Virtual Lab Report

Vectors and Scalars: Guide two

astronauts on a mission to Mars

This lab report is for you to reflect on what you completed and learned in this simulation,
and to practice your written scientific communication skills.

Sections

1. Describe the overall objective and make a hypothesis

2. Introduce relevant background knowledge on this topic
3. Summarize the steps taken in the simulation
4. Explain any obtained results
5. Discuss the conclusions and implications

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 1. Describe the overall objective and make a hypothesis.
What is the overall purpose of the experiments or activities? Make a hypothesis if applicable.

Hint: The purpose is often stated in the welcome message of the simulation.

The overall purpose of the experiments and activities is to help me determine the
difference between a vector and scalar quantity and to learn the magnitude and direction of
a vector so I can have a better understanding of this topic. The objective of the experiment
is to conduct and assist the mission of two astronauts through the hostile environment of
mars using my knowledge of vectors and scalars. Through the simulations’ explanation of
the experiments, it helped me distinguish the difference between a vector and scalar
quantity and identify the magnitude and direction of a vector. Each activity set in the virtual
environment is designed to help me learn and retain the new knowledge effectively.

Hypothesis: After completing the simulation, I will be able to do the following:

− Define the components of the vector of force.
− Determine the product of two vectors.
− Distinguish the difference between a vector and scalar quantity.
− Identify the magnitude and direction of a vector.
− Master the cartesian coordinate system.
− Familiarize with the Pythagorean theorem.

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 2. Introduce relevant background knowledge on this topic.
What have you learned in class or researched on your own that would help prepare for this
simulation?

Hint: You can review the “THEORY” section in the simulation or at https://theory.labster.com/
if you need help.

From our previous physics classes, I was taught and introduced to the concept of
distance, displacement, speed, velocity, and how to solve for them when encountering
problems involving them, yet I have also learned many new things from this simulation. I
have listed each concept I have recalled and researched then arranged them accordingly
with the use of the “THEORY” section in the LabPad.

• A coordinate planes is a two-dimensional surface. The horizontal x-axis is one of the

number lines. The other number line is the y-axis, which is a vertical number line. The
origin is the place where the two axes meet. The coordinate plane can be used to graph
points, lines, etc.
• The Cartesian coordinate plane is based on a two-dimensional plane consisting of the x-
axis and the y-axis.
• Vector quantities have two characteristics: a magnitude, and a direction. While Scalar
quantities do not depend on the direction and are only described by the magnitude.
• Distance refers to "how much ground an item has traversed" during its travel.
Displacement is a vector variable that describes "how far an item is out of place"; it
represents the object's total change in position.
• Speed is a scalar quantity that represents the rate of change in an object's distance
traveled, whereas velocity is a vector quantity that represents an object's speed in a

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 certain direction.
• In addition of vectors, the sum of two or more vectors is called the resultant.
• The Pythagorean theorem states that the square of the hypotenuse of a right triangle is
equal to the sum of the squares of the other two sides.
• Any vector in a two-dimensional coordinate system may be broken down into x and y
components.

These concepts greatly prepared me and has significantly helped me understand the topics
that were about to be introduced in this simulation.

3. Summarize the steps taken in the simulation.

Explain each step you completed including the equipment and techniques you used.

Hint: You can use the “MISSION” tab in the LabPad as inspiration.

With the help of the instructions listed by the LabPad and the checklist located in the
mission tab, I was able to identify and list down every step taken during this simulation.

1. Get ready to work in the lab – First, I was asked whether I knew how to use Labster
and if I needed more assistance, yet I declined since I am already familiar with how
these simulations work. Then, I was instructed to wear a lab coat located inside the
locker located on the left side of the screen and proceeded to enter the laboratory.
2. Welcome to Labster – Upon entering the laboratory, the objectives of the simulation
were stated as I continued to get ready for this mission. Next, I was ordered to go to

