Q.Explain this statement clearly: "To call a dimensional quantity 'large' or 'small' is meaningless without specifying a standard for comparison". In view of this, reframe the following statements wherever necessary:
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🔒 Start your 14-day free trial to unlock the full solution →Concept understanding — Unit Conversion
Unit Conversion: Why 1 Metre and 100 Centimetres Are the Same Thing
Imagine you're measuring the length of your desk. You pull out a ruler marked in centimetres and find it's 120 cm long. Your friend, using a metre stick, says it's 1.2 m. You're both right — you've just used different units to describe the same physical length.
That's the core idea: unit conversion is the process of changing how you express a quantity without changing the quantity itself.
The Intuition: Same Quantity, Different Labels
Think of a pizza. Whether you call it "one pizza" or "8 slices," the amount of pizza hasn't changed. You've just used a different unit (pizza vs. slice) to describe it.
Similarly, 1 metre and 100 centimetres are the same length — just like 1 pizza and 8 slices are the same amount. The number changes (1 becomes 100, or 1 becomes 8), but the actual thing being measured stays identical.
This is the most important idea to hold onto: conversion changes the number, not the quantity. If you ever feel like the quantity has changed, you've made a mistake.
The Precise Statement
Unit conversion is the multiplication of a quantity by a conversion factor — a fraction equal to 1 — that cancels the old unit and introduces the new one.
A conversion factor looks like this:
old unitnew unit=1
For length: 100 cm1 m=1 and 1 m100 cm=1.
Why are these fractions equal to 1? Because 1 metre is 100 centimetres. The numerator and denominator describe the same physical length, so their ratio is exactly 1.
How to Convert: The Only Rule You Need
Multiply by a conversion factor that cancels the unit you have and leaves the unit you want.
Let's convert 120 cm to metres:
- Start with what you have: 120 cm
- Choose the conversion factor that has "cm" in the denominator (to cancel it) and "m" in the numerator: 100 cm1 m
- Multiply:
120 cm×100 cm1 m=100120 m=1.2 m
The "cm" units cancel just like numbers do: cmcm=1.
Always write the units explicitly. If the units don't cancel correctly, you've used the wrong conversion factor. This catches 90% of conversion mistakes.
The Reverse: Metres to Centimetres
Now convert 1.2 m to cm. This time, you want "cm" to remain and "m" to cancel. Use 1 m100 cm:
1.2 m×1 m100 cm=1.2×100 cm=120 cm
Notice: when going from a larger unit (m) to a smaller unit (cm), the number gets larger (1.2 → 120). When going from smaller to larger, the number gets smaller (120 → 1.2). This is a useful sanity check.
Common Conversion Factors You'll Use
| Quantity | Relationship | Conversion Factors |
|---|---|---|
| Length | 1 m = 100 cm | 100 cm1 m, 1 m100 cm |
| Mass | 1 kg = 1000 g | 1000 g1 kg, 1 kg1000 g |
| Time | 1 h = 60 min | 60 min1 h, 1 h60 min |
| Speed | 1 km/h = 36001000 m/s | 1 km1000 m×3600 s1 h |
Why this formula?
Dimensional Analysis: Why the Key Principles Hold
Dimensional Analysis is a powerful tool in physics and engineering that lets us check the consistency of equations, derive relationships, and convert units. But why does it work? Let's build the reasoning from the ground up.
1. The Core Idea: Physical Quantities Have Dimensions
Every physical quantity (like length, time, mass) can be expressed in terms of fundamental dimensions. The most common set in mechanics is:
- L = Length
- M = Mass
- T = Time
For example:
- Speed has dimensions [LT−1]
- Force has dimensions [MLT−2]
- Energy has dimensions [ML2T−2]
Why this matters: Two quantities can only be meaningfully compared or equated if they have the same dimensions. You cannot add apples to oranges — and you cannot add length to time.
2. The Principle of Dimensional Homogeneity
The key formula that underpins everything is:
Every valid physical equation must be dimensionally homogeneous.
This means: the dimensions on the left-hand side must equal the dimensions on the right-hand side.
Why must this hold?
