3,
and 98.1 cm, they are precise but not accurate. Ideally, instruments and methods should provide both high accuracy
and high precision.

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 CONSTRUCTED RESPONSE QUESTIONS

1. In what unit will you express each of the following?

Answer:

(a) Thickness of a five-rupee coin millimetre (mm)

(b) Length of a book centimetre (cm)
(c) Length of a football field metre (m)
(d) The distance between two cities kilometre (km)
(e) Mass of five-rupee coin gram (g)
(f) Mass of your school bag kilogram (kg)
(g) Duration of your class period minute (min)
(h) Volume of petrol filled in the tank of a can litre (L)
(i) Time to boil one litre milk minute (min)

2. Why might a standard system of measurement be helpful to a tailor?

Answer: A tailor needs precise body measurements. Using standard units ensures clothes fit correctly and
consistently for all clients, avoiding errors from differing local units.

3. The minimum main scale reading of a micrometer screw gauge is 1 mm and there are 100 divisions
on the circular scale. When the thimble is rotated once, 1 mm is its measurement on the main scale.
What is the least count of the instrument?
Answer: Least count = one main-scale division ÷ number of circular divisions = 1 mm ÷ 100 = 0.01 mm.

4. You are provided a metre scale and a bundle of pencils; how can the diameter of a pencil be measured
using the metre scale with the same precision as that of Vernier Callipers? Describe briefly.
Answer: Stack 50 pencils together, measure the total length with the metre scale, then divide that length by 50. This
gives the diameter with 0.02 mm precision, similar to a typical Vernier callipers.

5. The end of a metre scale is worn out. Where will you place a pencil to find the length?
Answer: Place the pencil’s end at a clear, unworn mark (e.g., the 1 cm mark), measure the reading at the other end,
and subtract 1 cm from that reading.

6. Why is it better to place the object close to the metre scale?

Answer: To reduce parallax error: keeping the object close ensures your eye, the object, and the scale are aligned,
giving a more accurate reading.

7. Why a standard unit is needed to measure a quantity correctly?

Answer: Standard units allow everyone to measure in the same way, ensuring consistency, comparability, and
communication of results worldwide.

8. Suggest some natural phenomena that could serve as a reasonably accurate time standard.
Answer: Earth’s rotation (day), Earth’s orbit around the Sun (year), and the vibration of quartz crystals (in watches)
provide regular, repeatable cycles for timekeeping.

9. It is difficult to locate the meniscus in a wider vessel. Why?

Answer: In wider vessels, the liquid’s curve is flatter, so the meniscus is less pronounced and harder to read
accurately.

10. Which instrument can be used to measure:

Answer: (a) internal diameter of a test tube – Vernier callipers.

(b) depth of a beaker – depth gauge of a Vernier callipers or a simple scale depth rod.

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 GLOSSARY

1. Base Quantities: Fundamental physical quantities defined independently (e.g., length, mass, time).
2. Derived Quantities: Quantities formed by combining base quantities (e.g., speed = length/time).
3. SI Base Units: Meter (m), Kilogram (kg), Second (s), Ampere (A), Kelvin (K), Mole (mol), Candela (cd).
4. Vernier Calipers: Instrument measuring internal, external, and depth dimensions; least count ≈ 0.02 mm.
5. Micrometer Screw Gauge: Measures small external dimensions with high precision; least count ≈ 0.01 mm.
6. Human Errors: Observer mistakes (e.g., misreading).
7. Random Errors: Unpredictable variations; reduced by averaging.
8. Systematic Errors: Consistent bias (e.g., faulty instrument); corrected by calibration.
9. Precision: Closeness of repeated measurements.
10. Accuracy: Closeness to true (accepted) value.

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Chapter 2: Kinematics

SHORT QUESTIONS

1. Define scalar and vector quantities.

Scalar: Has only magnitude (e.g., temperature).

Vector: Has magnitude and direction (e.g., velocity).

