College of Engineering – Department of Mechanical Engineering

LABORATORY REPORT

In Partial Fulfillment
of the Requirements for the Course
SCI 403: Physics 1

Presented to:
Ms. Kim Lovel Mendoza

Prepared by:
Albaño, Jazzper M.
Ammen, Kayle A.
Añonuevo, Rose Anne J.
Asi, Arabella A.
Barola, Alvin Anthony D.
Bauan, Al Dominic I.
Calingasan Shaine A.
Delos Reyes, Ahron A.
Dilao, Axel Wayne C.
Dimalibot, John Carlo M.

ME1307
July 2023
 College of Engineering – Department of Mechanical Engineering

NAME: Bauan, Al Dominic I.

SIGNATURE:
SR CODE: 22-04730
SECTION: ME-1307
DATE: July 7, 2023
Rubric for Laboratory Experiment Report

5 – exemplary; 4 – proficient; 3 – satisfactory; 2 – unsatisfactory

Evaluation 5 4 3 2 SCORE
Criteria

Introduction Information is Information is There are some Very little background

complete nearly complete but introductory information provided or
missing some information, but still information is incorrect
minor points missing some major
points

Experimental Written in Written in paragraph Written in Missing several

Procedure paragraph format, important paragraph format, important
format with experiment details still missing some experiment details or
complete are covered, some important not written in
experiment minor details experimental details paragraph
details missing

Results: data, All figures, All figures, graphs, Most figures, Figures, graphs,
figures, graphs, tables tables are correctly graphs, tables are tables contain errors
tables, etc. are correctly drawn, but some OKAY, some still or are
drawn have minor missing some poorly constructed,
problems or could important or have missing titles,
still be improved required features captions or
numbers, units missing
or
incorrect, etc.

Discussion All of the Almost all of the Some of the results Very incomplete or
results results have been have been correctly incorrect
have been correctly interpreted and interpretation or
correctly interpreted and discussed; partial trends and
interpreted and discussed, only but incomplete comparison of data
discussed minor improvements understanding or indicating a lack of
are needed. results is still evident understanding of
results

Conclusion All important All important Conclusions Conclusions

conclusions conclusions have regarding major missing or
have been been drawn, but points are drawn, missing the
but many of the
drawn could be enhanced important points
minor points are not
neglected
 College of Engineering – Department of Mechanical Engineering

LABORATORY EXPERIMENT 1
MEASUREMENT AND QUANTITIES

I. INTRODUCTION

PART 1

As one of the fundamental areas of science, Physics relies on precise measurements to

illustrate and understand the physical processes around us. To quantify these measurements,
physicists, like other scientists, employ a system of units as their language to provide a
standardized way to express and compare physical quantities, enabling the scientific
community to collaborate effectively and carry out calculations. More (2021) described the
system of units as a collection of units that has fundamental and derived ones. Among the
fundamental quantities are length, mass, time, temperature, electric current, luminous
intensity, and amount of substance. However, as scientific knowledge developed, the need for
precise measurements grew, and the derivation of a more systematic approach to units
became necessary in science, engineering, and industrial calculations.

In the contemporary era, there are two globally recognized standards for the system of
units, the SI and English Units. The SI Units, also referred to as the metric system, establish a
coherent set of units based on seven fundamental quantities. Compared to English Units, the
metric system is advantageous in unit conversion because the same unit can be used over
extremely large ranges of values by simply applying an appropriate metric prefix. On the
other hand, mathematicians and scientists preferred English units or the customary/imperial
system. Historically, these units were prominent during the British Empire and are still
widely applied until this day in Western countries, specifically the United States.

Units serve purposes in scientific discourse and play an essential role in experimental
design, data analysis, and theoretical modeling. Even a basic understanding of unit
conversion would be vital for anyone studying physics as well as its application in real-life
 College of Engineering – Department of Mechanical Engineering

situations. Moreover, units provide a standardized scale that provides consistency, which
permits individuals across diverse regions and disciplines to communicate and collaborate
effectively, ensuring that measurements are universally understood. Therefore, through units,
people can build meaningful relations between various physical variables and derive
profound insights into how the natural world functions by employing a consistent system of
units.

PART 2
The development of math and science enabled us to describe and comprehend the
world around us. Our observations on dimensions and the passage of time show that some
elements and processes in our environment depend on the direction in which they occur,
while some do not. In physics, two quantities involve either magnitude, direction, or both.
These quantities are Scalar and Vector.