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 the control panel in Workbench 1 which provides a screen showing a video recording of
the situation on Mars for me to watch.
3. Activate the coordinate plane – I activated the first monitor on the left which appears
to be the video of the astronauts recorded from the satellite. I was now tasked to guide
the two astronauts towards LERS-M. I then activated the monitor on the right which
appears to be the coordinate plane of the spacecraft and the astronauts to accurately
give them the directions on the way to the rover.
4. The Cartesian coordinate system – The LabPad now defined what a coordinate plane is
and what will be used for this mission. A coordinate plane is a system which uses one
or more numbers, or coordinates, to uniquely determine the position of a point or other
geometric elements. A unique coordinate plane called the Cartesian coordinate system
will be used for this mission. The monitor on the right gave the location of the objects
on Mars.
5. Define the coordinates – I was now assigned to look and locate their positions on the
Cartesian coordinate system on the right monitor. The spacecraft was found at the
center (0,0) of the coordinate plane, astronaut A found at the left side of the spacecraft
(-300,0), astronaut B found at the south-east side (100,-200), and the LERS-M rover
found at the north-east side of the coordinate plane (300,400). I then answered that
astronauts walk the normal way on the surface of Mars when asked how Astronaut A
will be going back to the spaceship. I also answered that Astronaut B when asked who
or what was located at (100,-200) on the coordinate plane.
6. Direction of vectors – I was tasked to proceed to Workbench 2 where I was asked the
overall direction of the route and which I then answered that Point B is south-east of
point A. I was also tasked to arrange the papers to go from the dot on paper A to go to
the dot on paper B. The Head-to-Tail technique was also introduced. I placed the papers
with the corresponding vectors from left to right and was able to successfully order
them towards the right direction.
7. Difference between distance and displacement – I proceeded to Workbench 1 and
picked letter D. (They are all the same) when asked about the route of minimal
displacement since the diagonal arrow signifies this. I then picked letter C, or the
direction of movement doesn’t affect the answer (scalar quantity) when asked about
the route of minimum distance. Lastly, I picked letter a.) 300 m distance traveled and
a bit more than 200 m displacement when asked about the distance traveled and
displacement of Astronaut B.
8. Difference between speed and velocity – A few more questions were asked to have all
the tips to reach the rover which also helped me differentiate speed and velocity. I was
already familiar with these concepts which I used as a technique to answer the quiz
and the astronauts have reached LERS-M using my correct answers.
9. Addition of vectors – In workbench 3, I was tasked to select the correct combination of
force vectors so that the sum aligns with the green outline, and I was able to identify
which arrows were needed to release the rover.

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 10. Vector components – Upon doing the task, one last questioned arose about vector
components and I was able to answer correctly.
11. OUTRO scene – It was shown on the left screen that the LERS-M was successfully
released. After completing the simulation, it asked if I gained relevant knowledge and I
completely agreed to this question. I was then able to save 100% of the progress and
received a score of 100/100.

4. Describe any obtained results.

Explain any obtained results. Were these results expected or unexpected?

Hint: You can use the “MEDIA” tab in the Lab Pad to find relevant images from the simulation.
You can also take screenshots while you are playing the simulation.

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 In can be seen in the figure above that I was able to determine the coordinates of
astronauts A and B, the spacecraft, and the rover LERS-M and these results were expected
since I can already identify through the left monitor where they are located and just assign
their positions accordingly in the Cartesian coordinate system.

As I was tasked to arrange the arrows to point from the dot on paper A to paper B, it
can be seen in this image above that I was able to successfully arrange them by order and
it can be concluded that point B is located at south-east of point A using the four vectors. I
can say that this result was expected since there was a technique used wherein you should
be able to arrange them by starting to work from one direction to another and should avoid
starting from random positions as they might get misplaced.

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 5. Discuss the conclusions and implications.
How do your results relate back to the original purpose and your hypothesis? Were there any
systematic sources of error that could have affected the results? What did you learn? What is
the importance of these findings and how can you apply them to other real-world situations?

As I mentioned previously, the original purpose of the simulation is to help us

determine the difference between a vector and scalar quantity and to learn the magnitude
and direction of a vector so we can have a better understanding of this topic, and it can
be concluded that it has served its purpose as it significantly introduced and gave me more
insights about this topic. My results can also relate back to my hypothesis as I can
confidently say that I am able to define the components of the vector of force, determine
the product of two vectors, distinguish the difference between a vector and scalar quantity,
identify the magnitude and direction of a vector, master the cartesian coordinate system,
and familiarize myself with the Pythagorean theorem.

I have not encountered any systematic sources of errors during the whole laboratory
simulation, and this includes the quizzes and experiments. Each section had a brief
explanation after the experiments and activities which made us fully understand its topics.

Upon accomplishing the simulation, I can proudly say that I was able to learn many
new concepts. One is that a quantity that has magnitude, but no specific direction is
described as scalar meanwhile a quantity that has magnitude and acts in a particular
direction is described as vector. Another concept is that there are multiple methods to
calculate the result of a vector sum and it depends on the situation on which shall be
applied. Though I may not explain into detail everything that I have learned, I was also able
to be freshen my knowledge about each topic with the help of the LabPad and the different
experiments conducted in the virtual laboratory.

These findings are essential as it gave me more to think about and explore regarding
the topics and I can apply these into other real-world situations by using what I have
learned to tackle the different word problems given during physics class or when I am in a
real-life laboratory and tasked to do complex experiments. With the help of the Labster
simulation, I can apply and understand all these concepts and has given me to the interest
to study more about physics, and though it may be seen as a tough and complicated
subject, this simulation made me have fun and taught me many things which made me
feel like I was in an actual laboratory.

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