DEPARTMENT OF COMPUTER SCIENCE AND ENGINEERING

FALL 2023
COURSE TITLE: PHYSICS LAB
COURSE CODE: 0533-PHY-1103

LAB REPORT FILES

Submitted by:
Name: Md Mahmudul Hasan Areyen
ID No: 23300093
Batch: 27th

Submitted To:
The Course Teacher-
Md. Kawsar Ahmed
Lecturer
Dept of CSE, RPSU
 1.

A Vernier caliper, a Pen

Theory
Method
Find and note down the least count of the given vernier caliper.

1. Measurement of length, breadth, and height of the wooden block

● When taking measurements of the block hold it

between the jaws of the caliper and calculate readings.

● Take measurements at three places for length, breadth,

and height and note down readings in Table 1.1.

● Take measurements of two diameters normal to each other and record in Table 1.2

● Measure the length of the tubing in three positions and record it in Table 1.2
(Take care to select these three positions keeping equal gaps between them.)

Readings and calculations

0
Least unit of vernier caliper – ...............
0
Zero error of vernier caliper – ...............

1. Measurements of Pen

able 1.1

Corrected reading (i) (ii) (iii) Mean Value (cm)

length l (mm) 56 55.5 56 55.83

height h (mm) 11.75 12 11.2 11.65

2
Calculate according to relevant theory.

Result
After Measuring:
The mean length value is: 55.83

The mean height value is: 11.65

Discussion
Before measurements were obtained on the vernier caliper I made sure it was cleaned.
Not forgetting to check for any zero error of which the instrument used had no error. This
experiment was a success and the volume was determined. When closing jaws and knobs
I did not over-tighten as this may affect the material being measured or even break the
beaker and cause injury. Each measurement of each material had to be repeated five
different times on the vernier caliper to get concordant results.
 screwgauge

A micrometer screwgauge , Pen , Pen cap & Coin

Theory

Method
Obtain the least count of the micrometer screwgauge. Rotate holding thimble head only until the
spindle touches the anvil (when the spindle touches the anvil or when these two are in contact with
any other object the thimble head would rotate freely making a “ticking” sound) Note down any
zero error if shown.

1. To measure the diameter of the wire place it between the anvil and the spindle and rotate the
thimble head until the wire is held properly between those two. Obtain the value of the
diameter. Rotate the wire by 90° and obtain reading again. Repeat these measurments for three
places of the wire and enter the corrected readings in Table 2.1.

6
2. Arrange the ball to t properly between the anvil and the spindle and obtain readings for three
diameters normal to each other. Enter the corrected readings in Table 2.2.

3. Arrange the microscope slide to t between the anvil and the spindle and obtain readings for
thickness of the slide in three different places. Enter the corrected readings in Table 2.3.

4. Cut the photocopy paper into 20 pieces, place the pieces one over the other into a bundle and
obtain readings for thickness of the bundle at three different places. Enter the corrected
readings in Table 2.4.

Readings and calculations

Least count of the micrometer screwgauge – .........0......

Zero error – .........0......

Table 2.1

Pen(m m)
Mean
diameter
(i) (ii) (iii) (mm)

7.84 7.68 7.61 7.7

Table 2.2

Pen Cape(mm)
Mean
diameter
(i) (ii) (iii) (mm)

8.8 8.99 8.85 8.88

Table 2.3

Coin(mm) Mean
thickness
(i) (ii) (iii) (mm)

1.51 1.53 1.53 1.52

7
Results
After measuring three different objects the Mean values we get:

The mean diameter of PEN is: 7.7 mm

The mean diameter of the PEN Cap is: 8.8 mm

The mean thickness of PEN is: 1.52 mm

Discussion
In a micrometer screw gauge, there are 2 gauge readings taken, the first is the
main scale reading followed by the circular scale reading. The instrument has
2 adjustment keys, one is for moving the spindle towards the anvil. When
closing jaws and knobs I did not over-tighten as this may affect the material
being measured or even break the beaker and cause injury.