Consider an equation like:
v=u+at
- Left side: [v]=LT−1
- Right side: [u]=LT−1, [at]=(LT−2)(T)=LT−1
Both sides have dimensions LT−1. If they didn't match, the equation would be physically meaningless — you'd be comparing quantities that cannot be equal in any real experiment.
Reasoning: Physical laws describe relationships between measurable quantities. If the dimensions don't match, the equation cannot represent a real physical relationship, because the numerical value would depend on the arbitrary choice of units.
3. The Buckingham Pi Theorem: Why We Can Derive Relationships
This is the deeper mathematical reason. The Buckingham Pi Theorem states:
If a physical problem involves n variables and k fundamental dimensions, then it can be reduced to n−k independent dimensionless groups (called π groups).
Why does this work?
Imagine you have a relationship:
f(Q1,Q2,…,Qn)=0
where each Qi has dimensions. Because the equation must be dimensionally homogeneous, we can rearrange it into a function of dimensionless products only:
F(π1,π2,…,πn−k)=0
The reasoning: Dimensions act as constraints. Each fundamental dimension (M, L, T) gives one constraint. So if you have n variables and k constraints, you only have n−k independent dimensionless combinations.
Example: For a simple pendulum, the period T depends on length L, mass m, and gravity g. That's 4 variables with 3 dimensions (M, L, T). So 4−3=1 dimensionless group: π=LT2g. This tells us T∝L/g without solving any differential equation.
4. Why We Can Convert Units Using Dimensional Analysis
The conversion factor formula:
Value in new unit=Value in old unit×(new unitold unit)dimension exponent
Why this works: …
The key idea is that every measurement is relative — a number alone carries no meaning unless it is compared to a reference standard of the same dimension.
Reasoning:
- A dimensional quantity (length, speed, mass, etc.) has a numerical value that depends on the chosen unit. Without a fixed standard, “large” or “small” is subjective.
- For a statement to be meaningful, it must either state the standard explicitly or compare two quantities of the same dimension.
Reframing the statements:
- (a) “Atoms are very small objects” → Meaningless as is. Reframe: “Atoms are very small compared to everyday objects (e.g., an atom is about 10−10 m, while a grain of sand is ∼10−3 m).”
- (b) “A jet plane moves with great speed” → Meaningless as is. Reframe: “A jet plane moves with great speed compared to a car (≈ 900 km/h vs. 100 km/h).”
- (c) “The mass of Jupiter is very large” → Meaningless as is. Reframe: “The mass of Jupiter is very large compared to Earth (MJ≈318M⊕).”
- (d) “The air inside this room contains a large number of molecules” → Meaningless as is. Reframe: “The air inside this room contains a large number of molecules compared to the number of stars in the Milky Way (∼1027 vs. 1011).” …
The core idea is that any statement calling a quantity "large" or "small" is incomplete unless it names the reference standard used for comparison. The reframed statements must explicitly state what the quantity is being compared to.
Why "Large" and "Small" Need a Reference
Imagine someone says "that building is tall." Without context, you don't know if they mean tall compared to a person, tall compared to other buildings in the city, or tall compared to a mountain. The same principle applies to all physical quantities. A measurement like "5 metres" is absolute, but calling it "large" or "small" is a relative judgement — it only makes sense when you specify the standard of comparison.
This is why physics insists on clear reference frames and units. When you say "atoms are very small," you're implicitly comparing them to everyday objects like a grain of sand or a pencil tip. But that comparison is hidden. The exercise here is to make the hidden standard explicit in each statement.
A common mistake is to think that "large" and "small" are absolute properties of the quantity itself. They are not — they are statements about the ratio of the quantity to some chosen reference.
Reframing Each Statement
1. (a) "atoms are very small objects"
The word "small" here is relative. Compared to what? An atom is indeed tiny compared to a grain of salt, but it is enormous compared to a proton or an electron. The statement needs a reference.
Reframed: Atoms are very small objects compared to everyday macroscopic objects like a grain of sand or a human hair.
2. (b) "a jet plane moves with great speed"
"Great speed" is meaningless without a standard. A jet plane is fast compared to a car or a bicycle, but it is slow compared to a rocket escaping Earth's gravity or compared to the speed of light.
Reframed: A jet plane moves with great speed compared to ground vehicles like cars and trains.
