PHYSICS FOR ENGINEERS LABORATORY MANUAL

PHYSICS FOR ENGINEERS

LABORATORY MANUAL

by:

Engr. Reynante Manzano

Engr. Ritchelle Eborda

College of Engineering. Cor Jesu College, Inc.

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Table of Contents
ACTIVITY 1. LABORATORY SAFETY ORIENTATION AND FAMILIARIZATION OF APPARATUS AND
INSTRUMENTS IN ENGINEERING PHYSICS LABORATORY 4

EXPERIMENT NO. 1. UNITS AND MEASUREMENTS 12

EXPERIMENT NO. 2. VECTORS AND FORCES 21

EXPERIMENT NO. 3. FORCES IN EQUILIBRIUM 26

EXPERIMENT NO. 4. MOTION OF FREE-FALLING BODIES 30

EXPERIMENT NO. 5. PROJECTILE MOTION 36

EXPERIMENT NO.6. UNIFORM STRAIGHT-LINE MOTION 40

EXPERIMENT NO. 7. UNIFORM ACCELERATION ON AN INCLINED PLANE 44

EXPERIMENT NO. 8. FRICTION 51

EXPERIMENT NO. 9. CENTRIPETAL FORCES 57

EXPERIMENT NO. 10. CONSERVATION OF ENERGY 62

EXPERIMENT NO. 11. WORK-ENERGY THEOREM 68

EXPERIMENT NO. 12. CONSERVATION OF MOMENTUM 74

EXPERIMENT NO. 12.B. THE RULE OF BALANCE 81

EXPERIMENT NO. 13.A SIMPLE HARMONIC MOTION - PENDULUM 85

EXPERIMENT NO. 13.B SIMPLE HARMONIC MOTION - SPRING 88

EXPERIMENT NO. 14. DETERMINATION OF SPECIFIC GRAVITY 92

EXPERIMENT NO. 15. DETERMINATION OF SPECIFIC HEAT 95

EXPERIMENT NO. 16 ELECTRIC CIRCUIT 99

EXPERIMENT NO. 17. MAGNETIC FIELD 105

EXPERIMENT NO. 18. REFLECTION AND REFRACTION 108

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ACTIVITY 1. LABORATORY SAFETY ORIENTATION AND

FAMILIARIZATION OF APPARATUS AND INSTRUMENTS IN ENGINEERING
PHYSICS LABORATORY

OBJECTIVES:

1. To orient the students to know the basic safety rules and regulation inside
the physics laboratory.
2. To identify experiments that can cause hazards to students.
3. To familiarize the different laboratory apparatus and instruments in the
different experiments and their corresponding usage.

A. SAFETY RULES AND REGULATION INSIDE THE LABORATORY

SAFETY means prevention of harm or loss of life, property and time. “Safety
First” should be the motto of every students, teachers and all persons actively
involved in the laboratory as well as in any institution. The responsibility for safety
and the enforcement of safety regulations and laws should be done and
practiced by everyone. Following simple laboratory instructions should be done
to have a safe and healthful environment inside the classrooms.

To ensure a safe and healthful environment inside the laboratory when

performing experiments, the following safety rules and regulations should be
followed.

General Rules and Regulations:

1. NEVER WORK ALONE IN THE LABORATORY. Students should be

accompanied by the instructor or the lab in charge during the whole
span of the experiments.
2. Know the locations and operational details of all laboratory emergency
safety equipment and evacuation routes.
3. Know the location of eye sprinkler, shower room, fire extinguisher and
electrical panel board.
4. All aisles in the laboratory must be kept open at all times. Personal
belongings should be kept below the table and out of the working area.
5. Report all unsafe conditions, unusual odors and personal injuries to the
instructor or a staff member immediately.
6. Leave your lab bench as you found it. With the equipment neatly placed at
the end of the table nearest the center aisle. The lab bench area should be
free of debris.
7. Stay out of restricted areas.
8. Observe the warning signs inside the laboratory.
9. Carefully follow all instructions from instructors and laboratory staff.
10. Persons not following these rules will be asked to leave the laboratory.

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11. Material data sheets are located in the prep room and are available
anyone who wished to read them.
12. Do not lift heavy equipment without assistance.
13. Do not reach for supplies on high shelves without the use of a stepstool
and assistance.
14. Handle all equipment with care; make sure that you understand the
proper use and limitations of all the equipment. When in doubt, ask the
instructor.
Note: Any broken equipment or damage resulting from negligence will be
charged.
15. Read all the instruction written on the manual before starting the
experiments.
Note: only materials and equipment authorized by the instructor should be
used in the experiments.
16. No horse playing or loitering inside the laboratory to prevent bumps with
other students.
Note: an unattended experiment can result in accidents.
17. Student may not begin working or gathering supplies and equipment until
their instructor is present. Do not touch any equipment or supplies without
specific authorization.
18. Do not allow laser light to go into your eyes. Do not position a laser so that
its light may go directly or reflect in to someone’s eyes.
19. All experiments should be approved by the instructor.
20. All accidents should be reported to the teacher immediately no matter
how minor or major is it.

Personal Rules and Regulations:

1. Eating and drinking are not permitted in the laboratory.

2. Wear appropriate clothing and required protective covering while in the
lab.
3. Jewelries such as rings, watches, bracelets and necklace should be taken
off before conducting any laboratory exercises.
4. Soft contact lenses must not be worn in the laboratory. Eye damage may
occur.
5. Never touch electrical outlet with your bare hands.
6. Smoking is not allowed inside the laboratory.
7. NEVER taste chemicals. NEVER touch chemicals with your bare hands.
8. Hands should be washed thoroughly with soaps at the conclusion of each
laboratory.

SAFETY CONCERNS:

There is always a higher than usual level of risk associated with the
experiment, teachers should be aware of this and take the necessary
precautions to ensure that the working environment is as safe as possible.

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AGREEMENT

I, ______________________________ have read, understood, and agree to abide

the safety precautions and regulations as set forth above and any additional
printed instructions provided by the instructor/lab-in charge. I further agree to
follow all the other written and verbal instructions given in class. I will fully
cooperate with my instructor and fellow students to create and maintain a safe
lab environment. I am aware that any violation can lead to unsafe lab
conditions and can harm others and me.

_________________________________________
Name of Student and signature, Date

I, __________________________________ (name of parent/guardian) have read this

document with my student and understand the importance of a safe laboratory
environment and accept the consequences of failing to comply with this
contract.
_________________________________________
Name of Guardian and signature, Date

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Activity 1. Familiarization of Physics Laboratory Apparatus and Materials with the

corresponding proper usage.

Working inside the laboratory needs expertise to achieve each set

objectives. Expertise refers not only following the correct procedures in particular
instruments but also refers to the proper use of tools and apparatus. One of the
important skills that a student should acquire without being taught during lecture
is the familiarization and proper use of the different materials and apparatus
inside a laboratory. To start with every laboratory class, it is very important to let
the students know the different apparatus and materials to be used and their
proper usage.

Procedures:
1. Fill in the table on the next page.
2. Identify and draw/paste a picture of the instruments/apparatus presented by
the instructor. Fill the column1.
3. Based on the name of the instrument presented. Give at least one usage of
the apparatus/instruments. Fill the table 2.

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NAME OF
IMAGE/ILLUSTRATION FUNCTIONS
APPARATUS/INSTRUMENTS

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NAME OF
IMAGE/ILLUSTRATION FUNCTIONS
APPARATUS/INSTRUMENTS

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 PHYSICS FOR ENGINEERS LABORATORY MANUAL

NAME OF
IMAGE/ILLUSTRATION FUNCTIONS
APPARATUS/INSTRUMENTS

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NAME OF
IMAGE/ILLUSTRATION FUNCTIONS
APPARATUS/INSTRUMENTS

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EXPERIMENT NO. 1. UNITS AND MEASUREMENTS

OBJECTIVES:

1. To learn and identify fundamental and derived quantities and their relation.
2. To study and differentiate the principles and operation of measuring devices
such as Vernier Caliper, Micrometer caliper and ruler.
3. To understand the rules and utilization of significant numbers.
4. To evaluate derived quantities: area, volume, and density.

Conceptual Background:

Physics is a science that deals with measuring physical quantities. In

general, a measurement is the process of comparing an unknown quantity to
that of known quantity. These physical quantities which are measurable can be
either fundamental or derived. To measure such quantities, we must give a
number and the standard unit of measurements. Standard unit of measurements
adopted in the Philippines is the metric system. The metric system uses the
decimal systems, where all the units are related to smaller and larger units by
dividing or multiplying by 10.

