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INTRODUCTION
Physics, and natural science in general, is a reasonable enterprise based on valid experimental evidence, criticism, and rational discussion (Stanford Encyclopedia of Philosophy, 2019). Physics allows the understanding of the physical world and it is "experiment" that provides evidence or proof for this knowledge. Physics uses experiments in many different ways. One of its key functions is to test theories or hypotheses and serve as the foundation for scientific knowledge. It can also call for a new theory by demonstrating the falsity of an established theory or by revealing a novel phenomena that requires an explanation. An experiment might offer suggestions about a theory's structure or mathematical form as well as proof that the entities mentioned in our ideas actually exist.
Physics, and natural science in general, is a reasonable enterprise based on valid experimental evidence, criticism, and rational discussion (Stanford Encyclopedia of Philosophy, 2019). Physics allows the understanding of the physical world and it is "experiment" that provides evidence or proof for this knowledge. Physics uses experiments in many different ways. One of its key functions is to test theories or hypotheses and serve as the foundation for scientific knowledge. It can also call for a new theory by demonstrating the falsity of an established theory or by revealing a novel phenomena that requires an explanation. An experiment might offer suggestions about a theory's structure or mathematical form as well as proof that the entities mentioned in our ideas actually exist.
OVERVIEW
The title says that the second course learning outcome is "explicitly state experimental observation in relation to specific principles and fundamental concepts of physics." Hence, the following content reveals the various experimental observation on all the experiments conducted in the course.
The title says that the second course learning outcome is "explicitly state experimental observation in relation to specific principles and fundamental concepts of physics." Hence, the following content reveals the various experimental observation on all the experiments conducted in the course.
LABORATORY EXPERIMENT #1: PHYSICS AND MEASUREMENTS
Vectors are quantities that have both magnitude and direction. It is evident that the data gathered in this experiment are vector quantities since the displacement or measurements were accompanied with directions. Specifically, the instructions or procedures given to us says that "measure ___ meters northeast" which in the first place asks the students to measure a specific displacement northeast from the reference point. Magnitude and direction are obviously required.
Further, on the page 5 of the laboratory report was shown the computations of the resultant of the vectors. From there, it can be inferred that the vectors have horizontal and vertical components. Thus, we dealt with two-dimensional motion since 2D motion is a motion that occurs in two different directions or coordinates simultaneously.
The experiment showed how the two different methods of determining the resultant are used. The polygon or the graphical method requires a ruler and a protractor to sketch the graph of the vectors with an accurate angle and length properly scaled. Whereas, the component or the analytical method requires probably a calculator (unless you can compute the angles with your own) to determine the magnitude and direction of the resultant. This was what actually shown on the page 5.
Vectors are quantities that have both magnitude and direction. It is evident that the data gathered in this experiment are vector quantities since the displacement or measurements were accompanied with directions. Specifically, the instructions or procedures given to us says that "measure ___ meters northeast" which in the first place asks the students to measure a specific displacement northeast from the reference point. Magnitude and direction are obviously required.
Further, on the page 5 of the laboratory report was shown the computations of the resultant of the vectors. From there, it can be inferred that the vectors have horizontal and vertical components. Thus, we dealt with two-dimensional motion since 2D motion is a motion that occurs in two different directions or coordinates simultaneously.
The experiment showed how the two different methods of determining the resultant are used. The polygon or the graphical method requires a ruler and a protractor to sketch the graph of the vectors with an accurate angle and length properly scaled. Whereas, the component or the analytical method requires probably a calculator (unless you can compute the angles with your own) to determine the magnitude and direction of the resultant. This was what actually shown on the page 5.
Salazar_BSCE2B_LR#1_Measurements and Vectors.pdfSalazar_BSCE2B_LR#2_Force Table.pdfLABORATORY EXPERIMENT #2: FORCE TABLE
The force table is really effective in determining the sum of two vectors. It can be said that the forces are balanced when the center ring is positioned at the exact center of the table. Otherwise, when the center ring rests against one side of the post, it is unbalanced. Kindly see my documentation on page 7.
Moreover, unlike the previous laboratory experiment, this experiment uses the resultant force instead of the resultant displacement since we dealt with forces or the masses hung in the force table. Note that the acceleration due to gravity was ignored since its is common to all the forces and is constant.
The resultant force is the vector sum of the two forces but it is not the force that will balance the system, instead, it is the equilibrant force. The equilibrant force is the force needed to keep the system in equilibrium. It must have the same magnitude as the resultant but with opposite direction. For instance, the direction of the resultant force was (-, +) which is located in the second quadrant while the direction of the equilibrant force was (+, -) located in the fourth quadrant.
The force table is really effective in determining the sum of two vectors. It can be said that the forces are balanced when the center ring is positioned at the exact center of the table. Otherwise, when the center ring rests against one side of the post, it is unbalanced. Kindly see my documentation on page 7.