3. (c) "the mass of Jupiter is very large"
Jupiter's mass is huge compared to Earth's mass, but it is tiny compared to the mass of the Sun or the Milky Way galaxy. The statement must anchor the comparison.
Reframed: The mass of Jupiter is very large compared to the mass of Earth or any other planet in the solar system.
4. (d) "the air inside this room contains a large number of molecules"
"Large number" is ambiguous. The number of molecules in a room (roughly 1027) is enormous compared to the number of people in the room, but it is negligible compared to the number of molecules in the entire atmosphere. The statement needs a reference.
Reframed: The air inside this room contains a large number of molecules compared to the number of grains of sand on a beach, but it is still a tiny fraction of the total molecules in Earth's atmosphere. …
Concept: Unit Conversion & The Principle of Relative Measurement
Method: The Comparison Method (Relative Scaling)
Core Idea: Any measurement is a ratio between the quantity being measured and a chosen standard unit. Without stating that standard, the words "large" or "small" have no fixed meaning.
Steps:
- Identify the quantity being described (length, speed, mass, number).
- Identify the implicit standard (e.g., "atom" vs. "human scale").
- Replace the vague adjective with a specific comparison to a known standard.
Explanation of the Statement
A dimensional quantity (like length, mass, or time) is always expressed as a number times a unit. The number alone is meaningless — "5" could be 5 mm, 5 km, or 5 light-years. Similarly, calling something "large" only makes sense relative to a reference. For example:
- An atom is large compared to a proton.
- An atom is small compared to a grain of sand.
Thus, every statement of size or speed must include the reference standard to be scientifically meaningful.
Reframed Statements
- Atoms are very small objects → Reframe: Atoms are very small compared to everyday objects (e.g., a human hair is about 1,000,000 times wider than a typical atom).
- A jet plane moves with great speed → Reframe: A jet plane moves with great speed compared to a car (≈ 900 km/h vs. 100 km/h), but is slow compared to Earth’s orbital speed (≈ 107,000 km/h).
- The mass of Jupiter is very large → Reframe: The mass of Jupiter is very large compared to Earth (≈ 318 times Earth’s mass), but small compared to the Sun (≈ 0.1% of the Sun’s mass).
- The air inside this room contains a large number of molecules …
Here is a breakdown of the common mistakes students make with this concept, followed by the corrected analysis of each statement.
Common Mistakes & How to Avoid Them
| Common Mistake | Why It Happens | How to Avoid It |
|---|---|---|
| 1. Thinking "large" or "small" is an absolute property. | Students treat words like "large" as inherent qualities of the object itself, rather than relational comparisons. | Always ask: "Compared to what?" A number is meaningless without a reference. For example, a grain of sand is "large" compared to an atom, but "small" compared to a mountain. |
| 2. Confusing dimensional quantity with numerical value. | The statement refers to dimensional quantities (those with units like meters, kg, seconds). Students often think a number like 10−10 is "small" without realizing the unit (e.g., 10−10 m is small, but 10−10 km is not). | Always check the unit. The magnitude of a number depends entirely on the unit chosen. 1 km is the same as 1000 m — the number changes, the size doesn't. |
| 3. Failing to identify the implicit standard. | Many statements contain a hidden comparison. Students miss this and think the statement is already "correct" as an absolute fact. | Look for the comparator. Words like "very" or "much" are clues. Ask: "Very small compared to what?" The answer is usually a human-scale object (like a tennis ball) or a common reference (like the speed of a car). |
| 4. Providing a vague or non-standard reference. | When reframing, students might say "atoms are small compared to a table." While true, it's not a standard, universally understood reference. | Use well-known, standard references. For physics, use: human scale (1 m), speed of light (3×108 m/s), mass of Earth (6×1024 kg), or Avogadro's number (6×1023). |
| 5. Not recognizing when a statement is already valid. | Some statements already contain an explicit comparison. Students sometimes "correct" them unnecessarily, making them worse. | Check for explicit comparators. If the statement uses "than" (e.g., "much more massive than"), it already has a standard. Only reframe if the comparison is missing or unclear. |
Reframing the Statements
The core idea: Every measurement is a comparison. A statement is meaningful only when the standard of comparison is clear.
