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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
As stated above, the content of this course learning outcome is the answers to the guide questions provided in the laboratory experiments we conducted in this course.
As stated above, the content of this course learning outcome is the answers to the guide questions provided in the laboratory experiments we conducted in this course.
Salazar_BSCE2B_LR#1_Measurements and Vectors.pdfLABORATORY EXPERIMENT #1: PHYSICS AND MEASUREMENTS
1. Compare the resultant displacement obtained in the experiment with the Polygon and the Component Method. Which method do you think is most accurate? Which is the least accurate? Why?Upon comparison of the resultant displacement obtained in the experiment with the Polygon and the Component Method, I therefore conclude that the most accurate is the Component Method which contains analytical results. Meanwhile, it is obvious that the least accurate is the Polygon Method. Why is that so? It is simply because the Polygon Method which contains the graphical result is only limited by the accuracy and precision of the drawing. Any misalignment of the ruler or the protractor will cause error to the measurements. Also, decimal places are often disregarded in graphical results unlike in the Component Method where decimal places are held significant and used in computations. As a proof, the percent difference in the component method is much lower than the percent difference in the polygon method. In other words, the calculated magnitude and direction in the component method are much closer to the actual field results which had only 0.01 and 0.0083 percent differences respectively compared to the percent differences of the polygon method which are 0.04 for the magnitude and 0.03 for the direction.2. What are the advantages and disadvantages of each of the three vector methods of addition?The graphical method of vector addition creates a visual understanding of the problem through the graph. However its disadvantage is the accuracy and precision of the drawing to be made, given that any misalignment of the ruler or protractor can affect the whole graph. Meanwhile, accuracy and precision is the strength of the analytical method of vector addition since thorough calculations can achieve perfection of measurements and results. Its disadvantage however is the advantage of the graphical method. In other words, it has no drawing, thus no visual interpretation of the problem.
1. Compare the resultant displacement obtained in the experiment with the Polygon and the Component Method. Which method do you think is most accurate? Which is the least accurate? Why?Upon comparison of the resultant displacement obtained in the experiment with the Polygon and the Component Method, I therefore conclude that the most accurate is the Component Method which contains analytical results. Meanwhile, it is obvious that the least accurate is the Polygon Method. Why is that so? It is simply because the Polygon Method which contains the graphical result is only limited by the accuracy and precision of the drawing. Any misalignment of the ruler or the protractor will cause error to the measurements. Also, decimal places are often disregarded in graphical results unlike in the Component Method where decimal places are held significant and used in computations. As a proof, the percent difference in the component method is much lower than the percent difference in the polygon method. In other words, the calculated magnitude and direction in the component method are much closer to the actual field results which had only 0.01 and 0.0083 percent differences respectively compared to the percent differences of the polygon method which are 0.04 for the magnitude and 0.03 for the direction.2. What are the advantages and disadvantages of each of the three vector methods of addition?The graphical method of vector addition creates a visual understanding of the problem through the graph. However its disadvantage is the accuracy and precision of the drawing to be made, given that any misalignment of the ruler or protractor can affect the whole graph. Meanwhile, accuracy and precision is the strength of the analytical method of vector addition since thorough calculations can achieve perfection of measurements and results. Its disadvantage however is the advantage of the graphical method. In other words, it has no drawing, thus no visual interpretation of the problem.
LABORATORY EXPERIMENT #2: FORCE TABLE
Compare the calculated and experimental values of the angle for the third force by computing the percent difference between the two angle values. From the tabulated summary of data, it can be concluded that the force table is an effective and efficient way of determining the vector sum of the given vectors. My computed percentage errors were all less than 1% which means that the experimental values or the adjusted values in the force table are approximately 99% correct when compared to the calculated or computed values. That less than 1% error was probably attained because of the decimal places needed to be estimatedfrom the force table. The estimation was the cause of the percentage error. Also, it can be concluded that the equilibrant has always the opposite direction of the given vectors. This is supported by the middle ring on the force table which needs to be on the center to assure that equilibrium is attained on the forces. Note that in equilibrium, the sum of the external forces acting on an object should be equal to zero.