Since measurements have a number, the number meaningful digits in it

are called SIGNIFICANT FIGURES. The following rules in significant figures will play
a vital role not only in this activity but in the preceding experiments.

1. All nonzero digits are significant.

2. All zero between no-zero digits are significant.
3. All zero before the first non-zero digit are not significant.
4. All zero to the right of the last non-zero digit are significant.

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Materials and Apparatus

Triple Beam Balance Vernier Caliper

Weight Hanger Micrometer Caliper
Measuring Set: One Peso Coin
Cylindrical Solid metal block Spring Balance
Cylindrical Hollow metal block Ruler
Rectangular Solid metal Sphere

General Procedures:
A. Determining the mass and weight

1. Using the triple beam balance and spring balance determine the
weights of each sample given in the table A in the Data and Results
Page.
2. Write down a brief step by step procedure on how you acquired the
weight of each sample.
3. Determine the percentage difference (measurement of triple beam
balance against the spring balance)
4. Draw conclusions and answer the preceding questions.

B. Measuring Lengths:
I. USING THE RULER

The ruler sometimes called line gauge, is an instrument used in geometry

technical drawing, printing as well as engineering and building to measure
distances or to rule straight lines. The ruler is a straightedge which may also
contain calibrated lines to measure distances.

II. USING THE VERNIER CALIPER

Vernier Constant or Least Count, L.C = 1 MSD - 1 VSD

True Reading, TR = MSR+VSR = N+(n x L.C)

Image retrieved from http://amrita.olabs.edu.in/?sub=1&brch=5&sim=156&cnt=1

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The vernier caliper has a fixed part and the movable part. The fixed part is
a ruler with both the metric and the English scale is used as the main scale.
The movable part where the Vernier scale could be found consists of
fractional division of the main scales. The vernier scale gives a reading of
hundredths of a centimeter (0.01 cm).

Proper procedure of taking measurement using a Vernier caliper

1. Read the number of main scale division just before the zero line of
the Vernier scale. Smallest scale (least count) of the main scale is
tenths of a centimeter (0.1 cm).
2. Read the number of Vernier scale division coinciding with a line of
the main scale and multiply by the least count of Vernier scale (0.01
cm).
3. Final reading is equal to reading of the main scale plus reading in
Vernier scale.

III. USING MICROMETER CALIPER

linear scale reading (P.S.R.) = N

circular scale reading (H.S.R.) = n x (L.C.)
Total reading (T.R.) = P.S.R. + corrected H.S.R. = N + (n x L.C.)

Image retrieved from http://amrita.olabs.edu.in/?sub=1&brch=5&sim=156&cnt=1

Micrometer Caliper is a horse-shoe shape frame with protruding end

called the anvil and a movable part consisting of the arm and screw.
Similar to Vernier, it has two parts, the movable and the fixed part. The
fixed part contains the main scale and the movable scale contains the
micrometer scale.

Procedure for taking measurements using the Micrometer caliper

1. Read the number of lines on which the edge of the timble stopped.
The smallest division of the main scale is 0.5 mm.
2. Read the number on which the line on the micrometer scale
coincides on the line of the main scale. By observing, we will find
out that 0.5 mm is equal to one revolution of the timble. Smallest
division of the timble is 0.01 mm.

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3. Final reading is equal to reading in the main scale plus reading in

the micrometer scale.

Procedure in Measuring Lengths:

1. Using the ruler, Vernier caliper and Micrometer caliper, measure

the dimension of the specimens given.
2. Write down the step-by-step procedure in determining the
dimension of each specimen.
3. Record the data in table B in the Data and Results Page.

C. Derived Quantities Measurement

1. Compute the area of the rectangular block and cylindrical block.
2. Compute the volume and densities of the rectangular block, cylindrical
block, cylindrical hollow block, metal sphere and one peso coin.
3. Compute the densities with the accepted value by computing the
percentage error.

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PHYSICS FOR ENGINEERS

_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA and RESULTS:

A. Determining Mass and Weight

MASS MASS
using
SPECIMENS TRIPLE BEAM SPRING BALANCE MASS digital
BALANCE PERCENTAGE weighing
WEIGHT MASS WEIGHT MASS DIFFERENCE balance
(N) (g) (N) (g)

B. Measuring Dimensions (length, width, height):

a. Ruler and Vernier Caliper

ITEM: ___________________
TRIAL RULER VERNIER CALIPER
LENGTH WIDTH HEIGHT LENGTH WIDTH HEIGHT
1
2
3
AVERAGE

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ITEM: ___________________
TRIAL RULER VERNIER CALIPER
DIAMETER HEIGHT DIAMETER HEIGHT
1
2
3
AVERAGE

ITEM: ___________________
TRIAL RULER VERNIER CALIPER
D1 D2 H1 H2 D1 D2 H1 H2
1
2
3
AVERAGE

b. Micrometer caliper

SPECIMEN DIMENSION (mm)

DIAMETER:
THICKNESS:
DIAMETER:
THICKNESS:
C. Derived Quantities:

Rectangular Block : Area: ___________ cm2

Volume: ___________cm3

Cylindrical Solid Block : Area: ___________ cm2

Volume: ___________cm3

Cylindrical Hollow Block : Volume: ___________ cm3

Density: ___________g/cm3

Metal Sphere : Volume: ___________ cm3

Density: ___________g/cm3

One Peso Coin : Volume: ___________ cm3

Density: ___________g/cm3

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COMPUTATIONS:

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QUESTIONS:

1. Based on your general experience in determining the length and width of

the lengths in decimal fractions of both centimeters and inches, do you
see any advantages in using metric system? Explain.

2. Why are several observations taken for each measurement?

3. On mass measurement, assuming the true value is the mass measured by

the digital weighing balance, which has a lesser percentage error, the
mass measured using the triple beam balance or the spring scale? Why
and what factors affects the measurement?

4. What are the possible sources of error that might be encountered in

measuring the depth of the cylinder cup with the vernier caliper?

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5. Can the accuracy with which a scale may be read by the unaided
human eye be increased by dividing the scale more and more finely?

6. How may the error caused by backlash in micrometer screw be

eliminated?

7. A thin circular sheet of aluminum has a radius of 20cm and a thickness of

0.50mm. Find the weight of the sheet in grams.

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EXPERIMENT NO. 2. VECTORS AND FORCES

OBJECTIVES:

1. To determine the resultant of vectors using three methods: analytical,

graphical, and experimental using force table.
2. To understand equilibrium condition and vector addition, particularly
concurrent or co-planar forces.

MATERIALS REQUIRED:

Weight Holder Masses

Force Table Force Boards
Ropes Strings
C-Clamps Protractor

DESCRIPTION OF PROCEDURES:

The class is presented with two different equilibrium situations: 1. A hooked mass
could be suspended from two strings, each of which makes a different angle
with the horizontal; 2. Three ropes could be tied together at a point and secured
to a table or lab bench using C-clamps; assuming it’s frictionless, force scales
could be arranged to determine the tension in each string. The magnitude and
direction of the forces are measured and organized in tabular form.

For determining the resultant of vectors sum of any vectors analytically and
graphically, the polygon (head to tail) method, parallelogram method and
components method may be used.

Experiment Set-up

Image retrieved from https://physicslabs.ccnysites.cuny.edu/labs/207/207-force-tables/forcetables.php

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PHYSICS FOR ENGINEERS

_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA SECTION:

DIAGRAMS: INCLUDES MAGNITUDE AND DIRECTION OF ALL FORCES SHOULD BE

CLEARLY STATED. Labeling convention should be used to distinguish between the
forces involve. NET FORCE should be included and must be labeled properly.

EQUILIBRIUM 1:

F1: ______________________ F2: ______________________

Diagram: (Force table)

Method RESULTANT
Magnitude Direction (θ)
Experimental (Force
table)
Analytical (Component)

Graphical

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EQUILIBRIUM 2:

F1: ______________________ F2: ______________________ F3: ______________________

Diagram: (Force table)

Method RESULTANT
Magnitude Direction (θ)
Experimental (Force
table)
Analytical (Component)

Graphical

CALCULATIONS:

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QUESTIONS:

1. Define the following:

a. Vector

b. Resultant

c. Equilibrant

d. Concurrent forces

e. Co-planar forces

2. What is the result of conducting a force analysis on an object at

equilibrium?

3. How do the theoretical values for the magnitude and direction of the
equilibrant compared to the actual magnitude and direction?

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EXPERIMENT NO. 3. FORCES IN EQUILIBRIUM

OBJECTIVES:

1. To determine the equilibrium position of an object suspended on a string

halfway between two supports.
2. To understand the concepts of forces in equilibrium
3. To find the weight of a given body using the Parallelogram Law of
Vectors.