2. Give 5 examples each for scalar and vector quantities.

Scalars: Mass, Temperature, Time, Speed, Energy

Vectors: Displacement, Velocity, Acceleration, Force, Momentum

3. State head-to-tail rule for addition of vectors.

Place tail of the second vector at head of the first. The resultant is from tail of first to head of second.

4. What are distance-time graph and speed-time graph?

Distance-time: plots how far an object travels over time.

Speed-time: plots how an object’s speed changes over time.

5. Do heavier objects fall faster than lighter ones in free fall?

No. In free fall (ignoring air resistance), all objects accelerate at 10 m/s², regardless of mass.

6. How is direction indicated when vectors are written in scalar notation?

By an arrow over the symbol (e.g., →v) or by specifying the direction in words or angles.

7. If speed is uniform, is velocity uniform? Why?

Not always. If direction changes (e.g., circular motion), velocity changes even if speed is constant.

8. Can a body have acceleration when moving with:

Constant velocity: No, acceleration is zero.

Constant speed: Yes, if direction changes (centripetal acceleration).

LONG QUESTIONS

1. How can a vector be represented graphically? Explain.

Graphically, a vector is shown as an arrow: the arrow’s length represents the vector’s magnitude, and the arrow’s
direction indicates the vector’s direction. Starting at an origin point, the arrow extends in the vector’s direction, and
the scale (e.g., 1 cm = 1 N) converts physical magnitude to diagram length. When adding vectors, the head-to-tail
method places the tail of one arrow at the head of another; the resultant vector runs from the first tail to the final
head.

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2. Differentiate between:

a. Rest and Motion

Rest means an object’s position remains unchanged over time, whereas motion means its position changes relative
to a reference point. For example, a parked car is at rest, but the car on the road is in motion.

b. Speed and Velocity

Speed is the rate of change of distance with time, a scalar with magnitude only (e.g., 60 km/h). Velocity is the rate of
change of displacement with time, a vector including direction (e.g., 60 km/h north).

3. Describe different types of motion. Also give examples.

Motion types include:

• Linear motion – movement along a straight line (e.g., train on tracks).

• Circular motion – movement along a circular path (e.g., a ferris wheel).

• Rotational motion – spinning around an internal axis (e.g., a spinning top).

• Vibratory motion – back-and-forth movement about a central point (e.g., pendulum). Each type involves distinct
acceleration and force characteristics.

4. Explain the difference between distance and displacement.

Distance is the total length of the path an object travels, regardless of direction; it is scalar. Displacement is the
straight-line shortest distance between starting and ending points, along with direction; it is vector. For instance,
walking 3 km east then 4 km west yields a distance of 7 km but a displacement of 1 km west.

5. What do gradients of distance-time graph and speed-time graph represent? Explain with diagrams.
In a distance-time graph, the slope (gradient) equals speed. A steeper line indicates higher speed. In a speed-time
graph, the slope represents acceleration: upward slope shows speeding up, flat line shows constant speed, and
downward slope shows slowing down. (Include simple straight-line sketches with axes labeled Distance vs Time and
Speed vs Time.)

6. Prove that the area under speed-time graph is equal to the distance covered by an object.
The area under a speed-time graph (speed on the vertical axis, time on the horizontal) is computed by integrating
speed with respect to time: distance = ∫v dt. Graphically, each small rectangle under the curve has area v Δt,
summing these gives total distance. Thus, the total shaded area equals the distance travelled.

7. How can equations of motion be applied to bodies moving under the action of gravity?
When a body moves vertically under gravity, acceleration ‘a’ in the equations of motion is replaced by g = 10 m/s²
(downward). For upward motion, acceleration is −g; for downward, +g. Then s = ut + ½at² becomes the displacement
equation, v = u + at gives velocity changes, and v² = u² + 2as links velocity and displacement under gravity.

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 CONSTRUCTED RESPONSE QUESTIONS

1. Distance and displacement may or may not be equal in magnitude. Explain this statement.
Distance is the total path length traveled; displacement is the straight-line change in position. If motion is in one
direction without turning, distance equals displacement. If the path curves or doubles back, distance is greater
than displacement.

