FISIKA

Dr.Eng. Agus Setyawan

Kyushu University

2005 – 2008 Kyoto University

Dr. Eng. 2011

Gadjah Mada University

Diponegoro University
(2002 - 2005)
M.Si

Agus Setyawan
1992 – 1997
S.Si
Chapter 1: Units, Physical
Quantities and Vectors

2
About Physics

3
What is Physics?

 Phys’ics [Gr. Physika, physical or natural things]

 Originally, natural sciences or natural philosophy

 The science of dealing with properties, changes, interaction,

etc., of matter and energy
 Physics is subdivided into mechanics, thermodynamics,
optics, acoustics, etc.

 From Webster's Unabridged Dictionary

4
Science

 Science [Latin scientia - knowledge]

 Originally, state of fact of knowing; knowledge, often as

opposed to intuition, belief, etc.
 Systematized knowledge derived from observation, study and
experimentation carried on in order to determine the nature or
principles of what is being studied.
 A Science must have PREDICTIVE power

5
Physics: Like a Mystery Story
 Nature presents the clues
 Experiments

 We devise the hypothesis

 Theory

 A hypothesis predicts other facts that can be checked

- is the theory right?
 Right - keep checking
 Wrong - develop a new theory

 Physics is an experimental science

6
The Ancient Greeks

Aristotle (384-322 B.C.) is regarded as the

first person to attempt physics, and actually
gave physics its name.

On the nature of matter:

Matter was composed of:

Air Earth Water Fire

Every compound was a mixture of these elements

Unfortunately there is no predictive power

7
On the Nature of Motion
 Natural motion - like a falling body
 Objects seek their natural place
 Heavy objects fall fast
 Light objects fall slow
 Objects fall at a constant speed

 Unnatural motion - like a cart being pushed

 The moving body comes to a stand still when the
force pushing it along no longer acts
 The natural state of a body is at rest

8
Aristotelian Physics
 Aristotelian Physics was based on logic
o It provided a framework for understanding nature
o It was logically consistent

It was wrong !!!

 Aristotelian physics relied on logic - not experiment

9
The Renaissance

Galileo Galilei (1564 -1642) was one of the

first to use the scientific method of observation
and experimentation. He laid the groundwork
for modern science.

10
Classical Mechanics

Mechanics: the study of motion

Galileo (1564 -1642) laid the
groundwork for Mechanics

Newton (1642-1727) completed

its development (~almost~)
Newton’s Laws work fine for

 Large Objects - Ball’s, planes, planets, ...

 Small objects (atoms)  Quantum Mechanics
 Slow Objects - people, cars, planes, ...
 Fast objects (near the speed of light)  Relativity
 Classical Mechanics - essentially complete at the end
of the 19th Century
11
Why is Physics Important?

Newton’s Laws Quantum The Next

and Mechanics Great Theory
Classical Physics

 Planetary motion  Microwaves  Teleportation

 Steam Engines  Transistors o Faster than
 Radio  Computers light travel
 Cars
 Lasers (can’t exist
 Television today)

"Heavier-than-air flying machines are impossible."

Lord Kelvin, president, Royal Society, 1895.
12
Mechanics
 Physics is science of measurements
 Mechanics deals with the motion of objects
o What specifies the motion?
o Where is it located?
o When was it there?
o How fast is it moving?

 Before we can answer these questions

 We must develop a common language

13
Units

14
Fundamental Units

Foot
Length [L] Meter - Accepted Unit
Furlong

Second - Accepted Unit

Time [T] Minute
Hour
Century

Kilogram - Accepted Unit

Mass [M] Slug

15
Derived Units
 Single Fundamental Unit
 Area = Length  Length [L]2
 Volume = Length  Length  Length [L]3

 Combination of Units
 Velocity = Length / Time [L/T]
 Acceleration = Length / (Time  Time) [L/T2]
 Jerk = Length / (Time  Time  Time) [L/T3]
 Force = Mass  Length / (Time  Time) [M L/T2]

16
Units
 SI (Système Internationale) Units:
 mks: L = meters (m), M = kilograms (kg), T
= seconds (s)
 cgs: L = centimeters (cm), M = grams (g), T
= seconds (s)

 British Units:
 Inches, feet, miles, pounds, slugs...

 We will switch back and forth in stating problems.