MATERIALS NEEDED:

Set of Weights Two Pulleys and Support

Meter Stick String
Clamp

DESCRIPTION OF PROCEDURE:

A combination of all forces acting on an object is called Net Force. It is the Net
force that changes an object’s state of motion. In this activity, students are task
to set-up utilizing materials above to create a set-up showing a state of
Equilibrium. Students must measure and determine the following: Horizontal
distance between pulleys (Supports), the mass of weights P and Q, the angle
AOB, and the length OA and OB. Repeat three times the measurement and
placement of masses to establish equilibrium. Record it on the Data results.

Measure and calculate for the mass of S.

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Let two vectors P and Q act simultaneously on a particle O at an angle θ. They

are represented in magnitude and direction by the adjacent sides OA and OB of
a parallelogram OACB drawn from a point O. Then the diagonal OC passing
through O, will represent the resultant R in magnitude and direction. If the body
of unknown weight (say S) is suspended from the middle hanger and balancing
weights P and Q are suspended from other two hangers then,

or

The unknown weight can be calculated from the equation. Assume a scale, e.g.
1cm= 50g. Then,

S = R (OC) x scale

If W is the actual weight of the body, then the percentage error in the experiment can
be calculated using the equation,

SAFETY CONCERNS:

There is always a higher than usual level of risk associated with working in a
physics lab. Teachers should be aware of this and take the necessary
precautions to ensure that the working environment is as safe as possible.
Student horseplay and off- task behaviors should not be tolerated.

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PHYSICS FOR ENGINEERS

_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA SECTION:

TRIALS M1 (kg) M2 (kg) M3 (kg) Vertical

Displacement
1
2
3

ILLUSTRATION/ SKETCH OF THE MASSES IN EQUILIBRIUM:

CALCULATIONS:

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QUESTIONS:

1. What is the position of the middle mass is it closer to the lighter or heavier
mass? why?

2. What factors contributed to the percent error in the mass of the object?

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EXPERIMENT NO. 4. MOTION OF FREE-FALLING BODIES

OBJECTIVES:

1. To verify the value of acceleration due to gravity using free fall motion.
2. To understand the importance of mass of a body in the time before
certain materials reach the ground.

MATERIALS NEEDED:

Metal Balls
Chicken Feathers/ Piece of paper
Piece of Stone
Different sizes/mass of balls
Digital Timer
Steel tape
Weighing Scale
Tracker app

DESCRIPTION OF PROCEDURE:

In air, a coin falls faster than a piece of paper. However, in vacuum, they fall at
the same rate. If air resistance is negligible, a body falls freely under gravity with
uniform motion. In this experiment each group will have the three important
materials at test (metal balls, chicken feathers and piece of stone, they are task
to perform free fall motion by using the 2nd Floor of the building. They must
determine first the mass of each specimen under test prior to testing. They must
also determine the height of the 2nd floor with reference to the ground. During
the application of free-falling principles, each group should record the time it
takes the specimens to hit the ground in second; this must be done in 5 trials at
different initial dropping height. You may also use different types of balls in this
experiment to compare.

You may also video record the experiment and upload it in the tracker app
(Open Source Physics) to analyze the motion of the free-falling objects and
extract the needed data. Your instructor will give you details on how to
download and use the tracker app.

SAFETY CONCERNS:

There is always a higher than usual level of risk associated with working with these
experiments, the group members should see to it that someone might be hit with
the falling object, cautions should be implemented. Teachers should be aware
of this and take necessary precautions to ensure that the working environment is

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as safe as possible. Student horseplay and off the task behaviors should not be
tolerated.

PHYSICS FOR ENGINEERS

_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

COMPLETE THE TABLE BELOW:

1. Object 1: __________________

Mass: ______ grams

Trial y(m) t(s) v (m/s) g(m/s2)

1
2
3
4
5
AVERAGE

Percentage Error____________%

Graph of velocity vs time: slope, m = ________

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2. Object 2: ____________________

Mass: _______ grams

Trial y(m) t(s) v (m/s) g(m/s2)
1
2
3
4
5
AVERAGE

Percentage Error____________%

Graph of velocity vs time:

slope, m = ________

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3. Object 3: _______________________

Mass: ______________grams

Trial y(m) t(s) v (m/s) g(m/s2)

1
2
3
4
5
AVERAGE

Percentage Error____________%

Graph of velocity vs time:

slope, m = ________

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COMPUTATIONS:

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QUESTIONS:

1. Sketch the velocity-time graph of the free-falling object. Draw the best fit
line. What does the slope of the line represent?

2. Based on the experiments what is the value of the acceleration due to

gravity?

3. What would be the effects of weight on the time it takes a specimen to hit
the ground?

4. What factors do you think may cause the experimental value of g to be

different from the accepted value of g?

CONCLUSION:

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EXPERIMENT NO. 5. PROJECTILE MOTION

OBJECTIVES:

1. To determine the effects of angle of projection on the range of a

projectile at any given initial velocity.
2. To determine the maximum range of a projectile.

MATERIALS NEEDED:

Marbles/Foam Bullets Meter stick/Steel Tape

Projectile Launcher/Spring gun Carbon Paper
Bond Paper Masking Tape
Protractor

Alternative:

PASCO projectile motion equipment

DESCRIPTION OF PROCEDURES:

In this activity, each group will utilize a projectile launcher to observe the
motion followed by projectiles. Marbles/foam bullets will serve as the projectile.
First, fire the projectile launcher on a horizontal projection for three trials to
compute the initial velocity of the projectile and time of flight. Measure the
distance (range) traveled by the projectile and height of the tip of the projectile
from the ground. Then, fire the projectile of the required angle; the protractor will
be used to measure the angle of projection. Measure the range traveled by the
projectile. Compute the theoretical range using the formula and compute for
the percent error. Do the three trials with different angles 15°,30°, and 45°.
Students are also tasked to compute and against it with the actual value.

When using PASCO projectile motion equipment for this activity, refer to
PASCO experiment procedure.

SAFETY CONCERNS:

There is always a higher than usual level of risk associated with working this
experiment, the group members should see to it that someone might be hit with
the projectile, cautions should be implemented. Teachers should be aware of
this and take necessary precautions to ensure that the working environment is as
safe as possible. Student horseplay and off the task behaviors should not be
tolerated.

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PHYSICS FOR ENGINEERS

_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA SECTION:

A. Horizontal Projection

Trials Height (cm) Range (cm) Time (s) Initial velocity

(cm/s)
1
2
3
Ave

B. With Angel of Projection

ANGLE Range (cm) Theoretical Range % error

(cm)
15
30
45

Angle with maximum range: ________________________________________

SET-UP DRAWING:

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GRAPH OF THE RESULTS:

ANGLE of PROJECTION

COMPUTATION:

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QUESTIONS:

1. What does the result of range against angle of projection implies?

2. What is the maximum range, and at what firing angle?

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EXPERIMENT NO.6. UNIFORM STRAIGHT-LINE MOTION

OBJECTIVES:

1. To study the motion of a body traveling at a constant velocity.

2. To observe the characteristic of a body moving in a uniform straight-line
motion

MATERIALS REQUIRED:

PASCO Smart Cart

PASCO Dynamics Track End Stop
PASCO Dynamics Track with feet

DESCRIPTION OF PROCEDURES:

In this experiment, the student will record a real-time position, velocity and
acceleration data for a cart experiencing a uniform straight-line motion. The
data is then used to identify the relationships between the shapes of the graphs
with the motion of the object. Students will set-up the track as shown below.
Adjust the track to make sure it is level. Power on the Smart Cart and connect it
wirelessly to SPARKvue app. Open the experiment file Graphical Analysis Motion
in the SPARKvue app. The graph of the position- time, velocity-time, and
acceleration-time for the cart can be seen. Place the cart at the left end of the
track, Velcro® to the left. Start recording data, and then push the cart with your
hand so that it glides smoothly with constant velocity toward the right end of the
track. Catch the cart at the right end of the track. Data recording stops
automatically after 5 seconds. Sketch a copy of the cart’s position-time, velocity-
time, and acceleration-time graphs for constant velocity into Table 1 in the Data
Analysis section. Sketches don’t need to be exactly to scale but should be neat
and match the trends shown in your data.