(a) atoms are very small objects
- Mistake: Implies "small" is an absolute property of atoms.
- Reframe: Atoms are very small objects compared to everyday objects like a grain of sand or a tennis ball. (Standard: human-scale objects, ~10−3 to 1 m).
(b) a jet plane moves with great speed
- Mistake: "Great speed" is relative. A jet is slow compared to light, but fast compared to a car.
- Reframe: A jet plane moves with great speed compared to a car or a train. (Standard: typical ground transport, ~100 km/h). Alternatively: A jet plane moves with great speed, but its speed is much smaller than the speed of sound (supersonic jets) or the speed of light. …
Showing the 12 most recent of 24 on this concept.
- AP EAPCET 2026Set eng-2026-05-12-FN1 markMCQQ.Match the physical quantities with their Dimensional formulae:
Physical Quantity Dimensional Formula a) Coefficient of Viscosity (η) (i) | M−1L3T4A2 | | b) | Young's Modulus (Y) |(ii) | ML−1T−1 | | c) | Permittivity (ε) |(iii) | ML−1T−2 | | d) | Universal Gravitational constant (G) |(iv) | M−1L3T−2 | (A) a-(ii), b-(iii), c-(iv), d-(i) (B) a-(ii), b-(iii), c-(i), d-(iv) (C) a-(iii), b-(ii), c-(i), d-(iv) (D) a-(iv), b-(ii), c-(i), d-(iii)›Reveal solutionSolution
Matching each quantity to its known SI dimensional formula: viscosity-(ii), Young's modulus-(iii), permittivity-(i), gravitational constant-(iv).
Concept and Intuition
Each physical quantity has a fixed dimensional formula derivable from its defining equation. Recognizing a couple of these outright (especially G, which has a very distinctive L3T−2 signature, and viscosity/Young's modulus, which are both mechanical but differ by one power of T) lets the rest fall into place by elimination.
Step-by-Step Solution
- Young's modulus Y: stress/strain = (Force/Area)/(dimensionless) = L2MLT−2=ML−1T−2 — matches (iii).
- Coefficient of viscosity η: from Newton's law of viscosity, F=ηAdxdv, so η=AF⋅vL=L2MLT−2⋅LT−1L=ML−1T−1 — matches (ii).
- Universal gravitational constant G: from F=r2Gm1m2, G=m1m2Fr2=M2MLT−2⋅L2=M−1L3T−2 — this matches (iv) exactly. …
- AP EAPCET 2026Set ap-2026-05-20-AN1 markMCQQ.Match the physical quantities in List I with the corresponding SI units in List II List I | List II A. Torque | I. N m s−1 B. Stress | II. N m kg−1 C. Latent heat | III. N m D. Power | IV. N m−2 (A) A – III, B – II, C – I, D – IV (B) A – III, B – IV, C – II, D – I (C) A – IV, B – I, C – III, D – II (D) A – II, B – III, C – I, D - IV
›Reveal solutionSolution
This tests whether you can derive the SI unit of each quantity from its defining formula, then read it off in the N,m,kg,s combination given in List II. Answer: (B).
Concept and Intuition
Every mechanical quantity's unit can be built from its defining equation. Torque is a force times a lever arm, so its unit is simply force × length. Stress is force per unit area, the inverse geometry of torque. Latent heat is energy delivered per unit mass (no time involved — it's not a rate). Power is energy delivered per unit time. Keeping the defining relation in mind (not memorising units) lets you rebuild any of these from N, m, kg, s.
Step-by-Step Solution
- Torque τ=F×r: unit =N⋅m → matches III.
- Stress =F/A: unit =N/m2=Nm−2 → matches IV.
- Latent heat L=Q/m (heat per unit mass): unit =J/kg=(Nm)/kg=Nmkg−1 → matches II. …
- AP EAPCET 2025Set eng-2025-05-23-FN1 markMCQQ.Of the following, the pair of physical quantities not having the same dimensional formula is (A) work and torque (B) angular momentum and Planck's constant (C) stress and linear momentum (D) surface tension and force constant
›Reveal solutionSolution
This tests recall/derivation of dimensional formulas for several physical-quantity pairs to find the one mismatch. Answer: (C).
