Central Philippine University

University Senior High School

Tel. No. (63-33)3291971 loc. 1304
[email protected]

GENERAL PHYSICS 1
First Quarter First Semester SY 2023-24
Performance Task No. 2
Resolution of Forces

NAME: Juliana Sabina Biongan; Lyncon Ray Berezo; Geizha Faith Boko; Kriziah Belle Camena; Zedric De Leon
GRADE& SECTION: STEM 12-9
SCORE_________

I. Objective: To determine the resultant force of two forces using a simulator and graphical method.
II. Materials/ Apparatuses: Ruler, protractor, pencil/ ballpen, calculator, PHET Simulator for Vectors
https://phet.colorado.edu/sims/html/vector-addition/latest/vector-addition_en.html

III. Diagram:
`

(Figure 1.1 PHET Simulation for Trial 1) (Figure 1.2 PHET Simulation for Trial 2)
(Figure 1.3 PHET Simulation for Trial 3)

(Figure 2 Graphical Method)

(Figure 3.1 Applying the PHET Simulation (Figure 3.2 Applying the Graphical Method)
IV. Procedure
Our performance task commenced with attentive consideration of our instructor's guidance on utilizing the PHET
Simulator. We kept in mind the experiment's objectives for the day, focusing on determining the resultant force of two forces
using both the simulator and graphical methods. Equipped with this awareness, we made certain to have all essential
materials ready, including a ruler, protractor, ballpoint pen, calculator, a device for accessing the PHET simulator for vectors,
and paper for documenting our calculations and graph illustrations.

We initiated the graphical method by utilizing tools such as the ruler, ballpoint pen, protractor, paper, and calculator.
Graphs were crafted for each trial, with a scale of 1 unit equal to 10 N. Following the completion of the three graphs, we
proceeded to compute their resultant forces.

For the initial trial involving forces 1 and 2, we applied Case 1, suitable when vectors move in the same direction. Here, we
straightforwardly added the two forces to determine the resultant force. In the second trial, Case 2 was employed, fitting for
vectors moving in opposite directions. In this scenario, we subtracted force 1 from force 2 to ascertain the resultant force.
The third trial involved Case 3, where the Pythagorean theorem was utilized to calculate the resultant force, represented by
the square root of force 1 squared plus force 2 squared.

Post-graphical method completion, we transitioned to the PHET simulator for vectors. Sequentially inputting data from each
trial, we captured screenshots of the simulated graphs and noted the resultant force by selecting the "f" button's checkbox.

Subsequently, we observed and compared resultant forces obtained from both methods. To delve deeper into our findings,
we computed the percent difference using the formula given, multiplied by 100%. Finally, we documented the results of
each trial for comprehensive comparison and analysis.

V. Table.

TRIAL Force F1 Force F2 Resultant Force Resultant Force %Difference

PHET Simulator Graphical Method
1 F1 = 50N East F2 = 80 N East 130N East 130N East 0
2 F1 = 50 N East F2 = 80 N West 30N West 30N West 0
3 F1 = 50 N East F2 = 80 N North 94NoE 94NoE 0

VI. Computation:
 Resultant Force Phet - Resultant Force Graphical
% Diff = ---------------------------------------------------------------------- x 100%
Resultant Force Graphical

VII. Discussions/ Observations/Analyses:

A vector is an entity characterized by both magnitude and direction. Conceptually, envisioning a vector involves
visualizing a directed line segment, where the length signifies the magnitude, and an arrow indicates the direction from the
tail to the head. Importantly, a vector lacks a specific position; hence, shifting it parallel to itself does not alter its length. As
defined by the Physics Classroom, a force is described as the push or pull experienced by an object due to its interaction
with another object. While various forms of forces exist, our focus here is on the resultant force. This force is defined as the
complete amount of force exerted on an object or body, inclusive of its directional aspect. When an object is either at rest or
moving at a constant speed, the resultant force is rendered as zero. This holds true when all forces act uniformly in the
same direction.

