4 FORCES AS VECTORS

4.1 Objectives:
1. To develop an intuitive feeling about forces and vectors.
2. To learn about the conditions for equilibrium.
3. To obtain experience in model simulation of complex scientific problems.

4.2 Apparatus:
Force table, slotted masses, mass hangers, pulleys, ruler, protractor and graph paper.

4.3 Background:
When there is no change in the motion of an object for a long time, we say that the object is in a
state of equilibrium. This does not necessarily mean that there are no forces acting on the object.
It only means that all the forces must have magnitudes and directions such that their net effect adds
up to nothing. Buildings and bridges are stable because there are no net forces acting on them. A
balloon, which hangs motionless in the air, is at rest because all the forces on it cancel each other
out.

Consider what is happening, as you stand motionless in the lab or your room. There are two forces
acting on you. Gravity pulls downward and the floor pushes upward on you. Obviously, it is only the
fact that these two forces act in opposite directions and have equal magnitudes that keeps you
motionless. If gravity were stronger than the upward force exerted by the floor, you would go
through the floor. If the upward force exerted on you by the floor were stronger than gravity, you
would shoot up in the air. Since you are moving neither up nor down, we must conclude that the
combined result of these two forces is zero.

Quantities that behave in this fashion are called vectors. A vector has both magnitude (in proper
units) and direction (frequently expressed as an angle with respect to an axis, such as 20°N of W).
Many physical quantities are vectors, for instance forces and velocities. Quantities that have
magnitude but no direction are called scalars. Temperature and time are scalars.

In this experiment we will set up scale models of vector problems which are of too large a scale to
be studied directly. It must be emphasized that this technique of scale-model simulation is
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frequently used in all areas of science as a means of approximating the behavior of full-scale
systems.

The resultant of two or more vectors is the sum of vector addition of all the given vectors. If the
vectors represent forces, the resultant is the net effect of all the forces. If we have several vectors
that we need to add, such as A, B and C, we can't just add them using regular arithmetic. This is
because vector arithmetic follows different rules. There are two methods of vector addition. These
are the analytical method, which involves mathematical calculations and the graphical method,
which involves making measurements on a precise scale drawing.

4.3.1 Analytical Method

To use the analytical method, we must first resolve each of the vectors into components (x and y
components in most of the exercises in this course). Then we can add all the x components together
to get the x component of the resultant. Likewise, the sum of the y components is the y component
of the resultant. Finally, we can combine the net x and y components to get the resultant.

Figure 4.1. A vector resolved into its x and y components.

In Figure 4.1 the vector, F when resolved will have components 𝐹𝑥 and 𝐹𝑦 as follows:

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝐹𝑦
sin 𝜃 = =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝐹

𝐹𝑦 = 𝐹 sin 𝜃 4.1

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 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝐹𝑥
cos 𝜃 = =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝐹

𝐹𝑥 = 𝐹 cos 𝜃 4.2

Using the Pythagorean Theorem, we write:

𝐹 2 = 𝐹𝑥2 + 𝐹𝑦2

4.3
𝐹 = √𝐹𝑥2 + 𝐹𝑦2

If we have vectors A and B which add up to give C as shown in Figure 4.2 (a) then the vector sum C
is said to be the resultant of A and B. Thus:

𝐶 =𝐴+𝐵 4.4

Figure 4.2. The components of vetors

The sum of the x and y components are respectively related as follows:

𝐶𝑥 = 𝐴𝑥 + 𝐵𝑥 4.5
𝐶𝑦 = 𝐴𝑦 + 𝐵𝑦 4.6

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The resultant vector from Figure 4.2 (b) is given by:

2 4.7
𝐶 = √𝐶𝑥2 + 𝐶𝑦2 = √(𝐴𝑥 + 𝐵𝑥 )2 + (𝐴𝑦 + 𝐵𝑦 )

The direction the resultant makes with the horizontal is found using the following trigonometric
relationship:

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝐶𝑦
tan 𝜃𝑅 = =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝐶𝑥

𝐶𝑦 4.8
𝜃𝑅 = tan−1 ( )
𝐶𝑥

where tan-1 is the inverse tangent or arctangent function.

4.3.2 Graphical Method

If we want to add three vectors 𝐹1 , 𝐹2 , and 𝐹3 using the graphical method, we must make a careful
scale drawing. A convenient scale should be chosen, such as 1 inch = 1 mile or 1 cm = 10 N. The scale
should be chosen in order to make your diagram as large as possible while still fitting on your paper.

Figure 4.3: (a) forms a closed figure because vector displacement is zero, (b) does not form a closed figure because
vector displacement is not equal to zero.