Concept and Intuition
Many pairs of physical quantities share a dimensional formula even though they measure conceptually different things — that's exactly why "dimensional formula" problems are useful for unit-consistency checks but can't distinguish physically different quantities. Here we must actually compute each pair's dimensions.
Step-by-Step Solution
- Work and torque: Work =F⋅d, torque =F⋅d (force times a perpendicular distance) — both give [ML2T−2]. Same.
- Angular momentum and Planck's constant: Angular momentum L=mvr has dimensions [M][LT−1][L]=[ML2T−1]. Planck's constant from E=hν: h=E/ν, dimensions [ML2T−2]/[T−1]=[ML2T−1]. Same.
- Stress and linear momentum: Stress = force/area =[MLT−2]/[L2]=[ML−1T−2]. Linear momentum =mv=[M][LT−1]=[MLT−1]. These are not the same (different powers of L and T). …
- AP EAPCET 2025Set ap-2025-05-20-AN1 markMCQQ.The electron gain enthalpy (ΔegH) of chlorine is −3.7eVmol−1. How much of energy (in k cal mol−1) is released when 7.1 g of chlorine atoms are completely converted into Cl− ions in gaseous state ? (1 eV = 23 k cal) (A) 1.072 (B) 10.72 (C) 17.02 (D) 1.702
›Reveal solutionSolution
Converting the given electron gain enthalpy to kcal/mol and scaling by the moles of chlorine atoms present gives 17.02 kcal released.
Concept and Intuition
Electron gain enthalpy is the energy change when a gaseous atom gains an electron. Since it's negative (energy released) for chlorine, converting to a consistent energy unit and multiplying by the number of moles gives the total heat released.
Step-by-Step Solution
- Moles of Cl atoms: n=35.5 g/mol7.1 g=0.2 mol.
- Convert ΔegH to kcal/mol: 3.7 eV×23 kcal/eV=85.1 kcal/mol (magnitude; the process releases this energy). …
- AP EAPCET 2025Set ap-2025-05-20-FN1 markMCQQ.If σ denotes Stefan constant and S denotes heat capacity, then the dimensional formula of σS is (A) [M0L2T−1K3] (B) [M0L2TK3] (C) [ML2T−1K−4] (D) [M0L2T−1K−3]
›Reveal solutionSolution
Using σ=[MT−3K−4] from Stefan's law and S=[ML2T−2K−1] for heat capacity, dividing gives S/σ=[M0L2TK3]. Answer: (B).
Concept and Intuition
Dimensional analysis lets us find the units of a derived physical constant purely from the physical law that defines it, without needing to remember the units by rote. The Stefan-Boltzmann law E=σT4 (power radiated per unit area by a black body, proportional to the fourth power of absolute temperature) directly gives us σ's dimensions once we know the dimensions of power and area. Heat capacity, defined as S=Q/ΔT (heat energy needed per unit rise in temperature), similarly follows directly from the dimensions of energy and temperature.
Step-by-Step Solution
- Write Stefan's law: E=σT4, where E is the power emitted per unit surface area, so E has dimensions of AreaPower=[L2][ML2T−3]=[MT−3].
- So σ=T4E=[K4][MT−3]=[ML0T−3K−4].
- Write the definition of heat capacity: S=ΔTQ, where Q (heat energy) has dimensions of energy, [ML2T−2], and ΔT has dimensions [K].
- So S=[K][ML2T−2]=[ML2T−2K−1]. …
- AP EAPCET 2025Set eng-2025-05-26-AN1 markMCQQ.If force =density+β3α, then the dimensional formulae of α and β are respectively (A) [ML2T−2],[ML−1/3T0] (B) [M2L4T−2],[M1/3L−1T0] (C) [M2L−2T−2],[M1/3L−1T0] (D) [M2L−2T−2],[ML−3T0]
›Reveal solutionSolution
Tests the principle of dimensional homogeneity — only like quantities can be added. The answer is (C).
Concept and Intuition
In any physically valid equation, terms being added or subtracted must have identical dimensions — you cannot add mass to length. Here β3 is added to density inside the denominator, so β3 must itself carry the dimensions of density.
Step-by-Step Solution
- Density has dimensions [ML−3].
- Since β3 is added to density, [β3]=[ML−3], so [β]=[M1/3L−1T0].