17
Unit Conversion

 Useful Conversion Factors:

 1 inch = 2.54 cm
 1 m = 3.28 ft
 1 mile = 5280 ft
 1 mile = 1.61 km

 Example: convert miles per hour to meters per second:

mi mi ft 1 m 1 hr m
1  1  5280    0.447
hr hr mi 3.28 ft 3600 s s

18
Orders of Magnitude
 Physical quantities span an immense range

 Length size of nucleus ~ 10-15 m

size of universe ~ 1030 m

 Time nuclear vibration ~ 10-20 s

age of universe ~ 1018 s

 Mass electron ~ 10-30 kg

universe ~ 1028 kg

19
Physical Scale
 Orders of Magnitude Set the Scale
 Atomic Physics ~ 10-10 m
 Basketball ~ 10 m
 Planetary Motion ~ 1010 m
 Knowing the scale lets us guess the Result

Q: What is the speed of a 747?

Distance - New York to LA 4000 mi

= 660 mph
Flying Time 6 hrs

20
Dimensional Analysis
 Fundamental Quantities
 Length - [L]
 Time - [T]
 Mass - [M]

 Derived Quantities
 Velocity - [L]/[T]
 Density - [M]/[L]3
 Energy - [M][L]2/[T]2

21
Physical Quantities
 Must always have dimensions
 Can only compare quantities with the same
dimensions
 v = v(0) + a  t
 [L]/[T] = [L]/[T] + [L]/[T]2 [T]

 Comparing quantities with different

dimensions is nonsense
 v = a  t2
 [L]/[T] = [L]/[T]2 [T]2 = [L]

22
Provides Solution Sometimes

Which of these could be

correct?
 Period of a Pendulum

a ) t  lg 
Period is a time [T] - t
2

b) t  mlg 
2

Can only depend on: c) t 

l
t  2
l
g g
Length [L] - l d) t 
ml
g
Mass [M] - m
l
Gravity [L/T2] - g e) t 
m
23
Solving Problems

24
 Problem Solving Strategy
 Each profession has its own specialized knowledge and patterns
of thought.

 The knowledge and thought processes that you use in each of

the steps will depend on the discipline in which you operate.

 Taking into account the specific nature of physics, we choose to

label and interpret the five steps of the general problem solving
strategy as follows:

25
Problem Solving Strategy

 A. Everyday language:  D. Calculate solution:

1) Make a sketch.
2) What do you want to find out?
3) What are the physics ideas?
 B. Physics description:
1) Make a physics diagram.
2) Define your variables.
3) Write down general equations.
1) Plug in numerical values.
E. Evaluate the answer:
1) Is it properly stated?
2) Is it reasonable?
3) Answered the question asked?

 C. Combine equations:
1) Select an equation with the target variable.
2) Which of the variables are not known?
3) Substitute in a different equation.
4) Continue for all of the unknown variables .
5) Solve for the target variable.
6) Check units.
26
Problem Solving Strategy, Step
A
A. Everyday language description:
In this step you develop a qualitative description of the problem.
 Visualize the events described in the problem by making a sketch. The sketch
should indicate the different objects involved and any changes in the situation
(e.g. changes in force applied, collisions, etc.) First, identify the different objects
that are relevant to finding your desired category. Next, identify whether there is
more than one stage (part) to the behavior of the object during the time from the
beginning to the end that is relevant for what you are trying to find out. Things
that would indicate more than one part would include key information about the
behavior of the object at a point between start and end of movement, collisions,
changes in the force applied or acceleration of an object.
 Write down a simple statement of what you want to find out. This should be a
specific physical quantity that you could calculate to answer the original question.
 Write down verbal descriptions of the physics ideas (the type of
problem). Identify the physics idea for each stage of each object. If the physics
idea is a vector quantity (motion, force, momentum, etc.) identify how many
dimensions are involved.

27
Problem Solving Strategy, Step
B
B. Physics description:
 In this step you use your qualitative understanding of the problem to prepare
for the quantitative solution.
 First, simplify the problem situation by describing it with a diagram in terms of
simple physical objects and essential physical quantities. Make a physics
diagram. You will need a diagram for each physics idea for each object, and
possibly one for each stage and for each dimension.
 Define your variables (make a chart) of know quantities and unknown
quantities. Identify the variable you will solve for. Make sure variables are
defined for each object, stage, idea and dimension. Pay attention to units, to
make sure you have the right kind of units for each type of variable.
 Using the physics ideas assembled in A-3 and the diagram you made in B-1,
write down general equations which specify how these physical quantities
are related according to the principles of physics or mathematics.

28
Problem Solving Strategy, Step
C
C. Combine equations:
 In this step you translate the physics description into a set of equations
which represent the problem mathematically by using the equations
assembled in step 2.
 Select an equation from the list in B3 that contains the variable you are
solving for (as specified in B2).
 Identify which of the variables in the selected equation are not known.
 For each of the unknown variables, select another equation from the list in B3
and solve it for the unknown variable. Then substitute the new equation in
for the unknown quantity in the original equation.
 Continue steps 2 & 3 until all of the unknown variables (except the
variable you are solving for) have been replaced or eliminated.
 Solve for the target variable.
 Check your work by making sure the units work out.