Experiment Set-up

Image retrieved from PASCO experiments

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PHYSICS FOR ENGINEERS

_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA SECTION:

Position-time graph:

Velocity-time graph:

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Acceleration-time graph:

CALCULATIONS

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QUESTIONS:

1. What shape is the cart's position-time graph? Why is it that shape?

2. What is the value of the slope of the Position-time graph? What does the
slope represent?

3. Refer to the graph below,

a. What is happening between 0 and 3 seconds?

b. Between 3 and 5 seconds?

c. Between 5 and 8 seconds?

d. Between 8 and 10 seconds?

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EXPERIMENT NO. 7. UNIFORM ACCELERATION ON AN INCLINED PLANE

OBJECTIVES:

1. To study the motion of a body traveling at a uniform accelerated linear

motion.
2. To observe the characteristic of a body moving in a uniform accelerated
line.

MATERIALS REQUIRED:

Plane
Disk or Wheels
Stop Watches
Pencil or Chalk
Meter Stick
Textbook to set track on or Iron stand with clamp
Tracker app or video apps in cp

Alternative:
PASCO Smart Cart
PASCO Dynamics Track End Stop
PASCO Dynamics Track with feet
Textbook to set track on or Iron stand with clamp

DESCRIPTION OF PROCEDURES:

Bodies in motion seldom travel with uniform speed in a straight line. In any other
type of motion there is a change in velocity, that is, there acceleration. If a body
moves in a straight line, making equal changes of speed in equal intervals of
time, its acceleration is constant, and it is said to be moving with uniform
accelerated linear motion. This is the type of motion produced when a constant
net force, parallel to the direction of motion, acts for the body.

In this experiment, a uniform accelerated motion is created by using an inclined

plane; 1.2 meters in length with an angle of inclination equals to 20 degrees and
a balance disk. Establish the starting point near the top of the inclined plane
using a pencil or chalk. At the starting point, release the disk until it reaches the
end of the plane. (Note: When the disk is released, make sure that no speed be
imparted on it). Make sure to turn on the video recording before releasing the
disk and stop when it reaches the bottom. Using the tracker app or any video
app, extract the time and distance traveled of the disk. Compute the velocity
and acceleration per time interval. The tracker app may also provide the graph
of position-time and velocity-time motion of the object by mass analysis.

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For the alternative set-up using PASCO instrument:

In this activity, the students investigate the motion of the smart cart in a positive
acceleration and negative acceleration motion by setting-up the track with a
positive or negative angle (10 or 20° angle) as shown below. Power on the Smart
Cart and connect it wirelessly to SPARKvue app. Open the experiment file
Graphical Analysis Motion in the SPARKvue app. The graph of the position- time,
velocity-time, and acceleration-time for the cart can be seen. Hold the cart
stationary at the top of the inclined end of the track, Velcro® to the left. Start
recording data, and then release the cart allowing it to accelerate toward the
end stop. Catch the cart just before it hits the end stop. Data recording stops
automatically after 5 seconds. Sketch or save a copy of the cart’s position-time,
velocity-time, and acceleration-time graphs for constant positive acceleration.
Repeat the above steps for the second set-up.

Experiment Set-up 1

Experiment Set-up 2

Image retrieved from PASCO experiments

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PHYSICS FOR ENGINEERS

_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA SECTION:

GRAPHICAL REPRESENTATION: CURVE SHOWING THE RELATIONSHIP OF

TOTAL DISTANCE TRAVERSED AND THE ELAPSED TIME:

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Table 1. Data of Distance, speed, and acceleration

TIME (s) TOTAL DISTANCE AVERAGE SPEED ACCELERATION

TRAVERSED (cm) AT 1 INTERVAL (cm/s2)
(cm/s)

Alternative method:

Table 1: Position-time, velocity-time, and acceleration-time graphs for two types

of motion

Graph Constant positive Constant negative

acceleration acceleration

Position-time

Velocity-time

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Acceleration-time

CALCULATIONS:

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QUESTIONS:

1. What generalization can you give about the total distance traversed and
the elapse time?

2. Plot the curve. After plotting, what is the curve? State the significance
between of the shape of the curve and the change of the slope.

3. What are the possible sources of error in the experiment?

For the Alternative set-up:

1. How are the shapes of the cart’s position-time graphs in positive and
negative acceleration motion different? What was different about the
cart’s acceleration between both motion?

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2. How does the velocity-time graph in both positive and negative

acceleration differ?

3. What is the shape of the cart’s acceleration-time graph? What does the
graph cart’s acceleration indicate?

4. Refer to the velocity-time graph below,

a. What is happening between 0 and 3 seconds?

b. Between 3 and 5 seconds?

c. Between 5 and 8 seconds?

d. Between 8 and 10 seconds?

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EXPERIMENT NO. 8. FRICTION

OBJECTIVES:

1. To observe and understand frictional forces.

2. To measure the coefficient of static friction and determine the factors
affecting it.

MATERIALS NEEDED:

Wooden block Inclined plane with pulley

Plastic or metal pans Set of weights.
Dry sand Sandpaper
Meter sticks Strings
Talcum powder Paste or adhesive
Protractor Platform/ triple beam
Balance

Alternative:
PASCO Smart Cart with hook
PASCO friction block
PASCO mass and hanger set
Masses
Thread
Digital balance

DESCRIPTION OF PROCEDURE:

Friction plays a very important role in our everyday living. We cannot walk if there
is no friction between our shoes and the ground we walk on. Cars and vehicles
are difficult to control if the road is slippery. Braking system of cars operates with
the aid of friction and friction slows down or stops moving vehicles.

There are two types of frictional forces, static friction, and kinetic friction. Static or
starting friction is the frictional force between surfaces at rest and kinetic friction
is the frictional force when a body is moving on top of another body. The factors
that affect frictional forces are the nature of the surfaces in contact and the p-
=normal force or the force pressing the bodies together.

Area in Contact:

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Using the concepts of friction, they are tasked to determine the coefficient of
static friction by simply determining the weight of the pan with sand that starts
the wooden block to move (hint: gradually and sand on the pan). Also
determine the mass of the wooden block, make sure the broad side of the block
is on the top of the plane. Repeat the same procedure but this time, the side
and the end part of the wooden block is facing the top of the plane.

Increasing Mass of the Block

Using the same set-up this time after determining the weight of the pan that
move the block, add an additional 50 grams of weight on the top of the
wooden block then determine the weight of the pan with sand that moves the
block with the additional weight. Repeat the same set-up but using 100 grams of
weight as additional. Plot the results on the table provided.

Types of Materials in Contact

This time place the block on top of the plane, slowly, tilt one end of the plane
until the block starts to move. Measures the angle of inclination of the plane
made with the horizontal and computes the coefficient of friction using the
formula from the lecture. Repeat the above steps using sandpaper and talcum
powder as the base of the block. Record the results on the results data section.

Alternative experiment set-up:

In this experiment, the coefficients of static friction and kinetic friction are
determined for a block connected by a string over a pulley to a hanging mass.
Static friction is studied by first finding the maximum value the hanging mass can
have while the block remains at rest. Kinetic friction is examined by using the
Photogate to measure the velocity of the block as it slides along the track. The
slope of the velocity vs. time graph gives the acceleration of the system. For the
detailed instruction using this alternative experiment, refer to PASCO procedure.

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PHYSICS FOR ENGINEERS

_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA SECTION:

BLOCK ALONE:

Mass of block: ________ g

Part of Block facing the Weight of the Pan that

Coefficient of Friction
top of the plane move the block
broad side
Side
End side

INCREASING MASS OF THE BLOCK:

Weight of the Pan that

MASS of the Block Coefficient of Friction
move the block

TYPES OF MATERIALS IN CONTACT

Types of materials in
Angle of tilt Coefficient of friction
contact

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CALCULATIONS:

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QUESTIONS:

1. What are the factors affecting frictional force?

2. How does normal force acting on an object affect the frictional force?

3. What happens to the static friction force when the mass is increased?

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CONCLUSION:

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EXPERIMENT NO. 9. CENTRIPETAL FORCES

OBJECTIVE:

1. To determine the forces involved in the motion of a body travelling in a

circular path.

MATERIALS NEEDED:

PASCO smart cart

String

Alternative:
Plastic tube (pen)
string
2 hooked masses
stopwatch

DESCRIPTION OF PROCEDURES:

Whenever an object’s velocity vector changes direction, a force is required to

cause this change, even if the magnitude of the velocity is not changing. A clear
example of this phenomenon is uniform circular motion in which an object
moves in a circle at constant speed.

This experiment will be conducted using the smart cart. The smart cart is
attached to a string. Hold the string and measure the distance between your
hand and the smart cart, this will be the radius of the circle. Open the SPARKvue
app and open the Graph of Motion file. Connect the Bluetooth device. Hold the
string attached with smart cart above your head. Begin recording and start to
spin the string above your head in a circular motion. You may stop after 5
revolutions.