Compare the calculated and experimental values of the angle for the third force by computing the percent difference between the two angle values. From the tabulated summary of data, it can be concluded that the force table is an effective and efficient way of determining the vector sum of the given vectors. My computed percentage errors were all less than 1% which means that the experimental values or the adjusted values in the force table are approximately 99% correct when compared to the calculated or computed values. That less than 1% error was probably attained because of the decimal places needed to be estimatedfrom the force table. The estimation was the cause of the percentage error. Also, it can be concluded that the equilibrant has always the opposite direction of the given vectors. This is supported by the middle ring on the force table which needs to be on the center to assure that equilibrium is attained on the forces. Note that in equilibrium, the sum of the external forces acting on an object should be equal to zero.
Salazar_BSCE2B_LR#2_Force Table.pdfSalazar_BSCE2B_LR#3_Motion In One Dimension.pdfLABORATORY EXPERIMENT #3: MOTION IN ONE DIMENSION
1. What are your observations as to the relationship between distance and time in Figure 1? The distance and time relationship in the first graph shows a direct and positive relationship in which an increase in time will result to an increase in distance. In other words, as the time (in seconds) increases, the distance a moving object covers also increases.2. How do Figures 1 and 2 differ from each other? Discuss relationship between acceleration and velocity. Both graphs show direct relationship of the time and distance. The only difference I can observe is that the uniform acceleration covers larger distance than with the constant velocity. For instance, at 5 seconds, the distance in the constant velocity is 50 meters while in the uniform acceleration, the distance covered is 125 meters. Also, the first figure shows a straight line while the second figure shows an ascending line with curve. Furthermore, acceleration is the rate of change of velocity. In other words, when velocity changes, acceleration occurs. For instance, an object is said to be accelerating for it is changing its velocity.3. What are the probable reasons for the % Difference between the two set of Experiments? The probable reasons for the percent difference obtained in this experiment are mostly personal errors. One would be the inconsistency of the position of the arms holding the object. Error in using the stopwatch is common such as knowing when to stop it as the object lands the ground or maybe the stopwatch already started even if the object is not yet falling.
1. What are your observations as to the relationship between distance and time in Figure 1? The distance and time relationship in the first graph shows a direct and positive relationship in which an increase in time will result to an increase in distance. In other words, as the time (in seconds) increases, the distance a moving object covers also increases.2. How do Figures 1 and 2 differ from each other? Discuss relationship between acceleration and velocity. Both graphs show direct relationship of the time and distance. The only difference I can observe is that the uniform acceleration covers larger distance than with the constant velocity. For instance, at 5 seconds, the distance in the constant velocity is 50 meters while in the uniform acceleration, the distance covered is 125 meters. Also, the first figure shows a straight line while the second figure shows an ascending line with curve. Furthermore, acceleration is the rate of change of velocity. In other words, when velocity changes, acceleration occurs. For instance, an object is said to be accelerating for it is changing its velocity.3. What are the probable reasons for the % Difference between the two set of Experiments? The probable reasons for the percent difference obtained in this experiment are mostly personal errors. One would be the inconsistency of the position of the arms holding the object. Error in using the stopwatch is common such as knowing when to stop it as the object lands the ground or maybe the stopwatch already started even if the object is not yet falling.
LABORATORY EXPERIMENT #4: MOTION IN TWO DIMENSIONS
[There is no question provided in the study guide but the purpose of the experiment is to predict and verify the range of a ball launched at an angle.]The horizontal distance can really be predicted in a projectile once the initial horizontal velocity is determined. In other words, the initial horizontal velocity is constant at different projection angles. Thus, it is used to predict where the ball will land or simply the range of the ball when it is shot in any angle. Furthermore, for the last part of the experiment, the maximum range 175.6cm was obtained when the ball was launched at 30 degrees angle. Though the textbooks say that the maximum range for a projectile motion is 45 degrees, it is legitimate that 30 degrees give the maximum range during our actual measurement. Perhaps the factor that affected this phenomenon is the air resistance since the ball is light and plastic. But comparing the result of our group to the others, they had also obtained 30 degrees that gave the maximum range. Hypothetically saying, this phenomenon might have occurred because of the projectile launcher itself. There might be some defects on the equipment or maybe it is designed to give the maximum range at 30 degrees angle.