- Because β3 matches density's dimensions, the whole denominator (density+β3) also has dimensions [ML−3]. …
- AP EAPCET 2024Set eng-2024-05-18-FN1 markMCQQ.Match the followinga) Thermal conductivity i) MLT−3K−1b) Boltzman constant ii) M0L2T−2K−1c) Latent heat iii) ML2T−2K−1d) Specific heat iv) M0L2T−2 (A) a-i, b-iii, c-iv, d-ii (B) a-i, b-ii, c-iv, d-iii (C) a-iii, b-ii, c-i, d-iv (D) a-ii, b-i, c-iii, d-iv
›Reveal solutionSolution
Matching each thermal quantity's SI unit to its dimensional formula gives a-i, b-iii, c-iv, d-ii.
Concept and Intuition
Each thermal quantity's dimensional formula follows directly from its defining equation and SI unit; recognizing whether mass and temperature appear (and with what power) quickly distinguishes the four formulas given.
Step-by-Step Solution
- Thermal conductivity k: defined via Q=dkAΔTt, with SI unit Wm−1K−1=kgms−3K−1 → dimension MLT−3K−1, matching (i).
- Boltzmann constant kB: appears in E=kBT (energy = kB× temperature), so its unit is J/K=kgm2s−2K−1 → dimension ML2T−2K−1, matching (iii).
- Latent heat L: defined via Q=mL, so unit is J/kg=m2s−2 → dimension M0L2T−2 (mass cancels out), matching (iv). …
- AP EAPCET 2024Set eng-2024-05-20-FN1 markMCQQ.E, m, L, G represent energy, mass, angular momentum and gravitational constant respectively. The dimensions of m5G2EL2 will be that of (A) Angle (B) Length (C) Mass (D) Time
›Reveal solutionSolution
A dimensional-analysis question: substitute the known dimensional formulas for energy, angular momentum, mass and G, and simplify.
Concept and Intuition
Quantities like plane angle, solid angle, strain and refractive index are dimensionless — recognizing that an expression's dimensions cancel completely to [M0L0T0] is the signal that it represents an angle (or another dimensionless ratio), never a physical quantity like length or time.
Step-by-Step Solution
- E (energy) =[ML2T−2]; L (angular momentum) =[ML2T−1]; m=[M]; G (from F=Gm1m2/r2) =[M−1L3T−2].
- Numerator: EL2=[ML2T−2]⋅[ML2T−1]2=[ML2T−2]⋅[M2L4T−2]=[M3L6T−4].
- Denominator: m5G2=[M5]⋅[M−1L3T−2]2=[M5]⋅[M−2L6T−4]=[M3L6T−4]. …
- AP EAPCET 2024Set eng-2024-05-23-FN1 markMCQQ.Which of the following is not a unit of permeability (A) Henry meter−1 (B) Weber ampere−1 meter−1 (C) Ohm second meter−1 (D) Volt second meter−1
›Reveal solutionSolution
Permeability is measured in Henry/meter; check each option by converting it to Henry/meter using 1H=1Ω⋅s=1Wb/A=1V⋅s/A — the option missing the per-ampere factor is not valid.
Concept and Intuition
Permeability μ (as in μ0) is defined via B=μH or via inductance formulas, and its SI unit is the Henry per metre (H/m). Since the Henry itself has several equivalent unit expressions (Wb/A, Ω⋅s, T⋅m/A), several of the listed options are just disguised forms of H/m. The trick is to convert every option back to base SI units and see which one is actually dimensionally inequivalent.
Step-by-Step Solution
- Standard unit: μ0 is in Henry per metre, H/m.
- (A) Henry meter−1 = H/m — this IS the standard unit.
- (B) Weber ampere−1 meter−1 = Wb/(A⋅m). Since 1H=1Wb/A, this is H/m — valid.