Alternative set-up:

Tie the bigger hooked mass with one side of the string Insert the other side of the
string into the plastic tube. Tie the smaller hooked mass with the other side of the
string so that it is hanging from the plastic tube. Choose the radius of the circular
path and hold the plastic tube from its edge to prevent the rope from sliding.
Rotate the bigger mass in a horizontal circular motion above your head while
keeping the hanging side without touching it. When you feel that the motion is
steady and uniform, release the rope from the plastic tube. Start counting the

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number of revolutions and record the time for 10 revolutions. Repeat steps
above but replaced the bigger hooked mass with a different mass (heavier or
lighter).

SAFETY CONCERNS:

There is always a higher than usual level of risk associated with working in a
physics lab. Make sure to conduct the experiment away from other students to
avoid hitting them while spinning the mass. Teachers should be aware of this and
take the necessary precautions to ensure that the working environment is as safe
as possible. Student horseplay and off-task behaviors should not be tolerated. In
addition, avoid getting near the object when it is rotation, since it might fly out of
path.

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PHYSICS FOR ENGINEERS

_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA RESULT:

Mass of the cart:

Time for one revolution:

Data Table for one revolution:

Time Velocity acceleration Force

Free body diagram of the set-up:

Graph of Force vs time

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Graph of acceleration vs time

Alternative set-up:

Mass to be suspended:__________________________

Radius of the mass suspended:____________________

MASS OF
THE
HOOKED R N V F mg
MASS

COMPUTATIONS:

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QUESTIONS:

1. TRUE or FALSE? If an object moves in a circle at a constant speed, its

velocity vector will be constant. Explain your answer.

2. In the diagram at the right, a variety of positions about a circle are shown.
Draw the velocity vector at the various positions; direct the v arrows in the
proper direction and label them as v. Draw the acceleration vector at the
various positions; direct the a arrows in the proper direction and label
them as a.

3. a. What is the value of tension force on the string?

b. What is its relationship with centripetal force?

c. What is the relationship between the centripetal force and

acceleration?

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EXPERIMENT NO. 10. CONSERVATION OF ENERGY

OBJECTIVE:

1. To fully understand the conservation of energy and explore how

kinetic energy and potential energy of a system affects the motion of
an object.

MATERIALS NEEDED:

PASCO Smart Cart

PASCO Dynamics Track with feet capacity
PASCO Dynamics Track End Stop (1 per class)
PASCO Angle Indicator
Digital Balance

Alternative:
Atwood’s Machine Weight lifters or pans
Set of weights (100, 110g, 120g, and 130g) Meter stick
Stop watch Strings

DESCRIPTION OF PROCEDURES

Each group is tasked to set-up the equipment as shown below. Set the angle of
inclination about 10°. Power on the Smart Cart and connect it wirelessly to
SPARKvue app. Open the experiment file in the SPARKvue app. Press the plunger
on the cart all the way into the cart until it locks in place, and then set the cart at
the bottom of the track with the plunger facing the end stop. Start data
recording and then tap the plunger release trigger to launch the cart up the
track. . Collect the data of the motion of the cart in the app as a graph of
distance vs time and velocity vs time. Allow the cart to roll up and back down
the track, and then catch the cart just before it hits the end stop. Stop recording
data.

Experiment Set-up
Image retrieved from PASCO experiments

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Alternative:
Each group is task to set-up the Atwood’s machine as shown by the instructor.
They must see to it that the two weights are not equal in masses. Using the stop
watch, determine the time for which the heavier weight reach the lower part.
They should perform the experiments using 3 trials. Show the calculation and
establish results on the data section.

SAFETY CONCERNS:

There is always a higher than usual level of risk associated with working with this
experiment. Teachers should be aware of this and take necessary precautions to
ensure that the working environment is as safe as possible. Student horseplay
and off the task behavior should not be tolerated.

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PHYSICS FOR ENGINEERS

_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA SECTION:

Mass of Smart Cart, m (kg):___________

Track incline angle, θ (°): ____________

Table 1: Mechanical energy of a cart rolling up and then down an inclined track
under gravity (Choose only 3 points in the data graph: point 1 -when the cart’s velocity was
positive; point 2 – negative velocity; point 3 – zero or nearly zero velocity)

Speed, v Distance, d Height, y Potential Kinetic Mechanical

(m/s) (m) (m) Energy, Ug (J) Energy, K (J) Energy, E (J)

Point 1

Point 2

Point 3

Graph of velocity vs time

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Alternative experiment:

ACCELERATION (m/s)
MASSES TRIALS DISTANCE TIME Average %
(m) (sec) Time Experimental Theoretical ERROR
(sec)
M1 1
2
3
M2 1
2
3
M3 1
2
3

COMPUTATION:

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QUESTION:

1. In the velocity-time graph, identify the section where the cart was rolling
freely up and back down the track. Label it in your graph. Explain how
you identified this section of data.

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2. How does your cart’s potential and kinetic energy compare at the three
different points? Explain why the values are different or similar between
the three points.

3. How does your cart’s total mechanical energy compare at the three
different points?

4. Does your data show that the cart’s total mechanical energy was
conserved as the cart rolled up and back down the track? Justify your
answer.

CONCLUSION:

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EXPERIMENT NO. 11. WORK-ENERGY THEOREM

OBJECTIVES:

1. To determine how work sone on an object by a force related to change

in energy.
2. To establish a relationship between work and energy.

MATERIALS NEEDED:

PASCO Smart Cart with hook accessory

PASCO Cart Masses
PASCO Dynamics Track with feet
PASCO Super Pulley with Clamp
Hanging mass (100 g)
Thread
Digital Balance

DESCRIPTION OF PROCEDURES

In this experiment, students will use motion and force sensors to develop an
understanding of the work-energy theorem that relates the work done on an
object by a net force to the change in the object’s kinetic energy. Set-up the
experiment as shown below. Power on the Smart Cart and connect it wirelessly
to SPARKvue app. Open the experiment file in the SPARKvue app.

Experiment Set-up No. 1

Image retrieved from PASCO experiments

NOTE: Make certain the pulley is hanging over the edge of the table, and the track is as level as possible. Adjust
the height of the pulley so that the thread between the cart and the pulley is parallel with the surface of the
track. The hook on the front of the smart cart will measure the force applied by the tension in the string, while
the cart’s wheels measure its speed and position.

In the SPARKvue app, a graph of force and speed vs position can be recorded.
Set the cart on the track, and then zero the cart’s force sensor in your software

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before re-hooking the thread to the cart. Re-attach the thread to the hook on
the cart, and then roll the cart all the way to the end of the track opposite the
pulley (or as far back as you can without the hanging mass touching the pulley)
and hold it in place. Wait for the hanging mass to stop swinging, and then start
recording data. Release the cart to roll freely down the track, and then catch
the cart before it rolls into the pulley. Data recording stops automatically after 1.5
seconds. Use the tools in your software to determine the area under your force
versus position data, and the final speed of the cart at the last position data
point. Record the area and speed values.

For the variable force, unhook the hanging mass from the thread. Set-up the
experiment as shown below. Start recording data, and then gently pull on the
string so the cart rolls down to the other end of the track. Catch the cart before it
rolls into the pulley. Data recording stops automatically after 1.5 seconds.
determine the area under your new force versus position data, and the final
speed of the cart at the last position data point. Record the area and speed
values.

Experiment Set-up No. 2

Image retrieved from PASCO experiments

Save the experiment file and submit it to your Instructor.

SAFETY CONCERNS:

There is always a higher than usual level of risk associated with working in a
physics lab. Teachers should be aware of this and take the necessary
precautions to insure that the working environment is as safe as possible. Student
horseplay and off-task behaviors should not be tolerated.

The following question should be answered by students after completing the

activity.

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PHYSICS FOR ENGINEERS

_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA SECTION:

Mass of cart and cart masses (kg) =

Table 1: Work and energy data for a cart experiencing a constant applied force

Work = Area Under F vs x Final Speed Change in Kinetic Energy

Part
(N ∙ m) (m/s) (J)
1 – Constant
Force
2 – Variable
Force

Graph of Force vs position:

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Velocity versus Time Graph

COMPUTATIONS:

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QUESTIONS:

1. What is the percent difference between the change in kinetic energy and
the work done? What are the possible reasons for this difference?

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2. How do the units for the area under your Force versus Position curve
(work) compare to the units associated with change in kinetic energy?

