Class 9SCIENCE AT ADVANCED LEVELChapter 1

Chapter 1: Measurement – Foundation of Science

Learn how measurement works, why standard units are essential, how the CGS, FPS, MKS and SI systems differ, and how to convert measurements accurately.

Last updated: 09/10/2026Chapter Notes and Solved Questions

Quick Chapter Information

Class9
SubjectAdvanced Science
Chapter1
DifficultyFoundation

Measurement: The Foundation of Science

Measurement is the process of comparing an unknown physical quantity with a known standard quantity of the same kind. It allows observations to be expressed clearly and compared accurately.

Key relation: Q = n × u

Here, Q is the physical quantity, n is its numerical value and u is the unit. The quantity remains the same when the unit changes; only the numerical value changes.

1.1 Understanding measurement

For example, if a table is 2 metres long, its length is expressed as a numerical value (2) multiplied by the unit (metre). A larger unit gives a smaller numerical value for the same physical quantity, while a smaller unit gives a larger numerical value.


1.2 Systems of units

  • CGS: centimetre, gram and second.
  • FPS: foot, pound and second.
  • MKS: metre, kilogram and second.
  • SI: International System of Units, the modern internationally accepted system.

1.3 Why do we need a common system?

Different units can lead to confusion in trade, engineering and scientific communication. A common system helps people compare results and share measurements without ambiguity.


1.4 The seven SI base units

Physical quantitySI unitSymbol
Lengthmetrem
Masskilogramkg
Timeseconds
Thermodynamic temperaturekelvinK
Electric currentampereA
Luminous intensitycandelacd
Amount of substancemolemol

SI units are internationally standardised and use decimal prefixes such as kilo-, centi- and milli-, which make many conversions straightforward.


1.5 Conversion of units

During conversion, the unit and numerical value change, but the physical quantity remains constant. Always convert units carefully and show the steps.

  • 1 km = 1000 m
  • 1 m = 100 cm
  • 1 kg = 1000 g
  • 1 h = 3600 s
  • 1 N = 1 kg m/s² = 10⁵ g cm/s² = 10⁵ dyne

Solved Questions

1. Name any two systems of units.

Answer: Any two are the CGS system (centimetre–gram–second) and the FPS system (foot–pound–second). MKS and SI are also systems of units.


2. Why is the SI system preferred over other systems?

Answer: SI is internationally accepted, provides consistent standard units and uses decimal prefixes that make conversions easier. It helps scientists, engineers, businesses and countries communicate measurements clearly.


3. Convert 250 N into g cm/s2.

Solution: 1 N = 1 kg m/s2 = 1000 g × 100 cm/s2 = 105 g cm/s2.

Therefore, 250 N = 250 × 105 = 2.5 × 107 g cm/s2, or 2.5 × 107 dyne.


4. Convert 1000 kg/L into kg/m3.

Solution: 1 L = 10−3 m3, so 1 kg/L = 1000 kg/m3.

Therefore, 1000 kg/L = 1000 × 1000 = 106 kg/m3.


Questions and Answers

1. Which of the following is not an SI unit: metre, kilogram, second or foot?

Answer: Foot. It is a unit of length in the FPS system. Metre, kilogram and second are SI units.


2. What is the SI unit of mass?

Answer: The kilogram (kg).


3. Name the system of units used internationally.

Answer: The International System of Units (SI).


4. Why is a common system of units necessary?

Answer: It prevents confusion and errors when measurements are communicated between people, countries and scientific communities. It also makes measurements easier to compare.


5. Why is measurement necessary in physics?

Answer: Measurement assigns numerical values and units to physical quantities such as length, mass, time and temperature. This allows observations to be compared and scientific relationships to be tested quantitatively.


6. Explain the relation: physical quantity = numerical value × unit.

Answer: A measurement is represented by Q = n × u. For example, 5 m means five times the standard unit metre. The same length could be expressed as 500 cm; the quantity is unchanged although the number and unit differ.


7. Why does the same classroom floor give different numerical values when measured with sticks of different lengths?

Answer: The floor's actual area remains unchanged, but each stick represents a different unit size. A longer stick covers more space per unit, so fewer units are counted; a shorter stick requires more units.


8. What conclusion can be drawn from measuring the same object with different units?

Answer: The numerical value depends on the unit selected. For a fixed quantity, a larger unit gives a smaller numerical value and a smaller unit gives a larger numerical value.


9. Fill in the blanks.

(a) Measurement compares an unknown quantity with a known standard quantity of the same kind.

(b) The SI unit of mass is the kilogram.

(c) In the CGS system, the unit of length is the centimetre.

(d) 1 km = 1000 m.

(e) The internationally accepted system of units is the SI system.


10. Match the systems and units.

Answer:

  • CGS → centimetre–gram–second
  • FPS → foot–pound–second
  • MKS → metre–kilogram–second
  • SI → International System of Units
  • Kelvin → SI base unit of thermodynamic temperature

11. What problems may occur if every country uses its own system of units?

Answer: There may be errors in calculations, confusion in international trade, difficulty comparing measurements and problems sharing technical information. Conversions would be required whenever measurements use different units.


12. A scientist measures a length in feet and another in metres. What must they do before comparing their results?

Answer: They must convert both measurements into the same unit. Comparing the numerical values alone would be incorrect because a foot and a metre represent different lengths.


13. What could happen if the metre had a different definition in different countries?

Answer: The same stated measurement could represent different actual lengths. This would cause disputes and errors in trade, construction, engineering and scientific research.


14. A shopkeeper measures rice in kilograms, but a customer asks for pounds. Why is conversion needed?

Answer: Kilograms and pounds are different units of mass. Converting lets the shopkeeper and customer agree on the same amount.


15. If 1 kg = 2.2 pounds, how many pounds are equal to 5 kg?

Solution: Mass in pounds = 5 × 2.2 = 11 pounds.


16. Convert 9 km/h into m/s.

Solution: 9 km/h = 9 × (1000 m / 3600 s) = 9000/3600 m/s = 2.5 m/s.


17. A measurement is written as 8 cm. Identify its numerical value and unit.

Answer: The numerical value is 8 and the unit is centimetre (cm).


Important Formulae and Conversions

  • Physical quantity: Q = n × u
  • Equivalent measurements: n1u1 = n2u2
  • 1 km = 1000 m
  • 1 m = 100 cm
  • 1 kg = 1000 g
  • 1 h = 3600 s
  • 1 N = 105 dyne = 105 g cm/s2
  • 9 km/h = 2.5 m/s