[There is no question provided in the study guide but the purpose of the experiment is to predict and verify the range of a ball launched at an angle.]The horizontal distance can really be predicted in a projectile once the initial horizontal velocity is determined. In other words, the initial horizontal velocity is constant at different projection angles. Thus, it is used to predict where the ball will land or simply the range of the ball when it is shot in any angle. Furthermore, for the last part of the experiment, the maximum range 175.6cm was obtained when the ball was launched at 30 degrees angle. Though the textbooks say that the maximum range for a projectile motion is 45 degrees, it is legitimate that 30 degrees give the maximum range during our actual measurement. Perhaps the factor that affected this phenomenon is the air resistance since the ball is light and plastic. But comparing the result of our group to the others, they had also obtained 30 degrees that gave the maximum range. Hypothetically saying, this phenomenon might have occurred because of the projectile launcher itself. There might be some defects on the equipment or maybe it is designed to give the maximum range at 30 degrees angle.
Salazar_BSCE2B_LR#4_Motion In Two Dimensions.pdfSalazar_BSCE2B_LR#5_Final Project.pdfLABORATORY EXPERIMENT #5: REFRACTION OF LIGHT
[The purpose of this laboratory experiment is to confirm the light refraction phenomenon by using only a glass of water and a paper.]The arrow changed its direction because of the bending of light called refraction. Light refracts whenever it travels at an angle into a substance with a different refractive index or optical density. In layman’s term, refraction occurs as the light passes from one medium to another. In the laboratory experiment, there are three different mediums used namely air, water and glass. The refractive index of air is 1.00, the water is 1.33 and the glass is 1.50. When the light travels from air into water, it slows down, causing it to continue to travel at a different angle or direction. In other words, the change of direction of the arrows is called refraction and it happens because the light slows down as it enters the glass and speeds up again as it leaves. Note that light refracts as it passes from one medium to another because light travels at different speeds in different mediums. Light travels fastest through air, a little slower though water, and even slower through glass.
[The purpose of this laboratory experiment is to confirm the light refraction phenomenon by using only a glass of water and a paper.]The arrow changed its direction because of the bending of light called refraction. Light refracts whenever it travels at an angle into a substance with a different refractive index or optical density. In layman’s term, refraction occurs as the light passes from one medium to another. In the laboratory experiment, there are three different mediums used namely air, water and glass. The refractive index of air is 1.00, the water is 1.33 and the glass is 1.50. When the light travels from air into water, it slows down, causing it to continue to travel at a different angle or direction. In other words, the change of direction of the arrows is called refraction and it happens because the light slows down as it enters the glass and speeds up again as it leaves. Note that light refracts as it passes from one medium to another because light travels at different speeds in different mediums. Light travels fastest through air, a little slower though water, and even slower through glass.
LABORATORY EXPERIMENT #6: NEWTON'S LAW
1. What is the physical meaning of the slope in #9? The slope of the force vs. acceleration graph represents the mass of the system. From the formula, force is equal to the product of mass and acceleration (F = ma), it can be inferred that a graph with force on the vertical axis and acceleration on the horizontal axis would have slope of the mass. In other words, slope is defined as change in y over change in x. The y or the vertical axis is F or force while the x or horizontal axis is a or acceleration. Rearranging the formula F = ma through algebraic manipulation, we would get m = F / a which is basically y / x or the slope.2. Explain why this activity constitutes confirming Newton’s 2nd Law. Newton’s second law of motion states that when a next external force is exerted on an object of mass m, the acceleration that results is directly proportional to the net force and has a magnitude that is inversely proportional to the mass. The direction of the acceleration is the same as the direction of the net force. In this activity, the force versus acceleration graph shows direct relationship between force and acceleration because of the upward trend of the graph. Since these two quantities are directly proportional, an increase in the force will increase the acceleration or vice versa and a decrease in the force will decrease the acceleration or vice versa. This can be observed in the force versus time and acceleration versus time graph shown above. When the blue line (force) goes down, the green line (acceleration) also goes down. In the same manner, when the blue line (force) goes up, the green line (acceleration) also goes up. Furthermore, the activity confirmed that the acceleration is inversely proportional to the mass. For instance, as the mass increases, the acceleration decreases and as the mass decreases, the acceleration increases.