The other key is a lock when the gauge is achieved. They additionally involve
some extent of error. These errors come because of improper usage or wear
and tear.

By analyzing the error and correcting it, we can have near-perfect results.

8
A meter ruler, a knife edge, a 50 g weight, a small stone (of about 50 g mass), and a piece of string.

Theory

Method
Place the knife edge on the stand and on it balance the metre ruler horizontally. As shown in Figure
6.1 suspend the known mass m0 and the unknown mass m on opposite sides of the knife edge and
adjust length y keeping length x at a selected value until the ruler is balanced horizontally. Measure
the values x and y.

Repeat the experiment for other selected values of x so as to obtain a wide spread of readings.
Enter the readings in the Table 6.1. When taking readings take care to keep the balancing point of
the ruler on the knife edge unchanged at the original position.

ym2 = xm1 => m2=(xm1/y)

 1

Readings and calculations

Table

M M1 M2 M3 Mean
Value
Value in 27.91 27.381 27.77 27.687
(gram) g

Result

We took a few different objects of various weights. Then do some

mathematical calculations and find the approximate value (ym2 =
xm1 => m2=(xm1/y). After getting those values, we calculate
the Mean value {(M1+M2+M3)/3}.

The Mean Value is= 27.687

Discussion
This experiment helps us understand the moment and the use of it. If the meter stick
is balanced, then the moment on both sides is the same. I learned the “moment =
distance” formula better after the experiment and used this formula to get the mass
of the battery. As the clockwise moment should be equal to the anticlockwise
moment when the meter stick is balanced, we can use the formula to calculate the
weight. I also know that the further the distance between the object and the pivot,
the bigger the moment will be. Also, the larger the weight of the object, the bigger
the moment.

I think our experiment was quite successful. We figured the weight of the battery
even though the predicted weight and the actual weight have an 11.3g difference.
One of the reasons we didn’t have accurate data is that we didn’t cut the rope into
equal lengths. I think we followed the right step, but our predicted weight wasn’t
accurate.

To improve this experiment, we will just move the 50g weight further from the pivot
instead of moving around and wasting time, because the battery is heavier than the
50g weight. I think we can also improve our experiment and the accuracy of the data
by cutting the string into equal lengths. We should measure it with a ruler instead of
human judgment. We can use a ruler with smaller intervals between each mark so
that the data will be much more accurate.
2
 Counting the Magnitude of Gravity of a Coin

For this experiment, we used a coin (a quarter), a stopwatch, and a

ruler.
Theory
In this experiment, we wanted to figure out the magnitude of gravity
for a coin. It's important to understand gravity for objects like coins,
as it helps us understand their behavior and properties.

Method

1. First, we dropped the coin from a predetermined height and

started the stopwatch.

2. We measured the time it took for the coin to fall to the ground,
making sure to record it accurately.

3. We repeated this process multiple times to get reliable data.

To calculate the magnitude of gravity, the formula is: g = 2d / t^2

1
Readings and calculations
Table

Trial 1 2 3 4 5
g (cm/s^2) 1004 992 918 985 982

Result

After experimenting several times, we collected the following data.

The average value and standard deviation of our measurements are
as follows:

Average = 987 cm/s^2. That is close to 9.8 m/s^2.

Discussion
In this experiment, we successfully counted the magnitude
of gravity for a coin. The calculated value of approximately
9.8 m/s^2 aligns with the expected value on Earth.
However, it's important to note that there may be slight
variations due to experimental limitations or measurement
errors. Further experiments can explore different factors
that may affect the magnitude of gravity, providing a more
comprehensive understanding.
2
 EXPERIMENT WITH THERMOMETER

Beakers, a thermometer, water, temperature(by fire or heater), and safety

kits.