3. In one sentence, describe what you believe the mathematical

relationship is between the work done by a non-zero net force on an
object, and the change in that object’s kinetic energy. Be specific, and
use terms like “proportional to,” “equal to,” “inversely proportional to,”
and so on.

4. A 2,000 kg rocket is launched 12 km straight up at a constant acceleration

into the sky at which point the rocket is travelling at 750 m/s. How much
work was done by the rocket? What is the magnitude of the acceleration
of the rocket? And how long did the flight take?

CONCLUSION:

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EXPERIMENT NO. 12. CONSERVATION OF MOMENTUM

OBJECTIVES:

1. To demonstrate that linear momentum and kinetic energy are conserved

in an elastic collision.
2. To demonstrate that linear momentum is conserved but kinetic energyis
not in an inelastic collision.

MATERIALS NEEDED:

PASCO Smart Cart, blue, with magnetic bumper

PASCO Smart Cart, red, with magnetic bumper
PASCO Dynamics Track with feet
PASCO Cart Masses
PASCO Dynamics Track End Stop
Digital Balance

DESCRIPTION OF PROCEDURES

In this experiment, the total momentum and total energy of carts undergoing
elastic and inelastic collisions are measured. Set-up the experiment as shown
below. For elastic collision, attach a magnetic bumper to the front of each smart
cart with both magnetic bumpers facing each other. Power on the Smart Cart
and connect it wirelessly to SPARKvue app. Open the experiment file in the
SPARKvue app. Data of velocity-time graph can be collected from the app.
Place the blue cart in the middle of the track with its bumper facing left, and the
red cart at the left-side end of the track with its bumper facing right. Start
recording data, and then gently push and release the red cart toward the blue
cart, allowing them to collide. Stop recording data once the carts have collided.
Repeat the same data collection steps two additional times, each time adding
one of the cart masses to the blue cart; keep the mass of the red cart the same
for trials 2 and 3.

Experiment Set-up for Elastic Collision

Image retrieved from PASCO experiments

NOTE: Adjust the track to make sure the track is as level as possible. When measuring cart mass, be sure to
measure the mass of the blue cart plus any masses that you’ve added. Record the red cart’s mass in Table 1
and the blue cart’s mass in Table 2.

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For inelastic collision, remove the cart masses from the blue cart and the
magnetic bumpers from both carts. Set-up experiment as shown below. Swap
the positions of the carts on the track so that the blue cart is now on the left side
of the track and the red cart is on the right with the Velcro bumpers facing each
other. Place the red cart in the middle of the track and push the blue cart into
the red cart. Repeat the same steps in elastic collision for data collection.

Experiment Set-up for Inelastic Collision

Image retrieved from PASCO experiments

Save the experiment file and submit it to your Instructor.

Note: Experiment may also be performed in an inclined plane, as instructed by

your lab instructor.

SAFETY CONCERNS:

There is always a higher than usual level of risk associated with working in a
physics lab. Teachers should be aware of this and take the necessary
precautions to insure that the working environment is as safe as possible. Student
horseplay and off-task behaviors should not be tolerated.

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PHYSICS FOR ENGINEERS

_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA SECTION:

Part 1 – Elastic Collision

Table 1: Red cart elastic collision data
Initial Final Initial Final Initial Kinetic Final Kinetic
Mass
Trial Velocity Velocity Momentum Momentum Energy Energy
(kg)
(m/s) (m/s) (kg·m/s) (kg·m/s) (J) (J)
1
2
3

Table 2: Blue cart elastic collision data

Initial Final Initial Final Initial Kinetic Final Kinetic
Mass
Trial Velocity Velocity Momentum Momentum Energy Energy
(kg)
(m/s) (m/s) (kg·m/s) (kg·m/s) (J) (J)
1
2
3

Table 3: Total system momentum and kinetic energy before and after the elastic collision
Initial Momentum Final Momentum Initial Kinetic Energy Final Kinetic Energy
Trial of System of System of System of System
(kg·m/s) (kg·m/s) (J) (J)
1
2
3

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Part 2 – Inelastic Collision

Table 4: Red cart inelastic collision data
Initial Final Initial Final Initial Kinetic Final Kinetic
Mass
Trial Velocity Velocity Momentum Momentum Energy Energy
(kg)
(m/s) (m/s) (kg·m/s) (kg·m/s) (J) (J)
1
2
3

Table 5: Blue cart inelastic collision data

Initial Final Initial Final Initial Kinetic Final Kinetic
Mass
Trial Velocity Velocity Momentum Momentum Energy Energy
(kg)
(m/s) (m/s) (kg·m/s) (kg·m/s) (J) (J)
1
2
3

Table 6: Total system momentum and kinetic energy before and after inelastic collision
Initial Momentum Final Momentum Initial Kinetic Energy Final Kinetic Energy
Trial of System of System of System of System
(kg·m/s) (kg·m/s) (J) (J)
1
2
3

COMPUTATIONS:

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QUESTIONS:

1. Does your experimental data show or support that momentum is

conserved in inelastic and elastic collisions? How?

2. How does your data support that kinetic energy is conserved in elastic
collisions?

3. How does your data support that kinetic energy is NOT conserved in
inelastic collisions?

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4. Why is kinetic energy not conserved in inelastic collisions? Where is the

energy lost?

CONCLUSION:

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EXPERIMENT NO. 12.B. THE RULE OF BALANCE

OBJECTIVE:

To determine the rule of balance that helps one to predict the required amount
of weight and its placement relative to the fulcrum in order to balance a weight
on the opposite side of the fulcrum and a known distance away.

MATERIALS:
1 meter stick
1 Support stand
Hooked weights
String
Protractor

DESCRIPTION OF PROCEDURES

A balance beam consists of a long board or beam and a fulcrum from which or
upon which it rests. If a weight is placed upon the balanced beam, then the
weight will exert a force on the beam and cause it to rotate about its fulcrum.
This is known as a torque - the tendency of a force to cause a rotation of the
beam. Torques can cause the beam to rotate clockwise or counterclockwise
about the fulcrum. In this experiment, with the placement of various masses (or
weights) upon the beam and their distance from the fulcrum, an effort is made
to balance the beam. By investigating this concept of balanced torques, you will
discover the rule of balance. Set-up the experiment as shown in the figure below.
An unknown mass will be assigned to you by your instructor. You measure the
mass of the unknown metal by balancing it with a known mass to the right side.
Perform this in three trials, wherein the unknown mass is placed on different
distances from the fulcrum. From your data, compute for the mass of the
unknown object. Compare it with the true value.

Experiment set-up

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_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA RESULT:

A. Mass of the unknown object

Trials Distance of the Mass of the Distance of the Theoretical

unknown object known weights known weights mass of the
from the fulcrum (right side) from the fulcrum object
(left side) (right side)

Average mass of the unknown object: ____________ g

B. Accuracy

Average mass of the True mass of the Percent Error

unknown object unknown object
(experimental) (theoretical)

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COMPUTATIONS:

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QUESTIONS:

1. When the beam is in equilibrium, what do your results suggest about the
values of the clockwise and counterclockwise moment?

2. Complete the following sentences. Draw the location of the masses on the
diagram.

a. A 2-kg mass placed 30-cm

to the left of the fulcrum is
balanced by a 2-kg mass
placed ______ cm to the
right of the fulcrum.
b. A 4-kg mass placed 20-cm
to the left of the fulcrum is
balanced by a 2-kg mass
placed ______ cm to the
right of the fulcrum.

3. Show all possible placement where the unplaced masses could be placed to
achieve balance.

1-kg and 3-kg

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EXPERIMENT NO. 13.A SIMPLE HARMONIC MOTION - PENDULUM

OBJECTIVES:

1. To determine how the mass and length of a pendulum affect the

oscillation period of the pendulum.
2. To find the time period of a simple pendulum for small amplitudes and
draw the graph of length of pendulum against square of the time period.
3. Use the graph to find the length of the second’s pendulum.

MATERIALS NEEDED:

Two hooked mass (different mass) ruler/meter scale

stop watch (with least count of 0.1 second or less) split cork
Laboratory/iron stand with clamp fine thread

DESCRIPTION OF PROCEDURES

In this experiment, students will set up a simple pendulum swinging freely about a
sharp point of suspension, measure its period accurately, and measure the
length of the pendulum in hanging position.