29
Problem Solving Strategy, Steps D
&E

D. Calculate solution:
 In this step you actually execute the solution you have planned.
 Plug in numerical values (with units) into your solution from C-5.

E. Evaluate the answer:

 Finally, check your work.
 Is it properly stated? Is it reasonable?
 Have you actually answered the question asked?

30
Problem Solving Strategy
 Consider each step as a translation of the previous step into a slightly different
language.
 You begin with the full complexity of real objects interacting in the real world
and through a series of steps arrive at a simple and precise mathematical
expression. The five-step strategy represents an effective way to organize your
thinking to produce a solution based on your best understanding of physics. The
quality of the solution depends on the knowledge that you use in obtaining the
solution.
 Your use of the strategy also makes it easier to look back through your solution
to check for incorrect knowledge and assumptions. That makes it an important
tool for learning physics.
 If you learn to use the strategy effectively, you will find it a valuable tool to
use for solving new and complex problems.

31
Vectors

32
Scalars & Vectors
 A scalar is a physical  A vector is a physical
quantity that has only quantity that has both
magnitude (size) and magnitude (size) and
can be represented by a direction.
number and a unit.
 Examples of vectors?
 Examples of scalars?
 Velocity
 Time  Force
 Mass
 Temperature
 Density
 Electric charge

33
 Displacement Vector is a change in
position. It is calculated as the final
position minus the initial position.

Vectors are

• represented pictorially by an arrow from one point to another.

• represented symbolically by a letter with an arrow above it.

34
Some Vector Properties
 Two vectors that have the
same direction are said to
be parallel.
 Two vectors that have
opposite directions are said
to be anti-parallel.
 Two vectors that have the
same length and the same
direction are said to be
equal no matter where they
are located.
 The negative of a vector is a
vector with the same
magnitude (size) but
opposite direction
35
Magnitude of a Vector
 
( Magnitude of A)  A  A

 The magnitude of a vector is a positive number (with

units!) that describes its size.
 Example: magnitude of a displacement vector is its length.
 The magnitude of a velocity vector is often called speed.
 The magnitude of a vector is expressed using the same letter
as the vector but without the arrow on top of it.

36
Vector Addition

 Vector C of a vector sum of vectors A and C.

 Example: double displacement of particle.

 Vector addition is commutative (the order of vector

addition doesn’t matter).

37
Vector Addition CAUTION

 Common error: to conclude that if C = A + B the

magnitude C should be equal the magnitude A plus
magnitude B. Wrong !

 Example: C < A + B.

38
Vector Addition

 Add more than two vectors:


     
R A B C  D C 
   
  
R A B C  A E 

39
Vector Subtraction

 Subtract vectors:

   
A  B  A  ( B)

40
Vector Components

 There are two methods of vector addition

 Graphical  represent vectors as scaled-
directed line segments; attach tail to head
 Analytical  resolve vectors into x and y
components; add components

41
Vector Components

 If R  A  B

 Then Rx  Ax  Bx and Ry  Ay  By

 Where Ax  A cos A and Ay  A cos A

 Bx  B cos  B and By  B sin  B

42
Vector Components

 R  Rx2  Ry2 R
Ry

Ry 
   tan 1
Rx Rx

 If Rx< 0 and Ry > 0 or if Rx< 0

and Ry < 0 then    + 180o

43
Vector Components CAUTION

 The components Ax and Ay of a vector A are numbers; they

are not vectors !

44
Vector Components

  
R  A B
   
A  B  A  ( B)

Rx  Ax  Bx

Ry  Ay  By

45
Vector Components

46
 VECTOR ADDITION
Problem Solving Strategy
 IDENTIFY the relevant concepts and SET UP the problem:
 Decide what your target variable is. It may be the magnitude of the
vector sum, the direction, or both.
 Then draw the individual vectors being summed and the coordinate
axes being used. In your drawing, place the tail of the first vector at
the origin of coordinates; place the tail of the second vector at the
head of the first vector; and so on.
 Draw the vector sum R from the tail of the first vector to the head of
the last vector.
 By examining your drawing, make a rough estimate of the
magnitude and direction of R you’ll use these estimates later to
check your calculations.