Moreover, unlike the previous laboratory experiment, this experiment uses the resultant force instead of the resultant displacement since we dealt with forces or the masses hung in the force table. Note that the acceleration due to gravity was ignored since its is common to all the forces and is constant.
The resultant force is the vector sum of the two forces but it is not the force that will balance the system, instead, it is the equilibrant force. The equilibrant force is the force needed to keep the system in equilibrium. It must have the same magnitude as the resultant but with opposite direction. For instance, the direction of the resultant force was (-, +) which is located in the second quadrant while the direction of the equilibrant force was (+, -) located in the fourth quadrant.
LABORATORY EXPERIMENT #3: MOTION IN ONE DIMENSION
Motion in one dimension is indeed motion along a straight line or in a single direction. It is evident in the experiment since we only dealt with freely falling objects where the motion is up/down.
Further, as we go on the computation part of the report, it can be observed that the quantities used are time, acceleration due to gravity, velocity, and height or the displacement. As previously stated in the first course learning outcome, these four quantities are the fundamental quantities used in evaluating motion of objects.
As we moved on to the kinematic equations, it is obvious that the four quantities, namely, time (t), acceleration (a), velocity (v), and displacement (d) are used. Only the first and third formula were used noting that the initial velocity is zero. When it comes to the relationship of velocity and acceleration, the idea goes like this, "when velocity changes, acceleration exists" and they are both directly proportional to each other.
Motion in one dimension is indeed motion along a straight line or in a single direction. It is evident in the experiment since we only dealt with freely falling objects where the motion is up/down.
Further, as we go on the computation part of the report, it can be observed that the quantities used are time, acceleration due to gravity, velocity, and height or the displacement. As previously stated in the first course learning outcome, these four quantities are the fundamental quantities used in evaluating motion of objects.
As we moved on to the kinematic equations, it is obvious that the four quantities, namely, time (t), acceleration (a), velocity (v), and displacement (d) are used. Only the first and third formula were used noting that the initial velocity is zero. When it comes to the relationship of velocity and acceleration, the idea goes like this, "when velocity changes, acceleration exists" and they are both directly proportional to each other.
Salazar_BSCE2B_LR#3_Motion In One Dimension.pdfSalazar_BSCE2B_LR#4_Motion In Two Dimensions.pdfLABORATORY EXPERIMENT #4: MOTION IN TWO DIMENSIONS
The first thing that I observed in this experiment is the equipment, projectile launcher. The projectile launcher is effective in demonstrating the two-dimensional motion. When the plastic ball is shot from the launcher, the motion of the ball is consists of two components, the vertical and horizontal component. These components occur independently. Henceforth, they should be analyzed separately. If you observe the computations starting from page 4 of the lab report, I determined first the initial horizontal speed of the ball or the so called muzzle velocity. This is a horizontal component of the motion. Then, I used this initial horizontal speed to calculate the expected distance where the ball will land at a certain angle. This is also a horizontal component since we are talking about the horizontal distance that the ball will cover when it is shot from the launcher. Also, it should be noted that the vertical acceleration is -g or -9.8m/s2. It is negative since the direction of acceleration is going down.
The first thing that I observed in this experiment is the equipment, projectile launcher. The projectile launcher is effective in demonstrating the two-dimensional motion. When the plastic ball is shot from the launcher, the motion of the ball is consists of two components, the vertical and horizontal component. These components occur independently. Henceforth, they should be analyzed separately. If you observe the computations starting from page 4 of the lab report, I determined first the initial horizontal speed of the ball or the so called muzzle velocity. This is a horizontal component of the motion. Then, I used this initial horizontal speed to calculate the expected distance where the ball will land at a certain angle. This is also a horizontal component since we are talking about the horizontal distance that the ball will cover when it is shot from the launcher. Also, it should be noted that the vertical acceleration is -g or -9.8m/s2. It is negative since the direction of acceleration is going down.
LABORATORY EXPERIMENT #5: REFRACTION OF LIGHT
Refraction is the bending of light as it passes from one medium to another. When the arrow changes direction as it was held beyond the glass, refraction occurs. The mediums used are the air, the glass, and the water. In other words, the arrow changed its direction because the light bent as it passes from the air to the glass and to the water. Furthermore, light refracts whenever it travels at an angle into a substance with a different refractive index (optical density). Henceforth, it is expected that the mediums used in the experiment have different refractive indices.
Refraction is the bending of light as it passes from one medium to another. When the arrow changes direction as it was held beyond the glass, refraction occurs. The mediums used are the air, the glass, and the water. In other words, the arrow changed its direction because the light bent as it passes from the air to the glass and to the water. Furthermore, light refracts whenever it travels at an angle into a substance with a different refractive index (optical density). Henceforth, it is expected that the mediums used in the experiment have different refractive indices.