A simple pendulum is set-up by using a small heavy ‘bob’ B hanging by a light

and inextensible string S (as shown in the figure). Measure first the mass of the
bob. Tie one end of thread in the hook of the bob. Pass the other end of the
thread between two pieces of the split cork and clamp it in the clamp of the
stand. Measure the length of the pendulum. In ‘equilibrium position’ string is
vertical. When the bob is pulled away from its equilibrium position by an angle
and released, it swings back and forth. Measure the time taken for the bob to
make ten small angle oscillations, one oscillation starts from O  A  O  B  O.
Repeat time measurement two times to get the average
time. While oscillating, the ‘amplitude of oscillation’ is the
maximum angle that thread makes with the vertical (or
sometimes the maximum horizontal displacement of the
bob). Its time period T, time taken for one oscillation
depends on the length of the suspension. Calculate the
expected period of the oscillation:

Repeat the above steps using a different mass of a bob

but the same pendulum length. Repeat again using
different lengths of the string but with the same mass of
the bob.

PHYSICS FOR ENGINEERS

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_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA RESULT:

A. Different Mass of the bob

Length of the pendulum: _______ cm

Mass Time for 10 oscillations (s) Period T for one oscillation Percentage
of the (s) error
bob experimental theoretical
Trial 1 Trial 2 Average
(g)

B. Different Length of the Pendulum

Mass of the bob: _______ g

Length of Time for 10 oscillations Period T for one oscillation Percentage

the (s) (s) error
pendulum
(g) Trial 1 Trial 2 Average experimental theoretical

COMPUTATIONS:

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QUESTIONS:

1. How will changes in the mass of a pendulum affect the period of

oscillation?

2. How will changes in the length of the pendulum affect the period of
oscillation?

3. Theory shows that g= 40L/T2, using one of your results, calculate for the
value of g. What is the percentage error?

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EXPERIMENT NO. 13.B SIMPLE HARMONIC MOTION - SPRING

OBJECTIVES:

1. To investigate the motion of an object that has a periodic motion.

2. To compare the velocity, acceleration, and force vectors as the cart
oscillates.

MATERIALS NEEDED:

PASCO Smart Cart

PASCO Dynamics Track with feet capacity
PASCO Dynamics Track End Stop
PASCO Angle Indicator
Cart Mass
Digital Balance

DESCRIPTION OF PROCEDURES

In this experiment, a Smart Cart with Smart Vector Display is attached to a spring
on an incline. Set-up the experiment as shown below. Hook one end of a spring
on the top post of the endstop and connect the other end of the spring to the
hook on the Smart Cart. Let the cart come to rest at equilibrium and then
position the track foot at the center of the cart to act as a marker of the
equilibrium point. Open SPARKvue app and open graphs of motion file, turn on
the Smart Cart and connect it wirelessly. While the cart is sitting at equilibrium,
zero the Smart Cart’s force sensor in the software. Start recording. Push the cart
up the incline about 20 cm and then let it go. Let it oscillate through two periods
and then stop recording.

Experiment set-up
Note: You may also place the clamp and rod at the edge of the table to incline
the dynamic track about 10°.

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_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA RESULT:

Mass of cart: ___________

Mass of cart with the mass: ___________

Force versus Time

Position versus Time

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Acceleration versus Time

Velocity versus Time and Position versus Time

QUESTIONS:

1. Which of the motion graphs that resulted from measurements made by

the motion sensor is most closely related to the graph of Force versus
Time?

2. Describe the relationship between the Position versus Time, Velocity versus
Time, and Acceleration versus Time graphs for the oscillating mass.

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3. What is the value of acceleration when the velocity has its greatest
magnitude? When does this occur during the cycle of one oscillation?

4. Draw your set-up below, label where is the cart

a. when it has maximum and zero velocity?
b. when it has its maximum and zero acceleration?
c. when it has maximum force?

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EXPERIMENT NO. 14. DETERMINATION OF SPECIFIC GRAVITY

OBJECTIVES:

1. The student will understand the concepts of mass, volume and density of
an object.
2. The student can calculate density of a solid heavier than water by
measuring its mass and volume.

MATERIALS NEEDED:

Iron stand
Spring balance
Measuring jar (beaker/graduated cylinder)
Solid block

DESCRIPTION OF PROCEDURES

In this experiment, students will determine the density of a solid (which is denser
than water) by using a spring balance and a measuring cylinder. Set-up
experiment as shown below. Take a metallic solid block. Tie it with a thin strong
thread to hang it on the hook of the spring balance. Hang the block on the hook
of spring balance. It is better to hang the spring balance with the help of an iron
stand or clamp stand so that it remains static while noting the mass of the block.
Repeat it thrice and calculate the mean of the three readings taken. Take a
graduated glass cylinder of proper size and capacity. Fill it with water up to a
known volume level mark. Tie the rectangular metallic block by a thin strong
thread and immerse it fully in water taken in the graduated cylinder. The block
displaces water and the water level rises. Note the position of water level (lower
meniscus) keeping the eye in horizontal position with the level. Find the
difference of two positions of the water level to find volume of metallic block
immersed. Repeat it thrice and calculate the mean average of the three
observations taken. From the data, compute for the specific gravity.

Experimental set-up
Image retrieved from http://amrita.olabs.edu.in/?sub=1&brch=1&sim=2&cnt=4

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_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA RESULT:

Table 1: Gravitational Mass of the Solid (M) Block

Trial Initial Reading, g Final Reading, g Mass of the

solid in g
(without block) M1 (with solid block) Mf
(Mf - M1)

Average mass of the solid : ___________g

Table 2: Volume of the Solid Block (V)

Trial Initial Reading Final Reading Volume of the

(without block solid in ml
(with solid block
immersed) V1
immersed) Vf (Vf - V1)

Average volume of the block: ___________ml

Specific gravity of the solid block, SG= ___________

Theoretical SG of the solid block = ___________

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COMPUTATIONS:

QUESTIONS:

1. How does the experimental SG value compare with the theoretical

value? What is the percentage error of this experiment?

2. What are the possible sources of error?

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EXPERIMENT NO. 15. DETERMINATION OF SPECIFIC HEAT

OBJECTIVES:

1. To determine the specific heat capacity of a given solid.

2. To understand the principle of calorimetry, thermal equilibrium and energy
conservation.

MATERIALS NEEDED:

Calorimeter with lid, stirrer, and insulating cover

Thermometers (0 °C to 100 °C or 110 °C)
Beaker
Solid cylinder
Digital balance
Thread (25-30 cm long)
Iron stand
Ice cubes

DESCRIPTION OF PROCEDURES

In this experiment, students will determine the specific heat of a solid block by
calorimetry. Pour 150 ml water in the beaker, put ice into the water. Tie the solid
block and hang it at the iron stand, adjust height such that the sample is
completely submerged in the water but not touching the bottom of the beaker.
Put more ice into the water to let it cool, if necessary, once all the ice dissolves,
start recording temperature every 30 seconds until an equilibrium temperature is
reached. The temperature of the cold water is assumed to also be the
temperature of the sample. Simultaneously, weigh the calorimeter without the
lid. Put 100 ml of water into the calorimeter. Record the temperature until steady.
Record the final temperature in the calorimeter. Transfer the cold solid block
quickly into the calorimeter and cover. Make sure the thermometer does not
touch the sample, and both thermometer and sample do not touch the bottom
of the calorimeter. Gently swirl the calorimeter cup and record the temperature
every 30 seconds until the temperature inside the cup reaches a peak and
remains steady or begins to drop. After reaching steady temperature, remove
the sample from the water and completely dry it using paper towels. Measure
the mass of the calorimeter with water and compute for the mass of water.
Compute for the specific heat capacity of the solid block and percent error.

Another way of doing this activity is to heat the water with the sample instead of
cold water. But safety precautions must be observed as it may cause burns when
you accidentally touch the sample or hot plate during the activity.

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_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA RESULT:

Sample #: ________

Trial 1 Trial 2
Mass of the sample, g

Mass of Calorimeter (with lid), g

Mass of Calorimeter and water, g

Initial temperature of the sample, °C

Initial temperature of the water, °C

Final temperature of the water, °C

Experimental value of Specific Heat of the

sample
Average Specific Heat

True value of the specific heat of the sample

Percent error

COMPUTATIONS:

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QUESTIONS:

1. What is the percent error in your experimental value of specific heat for
the solid block?

2. What are the possible sources of error?

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3. What does the specific heat tell you about how easy it is to change the
temperature of a material?

4. Why is it so important to the earth that the specific heat of water is so

high? Hint: Of what is the Earth's surface mostly composed?

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EXPERIMENT NO. 16 ELECTRIC CIRCUIT

OBJECTIVES:

1. To determine the mathematical relationship between battery voltage

(ΔV), current (I), and resistance (R) for a simple circuit.
2. To familiarize the resistor color code.
3. To analyze mathematical relationships between quantities for series
circuits and parallel circuits.