1. What is the physical meaning of the slope in #9? The slope of the force vs. acceleration graph represents the mass of the system. From the formula, force is equal to the product of mass and acceleration (F = ma), it can be inferred that a graph with force on the vertical axis and acceleration on the horizontal axis would have slope of the mass. In other words, slope is defined as change in y over change in x. The y or the vertical axis is F or force while the x or horizontal axis is a or acceleration. Rearranging the formula F = ma through algebraic manipulation, we would get m = F / a which is basically y / x or the slope.2. Explain why this activity constitutes confirming Newton’s 2nd Law. Newton’s second law of motion states that when a next external force is exerted on an object of mass m, the acceleration that results is directly proportional to the net force and has a magnitude that is inversely proportional to the mass. The direction of the acceleration is the same as the direction of the net force. In this activity, the force versus acceleration graph shows direct relationship between force and acceleration because of the upward trend of the graph. Since these two quantities are directly proportional, an increase in the force will increase the acceleration or vice versa and a decrease in the force will decrease the acceleration or vice versa. This can be observed in the force versus time and acceleration versus time graph shown above. When the blue line (force) goes down, the green line (acceleration) also goes down. In the same manner, when the blue line (force) goes up, the green line (acceleration) also goes up. Furthermore, the activity confirmed that the acceleration is inversely proportional to the mass. For instance, as the mass increases, the acceleration decreases and as the mass decreases, the acceleration increases.
Salazar_BSCE2B_LR#6_Newton's Law.pdfREFLECTION
Regardless of the errors or how many times we repeated the experiments, I could say that I somewhat had fun with the subject Physics for Engineers/Engineering Technologists (Lab). The experiments conducted gave many realizations to me especially in the topics that I do not appreciate the applications in real life. The experiments were an eye opener that physics is really amazing. It explains the various phenomena that happens around us. I remember that as I watch the Sunday show, Kapuso Mo Jessica Soho (KMJS), every unexplainable phenomenon happening being featured in the show has a physics explanation in the end. Though I am not against the beliefs of other people, I am just amazed how physics explains everything. Say for example, there was a part in the show that seemed to be scary because the glass on a table suddenly breaks even without any person touching it. But after the physicists explained that it was due to "thermal stress," I was relieved knowing that it was not a paranormal phenomenon. Personally, I am not a fan of paranormal occurrences since I have never experience any single phenomenon in my entire life. Nonetheless, all the conclusions in the experiments were supported with scientific principles and concepts. It was fun finding answers to the questions because the answers are learnings that any experimenter would be glad to find out.
Regardless of the errors or how many times we repeated the experiments, I could say that I somewhat had fun with the subject Physics for Engineers/Engineering Technologists (Lab). The experiments conducted gave many realizations to me especially in the topics that I do not appreciate the applications in real life. The experiments were an eye opener that physics is really amazing. It explains the various phenomena that happens around us. I remember that as I watch the Sunday show, Kapuso Mo Jessica Soho (KMJS), every unexplainable phenomenon happening being featured in the show has a physics explanation in the end. Though I am not against the beliefs of other people, I am just amazed how physics explains everything. Say for example, there was a part in the show that seemed to be scary because the glass on a table suddenly breaks even without any person touching it. But after the physicists explained that it was due to "thermal stress," I was relieved knowing that it was not a paranormal phenomenon. Personally, I am not a fan of paranormal occurrences since I have never experience any single phenomenon in my entire life. Nonetheless, all the conclusions in the experiments were supported with scientific principles and concepts. It was fun finding answers to the questions because the answers are learnings that any experimenter would be glad to find out.
REFERENCES:
https://images.hdqwalls.com/wallpapers/fishing-evening-digital-art-4k-lc.jpghttps://wallpaperaccess.com/full/53084.jpg https://plato.stanford.edu/entries/physics-experiment/https://i.pinimg.com/originals/32/96/9c/32969c8d097e908ffa28514c98253454.jpghttps://wallpaperaccess.com/full/4149226.jpghttps://i.pinimg.com/originals/5c/ad/e6/5cade6da6c5e0eed3bc7f59e03c36c42.jpghttps://cutewallpaper.org/cdn-cgi/mirage/dd19f2d06ebc24f541f142b37b4289ffa7de722a7607e39984c5c6dd4ce8defd/1280/27x/1vzl6pojd/142661618.jpghttps://t4.ftcdn.net/jpg/02/98/68/73/360_F_298687332_D0GAA6fAgr70NWtF8UKXPyLx0mTGug0x.jpghttps://i.pinimg.com/originals/ff/cf/d1/ffcfd1e82699b5b51e2f20438a9d8ccc.jpghttps://images4.alphacoders.com/652/thumb-1920-652737.jpg
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