Scalar Quantities are measurements or qualities with magnitude only and no specific
direction. By having magnitude, it means that scalar quantities are numerical quantities that
represent the size, amount, or distance of something, such as speed, mass, density, and length.
Therefore, these frequently come in single numerical values with corresponding units. Other
examples of scalar quantities are time, temperature, and energy. Consequently, when the
quantity has both magnitude and direction, it is called Vector Quantities. When comparing
two vector quantities of the same type or performing mathematical operations, we also need
to consider their magnitude and direction. Vector quantities encompass displacement,
acceleration, force, momentum, weight, the velocity of light, a gravitational field, current,
and many more.

The concept of scalar and vector quantities has numerous applications in our everyday
lives. It is an evident concept widely used in navigation, weather forecasting, engineering
construction, sports, cookery, and other fields where units are most current. Also, the concept
 College of Engineering – Department of Mechanical Engineering

of quantities fostered distinction in the study of physics, therefore, allowing individuals to

further understand motion, forces, and other phenomena across a wide range of fields.

PART 3

A vector is a quantity that has both magnitude and direction. It is typically visualized
as an arrow, with its length representing the magnitude and direction indicating the
orientation. Although a vector has magnitude and direction, it does not have a definite
position. Like other scientific elements, vectors can also be added and subtracted vectorally
by resolving them to their components. The applications of vectors are diverse and extend to
various domains, including physics, engineering, computer science, and mathematics. In
physics and engineering, vectors are frequently used to express forces, speeds, accelerations,
and other physical quantities. They help describe the behavior of systems, force interactions,
and object motion. Moreover, since vectors have direction, it is beneficial in navigation
systems by calculating the coordinates necessary for accurate navigation, enabling
applications like mapping, route planning, and real-time tracking. The application of vectors,
though requires in-depth analysis, is a clever way to define how vectors provide a robust
mathematical framework for understanding and modeling quantities that have both magnitude
and direction, thus, allowing us to solve complex problems in advance in various fields of
study.

II. OBJECTIVES

● When it comes to measurements, the following objectives can be considered:

1.1. Accuracy: Ensure measurements are as accurate as possible by

using precise and calibrated measuring instruments and techniques.
1.2 Precision: Strive for high precision by minimizing uncertainties
and errors in measurements through careful technique and repetition.
 College of Engineering – Department of Mechanical Engineering

● When dealing with vectors and scalars in real-life situations, the following can
be considered:

2.1 Understand how vectors represent physical quantities such as

velocity, force, distance and differentiating magnitude and direction.
2.2 Identify scalar quantities present in real-life scenarios, such as
mass,temperature, time, and speed.

● When applying critical thinking skills in physics, the following objectives

can be pursued.

3.1 Analyze and interpret experimental data to evaluate its reliability

and draw meaningful conclusions.
3.2 Apply critical thinking skills to problem-solving, including
analyzing complex scenarios and selecting appropriate physics
principles and formulas.

III. MATERIALS

PART I. - Measuring My Height

● Measuring tape
- A measuring tape is a flexible tool used for measuring distances or
dimensions. It typically consists of a long, narrow strip of material, such as
metal or reinforced fabric, marked with linear measurements.
● Ruler
- It is a straight, flat, and usually slender tool used for measuring lengths or
distances with precision
 College of Engineering – Department of Mechanical Engineering

● Calculator
- It is a specialized calculator designed for performing complex mathematical
calculations and scientific functions. It is capable of handling advanced
mathematical operations, exponential functions, statistical calculations, and
more

PART III - Critical Thinking

● Calculator
- It is a specialized calculator designed for performing complex mathematical
calculations and scientific functions. It is capable of handling advanced
mathematical operations, exponential functions, statistical calculations, and
more
● Paper
- is a type of high-quality paper commonly used for printing and writing
purposes. It makes ideal for various applications,letterheads, reports, and
professional correspondence.
● Pen
- an instrument for writing or drawing with ink, typically consisting of a metal
ball or a nylon tip, fitted into a metal or plastic holder.

IV. PROCEDURES

PART I - Measuring My Height

1. Gather the necessary equipment:

● Select a measuring tape or ruler with distinct markings in either centimeters or

inches.
● Make sure the surface is smooth and even before taking the height measurement.
 College of Engineering – Department of Mechanical Engineering

2. Prepare the person being measured:

● Ask the person to take off their shoes because they can increase someone's height by
up to an inch.
● Tell the person to stand with their back straight, feet together, and their heads forward
while facing the wall.
● Make sure their shoulders are relaxed and parallel to the ground to align their posture.
Arms should hang at their sides naturally.