MATERIALS NEEDED:

Power supply or battery

Resistors
Jumper wires/connecting wires
Bulb or LED bulb
Digital Multimeter

Optional: Breadboard

DESCRIPTION OF PROCEDURES

In this activity, students create a simple electric circuit diagram to verify Ohm’s
law and create a series and parallel electric circuit. Set-up a simple electric
circuit diagram with a power supply, a resistor, and a bulb in series. The current
flowing through a resistor will be measured as the voltage across the resistor
varies. Record measured current in the data table. Repeat this experiment using
a different resistor.
For the series and parallel electric circuit, design and wire up a circuit that will
light all three bulbs in series with both D-cells in series. Use 9V battery as a power
supply. Measure and record the voltage and current across each bulb
separately, as well as the total voltage of the battery. One consequence of
Kirchhoff's Voltage Law is that the sum of the voltages of several components in
series must be equal to the total voltage. Compare the sum of the three
individual voltages with the total voltage. Design and wire up a circuit that will
light all three bulbs in parallel. Measure and record the battery voltage and the
voltage across each bulb. Measure and record the current to each bulb
separately. One consequence of Kirchhoff's Current Law is that the sum of the
currents of several components in parallel must be equal to the total current.
Compare the sum of the three individual currents with the total current.

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_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA RESULT:

Table 1. VIR

R1 = ________Ω R2 = ________Ω

∆V (Volts) I (amps) ∆V (Volts) I (amps)

Graph of Voltage vs Current

R1 = ________Ω R2 = ________Ω

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Table 2. Circuit in Series

Schematic diagram for the series circuit:

Table 3. Circuit in Parallel

Schematic diagram for the parallel circuit:

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COMPUTATIONS:

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QUESTIONS:

1. Plot a graph of voltage versus current of your Table 1 values in the blank
axes. Put voltage on the vertical axis and current on the horizontal axis.
Label both axes, include units, and use the correct number scale. Draw a
best-fit line using a straight edge through your data. (Refer to Data
Section)

2. What does the slope of the best fit line in #1 represent? Using the value of
the slope, and assuming the y-intercept to be almost zero (negligible),
write the equation of the line, but this time replace y with V and x with I.

3. Using what you learned in #1&2,

a. What effect does a doubling of the battery voltage (ΔV) have upon
the current (I)?

b. What effect does a tripling of the resistance (R) have upon the
current?

c. Predict the missing values if the following trials were performed.

4. In the series circuit, observe your values.

a. How does the current in each resistor (I1, I2, I3) compare to one another
and to the current in the battery (IB)?

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b. How does the electric potential difference across the battery (ΔVB)
compare to the summative electric potential differences of the three
resistors (ΔV1 + ΔV2 + ΔV3)?

5. In the parallel circuit,

a. How does the electric potential difference across each resistor (ΔV1, ΔV2,
ΔV3) compare to one another and to the electric potential difference
across the battery (ΔVB)?

b. How does the current in the battery (IB) compare to the summative
current in the three resistors (I1 + I2 + I3)?

CONCLUSION:

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EXPERIMENT NO. 17. MAGNETIC FIELD

OBJECTIVES:

1. To visualize the magnetic field by using small compasses to trace

magnetic field lines for a dipole, a repulsive dipole, and a quadrupole
field.

MATERIALS NEEDED:

Magnets (4 disc or rectangular)

Compass
Short bond paper
Pencil
Tape

Alternative:
Bar magnets
Iron fillings

DESCRIPTION OF PROCEDURES

In this activity, students will create a magnetic field line from a magnet with the
following set-up: dipole, repulsive dipole and a quadrupole field as shown in the
figures below. In this activity, 4-disc magnets are attached together to form one
cylindrical magnet and another set to form a second magnet. A rectangular
magnet may also be used in lieu of the 4-disc magnet. Use a compass to
determine which end of the cylindrical magnet is the North end. Then put a small
piece of tape on the North end to mark it.

Attractive Dipole Set-up Repulsive Dipole Set-up

Quadrupole Set-up

Note 3: if the laboratory tables have metal parts, they can become magnetized and add to the total magnetic
fields you are mapping. You can check your table top with a compass to see if it is affected in the region
where you intend to do your field plotting. If it is, find a spot that isn’t.

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_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA RESULT:

Magnetic Fields for each set-up: (picture)

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QUESTIONS:

1. Discuss each of the three patterns briefly. Consider the six points discussed
in the Theory section.
a. Where is the field relatively strong?

b. Are there any symmetries?

c. Are there any zeroes? Do the lines cross?

d. Do any lines start or stop in space?

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EXPERIMENT NO. 18. REFLECTION AND REFRACTION

OBJECTIVES:

1. To observe how light reflects off a shiny surface and how it refracts when
entering a transparent material.
2. To verify whether the angle of reflection equals the angle of incidence.
3. To find the index of refraction of the piece of material by using Snell’s Law.

MATERIALS NEEDED:

plastic prism
mirror
light source
paper
protractor

DESCRIPTION OF PROCEDURES

In this activity, students use a light source, a mirror, and a plastic prism to observe
the reflected and refracted rays of light. Place the light source on top of the
sheet of paper on the desk, you should be able to see the ray of light shining on
the paper. Take a piece of mirror and place it on the paper in front of the light
source. Set the light to emit only one ray of light. Measure five various angles of
incidence and reflection. Record your data. Next, find the index of refraction of
the piece of plastic assigned to you using the Snell’s Law. Take the piece of
plastic and place it on top of a piece of paper on the desk. Set the light to emit
only one ray of light. Place the light source on the desk and orient it such that the
light ray shine through the piece of plastic. Measure the angles θ1, θ2 at the entry
point and the angles θ1’, θ2’ at the exit point. To do so use a pencil to indicate
points on the path of the ray on the paper. For instance, make a dot where the
ray leaves the light source, where it hits the plastic, where it leaves the plastic,
and where it is about an inch away from the plastic. You’ll also need to trace the
surface of the prism. Then connect the dots to show the lines followed by the
light ray. Use the protractor to measure the angles on the piece of paper.

Reflection and Refraction experiment set-up

Note: All angles are measured from the normal line. The normal line is a line that is perpendicular to
the surface where light is entering from one medium to another.

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_______Semester, School Year ________

Name:_________________________________ Group No.:__________

Date:______________________ Section:_____________

DATA RESULT:

Table 1. Angles of incidence and reflection

Trial Angle of incidence Angle of reflection % difference

Table 2. Refraction

Measurement Angle of incidence Angle of reflection Angle of refraction

Entry point

Exit point

Index of refraction of Air (theoretical): ___________

Index of refraction of Air (experimental) : __________
Index of refraction of glass (experimental): _________

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COMPUTATION:

QUESTIONS:

1. What does your results in the reflection experiment suggest?

2. What is the percent difference on the values of index of refraction of

the glass between the entry point and exit point? Use theoretical value
of index of refraction of air.

3. What is the percentage error in your experimental value of the

refractive index of air compared to its theoretical value? Use Snell’s
Law to compute for the experimental value of the index of refraction
of air and glass.

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Crisostomo, A. and Reyes, S. (2016). Physics Laboratory Manual 1. National Bookstore.

Jacinto, E., Fernando,A., and Jayectn, F. (2019). Calculus-based Physics Laboratory

Manual. National University

Kennett, Heather. (2015). Cambridge IGSE Physics Laboratory Practical Book. Hodder
Education.

El Online Labs for schools - Developed by Amrita Vishwa Vidyapeetham and CDAC
Online Lab. (n.d.). http://www.olabs.edu.in/

Electric voltage. (n.d.). http://hyperphysics.phy-astr.gsu.edu/hbase/electric/elevol.html

The Physics Classroom. (n.d.). https://www.physicsclassroom.com/

Tracker Video Analysis and Modeling Tool for Physics Education. (n.d.).
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Lab 10 - Reflection and Refraction. (n.d.). Www.webassign.net.

https://www.webassign.net/labsgraceperiod/ncsuplseem2/lab_10/manual.html

REFLECTION AND REFRACTION EXPERIMENT. (n.d.). Retrieved May 10, 2023, from
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Specific Heat Test Experiment - The Proper Method. (n.d.). Thermtest Inc.
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Tracker Video Analysis and Modeling Tool. (n.d.). Www.compadre.org.

Experiment #1 Experiment Title: Verifying Motion Direction of an Object in the Absence of

Centripetal Force. (n.d.).
https://blossoms.mit.edu/sites/default/files/video/download/Experiments-Circular-
eng.pdf

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Physics for Engineers – Cor Jesu College, Inc.

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