Our examination of the resultant force, employing both graphical methods and the PHET simulator for vectors,
produced matching results. In both approaches, the resultant vectors for trials 1, 2, and 3 consistently measured 130N, -
30N, and 94N, respectively. This alignment underscores the dependability and accuracy of these methods in evaluating
vector quantities, validating the fundamental principles of vector addition. Vector addition, a well-established mathematical
operation in physics, adheres to consistent laws whether depicted graphically or simulated digitally. The consistent
outcomes across trials indicate the accurate application of these principles in both methods, instilling confidence in the
reliability of our conclusions. This underscores the effectiveness of these tools in analyzing complex force systems,
showcasing the cohesion of physics with mathematical precision and highlighting the various approaches that yield
consistent results when employed with precision.

The computed percent difference between the graphical method and the PHET simulator for vectors was zero. This
result signifies a perfect agreement between the resultant force values derived from both methods. A zero percent
difference implies that the values from the two methods are identical, further reinforcing the reliability and consistency of our
analyses. It accentuates the coherence achievable in physics through careful methodology, emphasizing the equivalence of
results derived from diverse tools and approaches.

VIII. Conclusions:
In physics, a vector is a measurement encompassing both magnitude and
direction, typically depicted as an arrow whose length and direction correlate with the magnitude. Force, defined as a push
or pull experienced by an object in response to its interaction with another object, manifests as the resultant force,
encapsulating the entire force exerted on an item or body. The graphical method and the PHET simulator for vectors
produced matching resultant force values for trials 1, 2, and 3, affirming the reliability and accuracy of both approaches in
evaluating vector quantities. This high degree of consistency fosters confidence in the validity of our conclusions and
underscores the efficacy of these methodologies in scrutinizing intricate force systems. The percent difference between the
resultant force values obtained through both methods is zero, indicating a flawless agreement between the results derived
from these two approaches.

RUBRICS FOR GRADING

Total Score = 70 pts

A B C D F
Parts of report: Organized, clearly Organized, Slightly Unorganized Unorganized,
Objective, Materials/ Labeled, all clearly labeled Unorganized with with labels missing labels
Apparatuses, Diagram, sections present and/or 1 part labels missing missing and/or missing 5
Procedure, Data & and containing missing or 3 and/or missing 2 and/or or more parts or
Computation, fully detailed and unsatisfactory -3 missing 4 9 or more
Discussions/Observatio thoughtful parts or 5 parts parts or 8 unsatisfactory
ns/ Analyses, answers and/or unsatisfactory unsatisfactor
Conclusion missing minor y parts
(total of 7 parts) – 5 pts details
Diagram & Procedure All sections clearly One part is Two parts are Three parts Four or more
Labeled diagram or and fully detailed missing or 1 missing or 2 are missing parts are
photograph Independent, with only minor part parts are or 3 parts are missing or 4 or
dependent and constant details missing unsatisfactory. unsatisfactory and unsatisfactor more are
variables identified and not fully detailed y and no fully unsatisfactory
explanation on how detailed
controlled. Measurements
for constants. Numbered
steps of procedure –
(5 parts)-15pts
Data & Computation All sections clearly One part is Two parts are Three parts Four or more
/Discussions, and fully detailed missing or 2 missing or 4 are missing parts are
Observations, Analysis of with only minor parts parts are or 5 parts are missing or 6 or
data: Table, Consistency, details missing unsatisfactory. unsatisfactory and unsatisfactor more are
Discussions, Observations, For example, not fully detailed y and no fully unsatisfactory
Representations; verbal, no graph or detailed
graphical, algebraic, verbal
calculations representation
(9 parts) – 40pts and data table
unsatisfactory
Conclusion: Evidence to All parts present All parts Supporting Conclusion All parts
support what you can and conclusion is present, logical conclusion with just stated unsatisfactory
conclude from the logical, thoughtful, and thoughtful only one piece without or missing
experiment, compare to and supported by and conclusion of evidence or supporting
results, accept/reject evidence (3 or is supported by missing evidence or
prediction, address more types of at least 2 similarities and conclusion
objective of experiment (2 evidence) and a pieces of differences supported
parts) – 10 pts thorough evidence or with only one
discussion of similarities and piece of
similarities and differences is evidence and
differences unsatisfactory also missing
including the similarities
resolution of same and
differences