47
Vector Components

 There are two methods of vector addition

 Graphical  represent vectors as scaled-directed
line segments; attach tail to head
 Analytical  resolve vectors into x and y
components; add components
 Component
 vectors
A  Ax  Ay

Ax  Ax
Components


Ay  Ay
48
Vector Components

 You can calculate components if its

magnitude and direction are known

 Direction of a vector described by its

angle relative to reference direction

 Reference direction  positive x-

axis

 Angle  the angle between vector A

and positive x-axis
y
90 < Θ < 180 Θ = 90 0 < Θ < 90
cos (-) sin (+) cos (+) sin (+)
Θ = 180 x Θ = 0
180 < Θ < 270 270 < Θ < 360
cos (-) sin (-) Θ = 270 cos (+) sin (-)
49
Vector Components

Ax
Ay  cos 
 sin  A
A

Ax  A  cos 
Ay  A  sin 

50
Vector Components CAUTION

 The components Ax and Ay of a vector A are numbers;

they are not vectors !
 The components of vectors can be negative or positive
numbers.

90 < Θ < 180

cos (-) sin (+)

180 < Θ < 270

cos (-) sin (-)

51
Finding Vector Components

 What are x and y components of vector

D? Magnitude of D=3.00m, angle is
=45.
IDENTIFY AND SET UP
 Vector Components Trig Equations
EXECUTE
 Angle here is measured toward
negative y-axis. But we need angle
measured from positive x-axis toward
positive y-axis. Thus, θ=-=-45.

Dx  D  cos   (3.00m)(cos( 45))  2.1m

Dy  D  sin   (3.00m)(sin( 45))  2.1m
52
Finding Vector Components

 What are x and y components

of vector E? Magnitude of
D=4.50m, angle is =37.0.

IDENTIFY AND SET UP

 Vector Components Trig
Equations
EXECUTE
 Any orientation of axes is
permissible, but X- and Y-axes
must be perpendicular.
 E is the hypotenuse of a right
triangle! Thus:

Ex  E  sin   (4.50m)(sin( 37.0))  2.71m

E y  E  cos   (4.50m)(cos( 37.0))  3.59m
53
Vector Components

 Reverse the process: We know

the components. How to find
the vector magnitude and its
direction?

 Magnitude: Pythagorean
theorem
A A  A2
x y
2

 Direction: angle between x-

axis and vector
Ay Ay
tan     arctan
Ax Ax
54
Vector Addition, Components
  
R  A B

Rx  Ax  Bx
Ry  Ay  By
Ax  A  cos A

Ay  A  sin  A

Bx  B  cos B

By  B  sin  B
55
Problem Solving Strategy
IDENTIFY AND SET UP EXECUTE
 Target variable: vector  Find x- and y-components of each
magnitude, its direction or individual vector
both  
 Draw individual vectors and Bx  B  cos B By  B  sin  B
coordinate axes  Check quadrant sign!
 Tail of 1st vector in origin, tail  Add individual components
of 2nd vector at the head of algebraically to find components of the
1st vector, and so on… sum vector
 Draw the vector sum from Rx  Ax  Bx  Cx  ...
the tail of 1st vector to the Ry  Ay  By  C y  ...
head of the last vector.
 Make a rough estimate of  Magnitude R  Rx  R y
magnitudes and direction. Ry
 Direction   arctan Rx
EVALUATE
 Check your results comparing them with the rough estimates!

56
Vector Components
 θA=90.0-32.0=58.0
 θB=180.0+36.0=216.0
 θC=270.0
 Ax=A cos θA
 Ay=A sin θA

Distance Angle X-comp Y-comp

A=72.4m 58.0 38.37m 61.40m
B=57.3m 216.0 -46.36m -33.68m
C=17.8m 270.0 0.00m -17.80m

-7.99m 9.92m

R  (7.99m) 2  (9.92m) 2  12.7m

  arctan 9.92m  7.99m  129
57
Unit Vectors

58
Unit Vectors

 Unit vectors provide a

convenient means of notation
to allow one to express a
vector in terms of its
components.
 Unit vectors always have a
magnitude of 1 (with no
units).
 Unit vectors point along a
coordinate direction.
 Unit vectors are written using
a caret (or "hat", ^ ) to
distinguish them from
ordinary vectors.
  
Ax  Axiˆ Ay  Ay ˆj A  Axiˆ  Ay ˆj
59
Unit Vectors
 
A  Axiˆ  Ay ˆj B  Bxiˆ  By ˆj
  
R  A  B  ( Axiˆ  Ay ˆj )  ( Bxiˆ  By ˆj ) 
 ( Ax  Bx )iˆ  ( Ay  By ) ˆj  Rxiˆ  Ry ˆj
 
A  Axiˆ  Ay ˆj  Az kˆ B  Bxiˆ  By ˆj  Bz kˆ

R  ( Ax  Bx )iˆ  ( Ay  By ) ˆj  ( Az  Bz )kˆ 
 Rxiˆ  Ry ˆj  Rz kˆ
60