2. When a bullet is fired, its velocity with which it leaves the barrel is called the muzzle velocity of the
gun. The muzzle velocity of one gun with a longer barrel is lesser than that of another gun with a
shorter barrel. In which gun is the acceleration of the bullet larger? Explain your answer.
Acceleration a = v²/(2s). For the shorter barrel, v is higher and s is smaller, so v² increases more while s decreases,
making a larger. Thus, acceleration is greater in the gun with a shorter barrel.

3. For a complete trip, average velocity was calculated. Its value came out to be positive. Is it possible
that its instantaneous velocity at any time during the trip had the negative value? Give justification of
your answer.
Yes. Average velocity can be positive while momentarily moving in the opposite direction. For example, if you
move forward overall but briefly step back, your instantaneous velocity during that step is negative.

4. Is it possible that the velocity of an object is zero at an instant of time, but its acceleration is not zero?
If yes, give an example of such a case.
Yes. At the top of a vertical toss, a ball’s velocity is zero for an instant before it falls back, but acceleration due to
gravity (10 m/s² downward) remains nonzero.

GLOSSARY

1. Scalar Quantity: Has magnitude only (e.g., speed, mass).

2. Vector Quantity: Has magnitude and direction (e.g., velocity, force).
3. Vector Representation: Arrow: length for magnitude, direction shows orientation.
4. Rest: No change in position over time.
5. Motion: Change in position over time.
6. Speed: Rate of change of distance (scalar).
7. Velocity: Rate of change of displacement (vector).
8. Types of Motion: Linear, Circular, Rotational, Vibratory.
9. Distance: Total path length covered (scalar).
10. Displacement: Straight-line change from start to end (vector).
11. Distance‐Time Graph Gradient: Gives speed (slope = Δdistance/Δtime).
12. Speed‐Time Graph Gradient: Gives acceleration (slope = Δspeed/Δtime).
13. Area under Speed‐Time Graph: Equals distance covered.
14. Equations under Gravity: Use a = ±g (10 m/s²) in s = ut + ½at², v = u + at.

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Chapter 3:Dynamics

SHORT QUESTIONS

1. What kind of changes in motion may be produced by a force?

Start or stop motion, change speed, change direction, or deform an object.

2. Give 5 examples of contact forces.

Friction, tension, normal reaction, air resistance, spring force.

3. An object moves with constant velocity in free space. How long?

Indefinitely, unless acted upon by an external force.

4. Define impulse of force.

Impulse = Force × time; it equals change in momentum.

5. Why has Newton’s first law not been proved on Earth?

Because friction and air resistance are always present; true inertia is observed in space.

6. Why are you pushed back in a car that accelerates suddenly?

Inertia: your body resists change in motion while the car moves forward.

7. Why is the force in Newton’s second law the net force?

Because only the vector sum of all forces produces acceleration.

8. How to show rolling friction < sliding friction?

Measure force needed to roll vs drag a cylinder; rolling requires less force.

9. Define terminal velocity.

Constant speed when weight equals drag force during fall.

10. In what direction does an astronaut fire a hand rocket to return?

Away from the ship; reaction pushes him toward the ship.

LONG QUESTIONS

1. Explain the concept of force by practical examples.

A force is a push or pull that causes an object to start moving, stop, or change shape. For example, when you
push a door, the applied force moves it. Pulling a drawer out uses force to overcome friction. Stretching a rubber
band exerts tension force. Gravity pulls a falling apple towards Earth, while magnetic force attracts iron filings.
Each example shows how forces influence motion or deformation.

2. Describe Newton's laws of motion.

Newton’s first law (inertia): A body remains at rest or moves at constant velocity unless acted upon by a net
external force.

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 Newton’s second law: The net force on an object equals mass times acceleration (F = ma); larger force produces
greater acceleration.
Newton’s third law: For every action, there is an equal and opposite reaction; when one body exerts a force on
another, the second exerts an equal force in reverse.