- (C) Ohm second meter−1 = Ω⋅s/m. Since Ω=V/A, this is (V⋅s/A)/m=H/m (because H=V⋅s/A from V=LdI/dt) — valid. …
- AP EAPCET 2023Set ap-2023-05-22-FN1 markMCQQ.If Young's modules of elasticity is Y=5bt3e2mglx, where 'g' is the acceleration due to gravity, 'm' is the mass, 'l' is the length, 'b' is the breadth, 't' is the thickness and 'e' is the elongation, then the value of x is (A) 1 (B) 2 (C) 3 (D) 4
›Reveal solutionSolution
A dimensional-analysis question: matching the powers of length on both sides fixes x=3. Answer: (C) 3.
Concept and Intuition
Young's modulus is stress divided by strain, i.e. dimensionless strainForce/Area, giving dimensions [ML−1T−2] (same as pressure). Any correct physical formula for Y must reduce to exactly this dimension regardless of what the individual symbols mean — this lets us solve for an unknown exponent purely from dimensional consistency, without needing to know the physical derivation of the formula (which in this case is the standard bending-of-a-beam Young's modulus experiment, where l is the length between supports, b the breadth, t the thickness, and e the elongation/depression).
Step-by-Step Solution
- Write the dimension of each quantity: [m]=M, [g]=LT−2, [l]=L, [b]=L, [t]=L, [e]=L (the numeric factors 2,5 are dimensionless).
- Numerator dimension: [m][g][lx]=M⋅LT−2⋅Lx=ML1+xT−2. …
- AP EAPCET 2023Set ap-2023-05-23-AN1 markMCQQ.The energy consumed by a 1000 W electric bulb when it is used for 1 hour is (A) 3.6×105W (B) 3.6×106J (C) 3.6×106W (D) 3.6×105J
›Reveal solutionSolution
Energy consumed equals power times time: 1000 W×1 hour=3.6×106 J.
Concept and Intuition
Electrical energy consumed by an appliance is the product of its power rating and the duration of use: E=Pt. Power (watts) is energy per unit time, so multiplying by time (in seconds) recovers energy in joules. This is also the basis for the commercial unit 'kWh' (1 kWh = 1000 W × 3600 s = 3.6×106 J).
Step-by-Step Solution
- Given: P=1000 W, t=1 hour =3600 s.
- E=Pt=1000×3600=3.6×106 J.
- Options (A) and (C) are expressed in watts (a unit of power, not energy) — dimensionally wrong for 'energy consumed,' so they can be eliminated on units alone. …
- AP EAPCET 2023Set eng-2023-05-15-AN1 markMCQQ.Among the following, the unit of permeability is NOT represented by (A) henry/metre (B) weber/ampere (C) ohm-second/metre (D) volt-second/metre2
›Reveal solutionSolution
Permeability's SI unit is H/m, equally expressible as Wb/(A⋅m),
T⋅m/A, or Ω⋅s/m. "Volt-second per square metre" is dimensionally
just Wb/m2= tesla — the unit of magnetic flux density, not permeability — so it
is the one option that does NOT represent permeability.
Concept and Intuition
Permeability μ appears in B=μH, relating flux density B (tesla) to the
magnetising field H (ampere/metre). So dimensionally,
[μ]=[H][B]=A/mtesla=tesla⋅m⋅A−1.
Every correct unit of permeability must carry this exact combination: one length
in the numerator, one ampere in the denominator (along with whatever combination of
kg, m, s reproduces tesla). Recognising which listed unit is "one ampere short" (or
has an extra/misplaced length power) is the key skill being tested.
Step-by-Step Solution
- Recall the standard equivalent forms of permeability's unit, all equal to
kg⋅m⋅s−2⋅A−2:
- Henry/metre (H/m)
- Weber/(Ampere·metre) (WbA−1m−1)
- Ohm·second/metre (Ωsm−1)
- Tesla·metre/Ampere (TmA−1)
- Check (A) Henry/metre: this is the textbook SI unit itself — correct.
- Check (C) Ohm-second/metre: Ω=V/A, so Ω⋅s/m=(V⋅s)/(A⋅m)=Wb/(A⋅m)=H/m — correct (uses 1 Wb=1 V⋅s).
- Check (D) Volt-second/metre²: 1 V⋅s=1 Wb, so this unit is Wb/m2, which is exactly the definition of the tesla — the unit of magnetic flux density B, not of permeability μ. It is missing the /ampere …
- Recall the standard equivalent forms of permeability's unit, all equal to
kg⋅m⋅s−2⋅A−2:
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