Graphically, the vector sum is formed by drawing the vectors in a head-to-tail fashion at their
respective angles to some reference axis (such as the x-axis) as though they were a sequence of
displacements. If the vector sum of displacement is zero, then the vectors form a closed figure as in
Figure 4.3(a). In Figure 4.3(b), the vector displacement is not zero and the figure does not close.
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4.4 Procedure:
In the Laboratory, a Force Table (shown Figure 4.4) in is used to study forces in equilibrium. In Figure
4.4, slotted masses are carefully put on a weight hanger for the purpose of equilibrium. The weight
hangers are attached to a metal/plastic ring by strings and pass over pulleys on the Force Table so
that the tension in each string acts horizontally on the ring. The ring at the center of the table attains
equilibrium when it remains stationary and does not touch or lean against the post (see Figure 4.4).

(a) Force Table with masses in equilibrium (b) A closer look of the Force Table
Figure 4.4. The force table.

We shall simulate the equilibrium condition of vectors (or forces) using the PhET Interactive
Simulation. Open the link below and choose the option that says Lab:
https://phet.colorado.edu/sims/html/vector-addition/latest/vector-addition_en.html

Figure 4.5 (a) shows the required welcome screen of the PhET Vector Addition page. The mouse can
be used to center the axis as shown in Figure 4.5 (b).

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 (a) Welcome page of the Lab (b) Page after centering axis and checking angle
Figure 4.5. The PhET Simulation Page.

(i) Find the components of the vectors 𝐹1 = (11.2𝑁, 26.6°) and 𝐹2 = (10.6𝑁, 131.2°) and
record their values in Table 4.1.

Table 4.1: Three Forces

Vector F(N) θ(°) Fx (N) Fy (N)
𝐹1 11.2 26.6
𝐹2 10.6 131.2
𝐹3
∑Fx= ∑Fy=

(ii) Starting from the origin, draw the vectors 𝐹1 and 𝐹2 . Use the PhET Lab to find a third
force 𝐹3 which establishes equilibrium. This force is called the equilibrant force. Record
the magnitude and components of the equilibrant force.

Figure 4.6. Three forces in equilibrium.

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 (iii) Find the sum of the components. Note: ∑Fx is the sum of x-components and ∑Fy is the
sum of the y-components.
(iv) Repeat steps (i) to (iii) for Table 4.2 and Table 4.3. Note: Angles bigger than 180° are
represented diffrently on the PhET Lab. For instance, for 𝐹3 the angle 218.7° becomes
218.7° − 360° = −141.3°.

Table 4.2: Four Forces

Vector F(N) θ(°) Fx (N) Fy (N)
𝐹1 11.7 20.0
𝐹2 8.1 150.3
𝐹3 12.8 218.7
𝐹4
∑Fx= ∑Fy=

Table 4.3: Five Forces

Vector F(N) θ(°) Fx (N) Fy (N)
𝐹1 6.3 18.4
𝐹2 14.8 61.7
𝐹3 18.0 146.3
𝐹4 12.2 235.0
𝐹5
∑Fx= ∑Fy=

4.4.1 Questions
1. From Tables 1 – 3, what is the condition necessary for the ring to be in equilibrium (that is
for the forces to cancel out)?
2. The equilibrant force is always opposite the resultant force. For instance, in Figure 4.7, the
resultant force is 𝐹𝑅 and the equilibrant force is 𝐹3 . What is the resultant force (magnitude
and direction) for each of the exercises in Tables 1 – 3?
3. Forces which act in equilibrium can be drawn from head-to-tail to form a closed figure. In
the case of three vectors, it forms a 3-sided figure (or trianle). Use the PhET Lab to draw the
force diagrams for Tables 1 – 3. Take a screenshot to include in your report.

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 Figure 4.7. Three forces acting in equilibrium.

4.5 Real World Applications

4. A hungry lion sees a deer and starts to chase it. The lion first runs 224 meters at 26.6° S of
W, then 156 meters at 50.2° W of N, and finally 384 meters at 9° E of N - at which point it
catches up to the deer. How far from the starting point, and in what direction is the point
where the lion and the deer meet? [Note: You are welcome to use either the analytical or
graphical means or both to obtain the solution. If you use the PhET Lab, be sure to include a
screenshot or you must clearly show how you obtained your answer]
5. Figure 4.8 shows a traction device used with a foot injury. Assuming the weight on the pulley
produces a horizontal force of 20N and a vertical force of 30N, find the result force (ignore
the weight of the foot).

vertical resultant
force force

horizontal
force

1
Figure 4.8. Traction device used with a foot injury.

1
Drawing, taken from www2.aofoundation.org.
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