Theory
We assume that the whole laboratory room -the universe- has a
constant reference temperature To R during the experiments. (Small
fluctuations are always lower, or of the same order, than the
accuracy of thermometers; and this can also be estimated). The
reference matrix system that we want to measure is water (at an
initial temperature) where the superscript x denotes the respective
values of temperature –TM- selected ), for which a set of increasing
amounts are quickly distributed sequentially into SIX Beakers,
previously filled by the same amount of water. Immediately, each
thermometer is introduced into the vessels containing a given
amount of water MJ. In this way, we obtain a set of measured values.

We obtain two sets of values respectively. These experiments also

allow us to do further measurements with thermometers which start
from the same temperature reference of the laboratory room.
 Method
1.Clean the tip with cold water and soap, then rinse it.
2.Turn the thermometer on.
3.Put the tip under your tongue, towards the back of your
mouth.
4.Close your lips around the thermometer.
5.Wait until it beeps or flashes.
6.Check the temperature on the display.

Formula:
(°C × 9/5) + 32 = °F
Readings and calculations
Table

Beakers 1 2 3 4 5 6

Temperature of 85 80 75 70 60 50
water in °C

Temperature of 185 176 167 158 140 122

water in °F

2
 Result

After carefully collecting data in Centigrade we convert it into

Fahrenheit.

And the values are: (185,176,167,158,140,122) °F

Discussion

It is useful to know how to read a thermometer

for many reasons. In school, students can use a
thermometer to do science experiments and to
set the classroom air conditioning and heating to
desired levels. At home, it is useful so that
students can know how to dress for the weather,
decide when food is cooked, and determine
whether they have a fever.
3
An equilateral prism, a drawing board, drawing pins, a white sheet of paper, a few optical pins, a
ruler, and a protractor.

Method
Fix the sheet of paper on the drawing board using drawing pins. Place the prism on the paper and
mark its edges on the paper in pencil. Fix a pin (O) vertically touching one face (AB) of the prism.
Looking through the face BC towards the face AC observe the image of pin O. Move your eye from
end C of the face BC towards B until the image of the pin just begins to disappear and at this position,
x two pins (P and Q) vertically to be in line with the disappearing image (and far apart from each
other).

Now remove the prism and the pins and make the following constructions on the paper by the steps
given.

● Draw the line OXI normal to AC so that OX = XI and locate the image I on it.
● Join the points where the pins P and Q were fixed and extend the line to meet BC. at R ●
Join R and I to intersect AC at S.
● Join OS.
● Measure angle OSR.

1
Readings and calculations

When light rays pass from denser to rarer medium, the light rays bend away
from the normal. Due to this the angle of refraction becomes more than the
angle of incidence.

Incident ray (i) Refraction ray (r) Ray bends away from
normal
30° 35° 5°

Result
We put the prism on a 360° chart then we passed a light ray through the prism
then we observed the experiment.

Incident ray i = 30°

Refraction ray r = 35°
Ray bends away from normal =(35-30) °=5°

Discussion
The main purpose of this exercise was to analyze both the velocity and index of refraction
of our Lucite prism, under various conditions. To accomplish this we had to fully visualize
and analyze Snell's Law of Refraction, in which the angle of incidence created by light
changes as it enters a transparent medium. For our results, we obtained an average refractive
index of I .36 and a velocity of 2.19* I O^ 8 m/s within our light in prism. Throughout this
experiment, we had a lot of challenges and difficulties. One such occasion was having a hard
time tracing the exact location of our angle of refraction. Seeing as our refractive index
varied within the I .50 range, and obtained a relatively acceptable percent error of 9.33%,
we did a good job of understanding the purpose of our exercise. Factors that could have
caused us to have more errors within our data, could have been the difficulty in pinpointing
our angle of refraction. This factor could have affected us in obtaining an accurate reading
of our prism refractive index, and the velocity of light through our prism. Another factor that
could have affected the accuracy of our data, could have been certain environmental factors.
Such as perhaps having a better tool for calculating our change in angle. A way to improve
this exercise would perhaps be to add multiple trials, to decrease the amount of discrepancy
within our results. Overall, our experiment was mainly successful in supporting our analysis
of the theory of refraction, based on our obtained data and the amount of discrepancies.