3. Define momentum and express Newton's 2nd law in terms of change in momentum.
Momentum (p) is mass times velocity (p = mv), a vector quantity. Newton’s second law can be written: Net force
= rate of change of momentum (F net = dp/dt). This form applies even when mass changes, and it indicates that
applying force over time changes an object’s momentum.

4. State and explain the principle of conservation of momentum.

The principle states that in a closed system with no external forces, total momentum remains constant. When
two objects collide, their combined momentum before collision equals combined momentum after collision. For
example, in a frictionless ice-skating push-off, two skaters move in opposite directions with momenta that sum
to their original zero momentum.

5. Describe the motion of a block on a table with friction. What are static and kinetic friction?
When a block sits on a table, static friction resists its initial movement up to a maximum value; it adjusts to
match applied force without motion. Once the block slides, kinetic friction acts, a nearly constant force opposing
motion. Static friction is usually higher than kinetic friction, so more force is needed to start moving than to keep
moving.

6. Explain the effect of friction on the motion of vehicles in the context of tyre surface and braking force.
Vehicle tyres rely on friction with the road to accelerate, steer, and brake safely. A rough tyre surface and good
tread increase grip (static friction), preventing skidding. During braking, tyres transition to kinetic friction if they
lock, increasing stopping distance. Anti-lock braking systems modulate brake force to maintain static friction,
maximizing control and minimizing skid.

CONSTRUCTED RESPONSE QUESTIONS

1. Two ice skaters weighing 60 kg and 80 kg push off against each other on a frictionless ice track. The
60 kg skater gains a velocity of 4 m/s. Considering all the relevant calculations involved, explain how
Newton's third law applies to this situation.
By conservation of momentum (Newton’s third law), total momentum before is zero, so after pushing off:

60×4 + 80×v₂ = 0
v₂ = –(60×4)/80 = –3 m/s.
They feel equal and opposite forces, and their momenta are equal in magnitude and opposite in direction.

2. Inflatable airbags are installed in the vehicles as safety equipment. In terms of momentum, what is
the advantage of airbags over seatbelts?
Airbags increase the time over which your momentum changes during a crash. Since

impulse = Δp = FΔt,

increasing Δt reduces the force exerted on the occupant, lowering injury risk.

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3. A horse refuses to pull a cart. The horse argues, 'according to Newton's third law, whatever force I
exert on the cart, the cart will exert an equal and opposite force on me. Since the net force will be zero,
therefore, I have no chance of accelerating (pulling) the cart.' What is wrong with this reasoning?
The horse’s force on the cart and the cart’s force on the horse act on different bodies. They do not cancel. To move
forward, the horse pushes backward on the ground; the ground pushes the horse forward with an unopposed force.

4. When a cricket ball hits high, a fielder tries to catch it. While holding the ball he/she draws hands
backward. Why?
Drawing hands backward increases the time over which the ball’s momentum changes, reducing the average force on
the hand and preventing injury or the ball bouncing out.

5. When someone jumps from a small boat onto the river bank, why does the jumper often fall into the
water? Explain.
As the person pushes the boat backward to jump forward, the boat moves away due to reaction. Without a stable
platform, the jumper may lose support and fall into the water.

6. Imagine that if friction vanishes suddenly from everything, then what could be the scenario of daily
life activities?
Without friction, walking, driving, and holding objects would be impossible: feet would slip, cars wouldn’t stop, and
tools would slip from hands. Everyday tasks would become unmanageable.

GLOSSARY

1. Force: Push or pull on an object causing acceleration or deformation.

2. Newton's First Law: Inertia: No net force → constant velocity.
3. Newton's Second Law: F = ma; net force changes motion.
4. Newton's Third Law: Every action has equal and opposite reaction.
5. Momentum: p = mv; quantity of motion.
6. Conservation of Momentum: Total momentum constant if no external force.
7. Static Friction: Resists start of motion
8. Kinetic Friction: Resists ongoing motion
9. Friction in Vehicles: Tyre‐road friction gives grip; braking uses controlled skid.

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