Salazar_BSCE2B_LR#5_Final Project.pdfSalazar_BSCE2B_LR#6_Newton's Law.pdfLABORATORY EXPERIMENT #6: NEWTON'S LAW
The purpose of this experiment is to prove the Newton's Second Law of Motion. This law is also called the Law of Force and Acceleration which states that the acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, in the same direction as the net force, and inversely proportional to the object’s mass. We had used the PASCO's Smart Cart as well as the SPARKvue software in this experiment. As for the observation, at first, we found it hard to have a linear result of the graphs but as we try and try, we got it. From the graphs on page 15 of the laboratory report, the law of force and acceleration can already be observed. The acceleration is indeed directly proportional to the force because as we can see in the force and acceleration vs time graph, the force (blue line) just go with the flow of the acceleration (green line) or vice versa. This is supported by the force vs acceleration graph which shows a linear and positive trend which means that the two quantities have direct relationship. As the one quantity increases, the other quantity increases too.
The purpose of this experiment is to prove the Newton's Second Law of Motion. This law is also called the Law of Force and Acceleration which states that the acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, in the same direction as the net force, and inversely proportional to the object’s mass. We had used the PASCO's Smart Cart as well as the SPARKvue software in this experiment. As for the observation, at first, we found it hard to have a linear result of the graphs but as we try and try, we got it. From the graphs on page 15 of the laboratory report, the law of force and acceleration can already be observed. The acceleration is indeed directly proportional to the force because as we can see in the force and acceleration vs time graph, the force (blue line) just go with the flow of the acceleration (green line) or vice versa. This is supported by the force vs acceleration graph which shows a linear and positive trend which means that the two quantities have direct relationship. As the one quantity increases, the other quantity increases too.
REFLECTION
By doing this subpage for the second course learning outcome, I was able to explicitly state the experimental observations in the laboratory experiments conducted. For the first lab experiment, I had observed that the quantities we dealt in the activity are all vector quantities since they have magnitude and direction. Also, there are two methods in determining the resultant of vectors, first is the polygon or graphical method, and the second one is the component or analytical method. For the second lab experiment, I had found out that the force table can be used to determine the equilibrant force of two vectors. The equilibrant force is the force that will balance the system of a given forces and this force must be of same magnitude as the resultant but different direction. For the third lab experiment, I had relearned that motion in one dimension occurs along a single direction such as the freely falling objects. There are four quantities that are used when dealing with the motion of objects and these are time, velocity, acceleration, and displacement. Furthermore, the fourth lab experiment introduced to me the projectile launcher which is really effective in demonstrating that motion in two dimensions is independent of each other, thus should be treated independently. For my final project or the fifth lab experiment, I was amazed by how refraction occurs. I was really shocked seeing the first time that the arrows changed direction but I was more amazed as I found the scientific explanation of the phenomenon. Basically, it occurred because of the different mediums used which have different refractive indices. Lastly, the sixth lab experiment allowed me to realize the importance of technology since everything used in the activity is a product of the modernization of technologies. I was amazed that by using the smart cart and the software, we were able to prove the Newton's second law of motion which states that the acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, in the same direction as the net force, and inversely proportional to the object’s mass.
By doing this subpage for the second course learning outcome, I was able to explicitly state the experimental observations in the laboratory experiments conducted. For the first lab experiment, I had observed that the quantities we dealt in the activity are all vector quantities since they have magnitude and direction. Also, there are two methods in determining the resultant of vectors, first is the polygon or graphical method, and the second one is the component or analytical method. For the second lab experiment, I had found out that the force table can be used to determine the equilibrant force of two vectors. The equilibrant force is the force that will balance the system of a given forces and this force must be of same magnitude as the resultant but different direction. For the third lab experiment, I had relearned that motion in one dimension occurs along a single direction such as the freely falling objects. There are four quantities that are used when dealing with the motion of objects and these are time, velocity, acceleration, and displacement. Furthermore, the fourth lab experiment introduced to me the projectile launcher which is really effective in demonstrating that motion in two dimensions is independent of each other, thus should be treated independently. For my final project or the fifth lab experiment, I was amazed by how refraction occurs. I was really shocked seeing the first time that the arrows changed direction but I was more amazed as I found the scientific explanation of the phenomenon. Basically, it occurred because of the different mediums used which have different refractive indices. Lastly, the sixth lab experiment allowed me to realize the importance of technology since everything used in the activity is a product of the modernization of technologies. I was amazed that by using the smart cart and the software, we were able to prove the Newton's second law of motion which states that the acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, in the same direction as the net force, and inversely proportional to the object’s mass.
REFERENCES:
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