3. Position the measuring tape:

● Hold the ruler or measuring tape vertically against the wall, making sure it is straight
and pointing in the direction of the subject's head.
● Make sure the tape or ruler zero point is at the bottom, lying flat on the ground or
floor.
● Make sure the ruler or tape is at a straight angle to the ground and perpendicular to
the ground.

4. Take the measurement:

● Extend the ruler or tape along the person's body, keeping it steady, until it reaches the
highest point of their head.
● Make sure the ruler or tape is parallel to the floor and stays in close proximity to the
subject's head.

5. Read the measurement:

● Note the measurement at the person's bottom border of the head while holding the
tape or ruler in place.
● For precision, make sure the measurement is made at eye level.
 College of Engineering – Department of Mechanical Engineering

6. Record the measurement:

● Depending on the unit displayed on the measuring tape or ruler, record the
measurement in centimeters or inches.
● Make sure to precisely record the measurement in writing or in your memory.

PART II - Scalar and Vectors

1. Identify the Physical Quantity:

● Establish the size of the actual quantity you are handling. You might be measuring
something like time, temperature, force, velocity, or distance.

2. Analyze Magnitude:

● Ascertain whether the physical quantity simply has a scalar value for magnitude or a
vector value for both magnitude and direction.

3. Scalar Quantity:

● A physical quantity is a scalar if it simply possesses magnitude. Continue acquiring

scalar values with the proper measuring tools or methods. For instance:

4. Vector Quantity:

● A physical quantity is a vector if it has both magnitude and direction.

 College of Engineering – Department of Mechanical Engineering

PART III - Critical Thinking

1. Assess the Situation:

● Recognize the significance and urgency of the distress call. Note the ship's bearing of
36 degrees north-west and its distance of 51.2 kilometers from your radar station.

2. Analyze Ship Data:

● Look at the details of the four other ships, including their distances, bearings, and
top speeds. You can use this information to determine which ship can get to the
sinking ship the quickest.

3. Calculate Relative Positions:

● Determine the ships' relative positions in relation to your radar station using the
bearings and distances that have been provided. Trigonometry will be used to
determine the x and y components of the ship's positions.

4. Evaluate Speed and Distance:

● Determine which ship can travel the distance to the sinking ship in the least amount
of time by taking into account the maximum speeds of each ship. Based on their
individual speeds, determine how long it would take each ship to get to the sinking
ship.

5. Prioritize Ships:

● Prioritize the ships that can reach the sinking ship the quickest based on your
calculations. Consider their distances, velocity, and relative positions.
 College of Engineering – Department of Mechanical Engineering

V. DATA AND RESULTS

PART I. Measuring My Height

All the members measure their height in inches and centimetre, the result:
NAME HEIGHT IN CM HEIGHT IN IN. RESULT

Albaño, Jazzper M. 169 cm 66.54 in 2.54

Ammen, Kayle A. 155 cm 61.00 in 2.54

Añonuevo, Rose 153 cm 60.23 in 2.54

Anne J.

Asi, Arabella E. 147 cm 57.87 in 2.54

Barola, Alvin 173 cm 68.11 in 2.54

Anthony D.

Bauan, Al Dominic I. 170 cm 66.93 in 2.54

Calingasan, Shaine 157 cm 61.80 in 2.54

A.

Delos Reyes Ahron 170 cm 66.93 in 2.54

A.

Dilao, Axel Wayne 174 cm 68.50 in 2.54

C.

Dimalibot John Carlo 165 cm 64.96 in 2.54

M.

Table 1.1

Analysis:

The height of each member was measured using the SI unit centimeter and the English unit
inch. In centimeter, each member measured 174cm, 173cm, 170 cm, 169 cm, 165 cm, 157cm,
155cm, 153cm, and 147 cm, while in inches, they measured 68.50 inches, 68.11 inches, 66.93
inches, 66.54 inches, 64.96 inches, 61.80 inches, 61 inches, 60.23 inches, and 57.87 inches
 College of Engineering – Department of Mechanical Engineering

respectively which is tabulated at the figure above. When each height in centimeters and
inches was divided, a consistent value of 2.54 was obtained, which was the approximate
value equivalent to 1 inch. Despite the difference in height, it was not a factor that resulted in
a different outcome.

PART II. Scalar And Vectors

A. Scalar
1. This weekend, a cyclist and a friend decide to visit Tagaytay. They intend to leave at 5
a.m. and come home before 3 p.m. because they have an assignment due at 11 p.m.
that day. Their cycling acquaintance urged that they run at least 40 kph to ensure that
they arrive at their house on time or earlier. The total distance between Batangas City
and Tagaytay is approximately 55 kilometers. And If they reach Tagaytay early, they
will have time to explore the city before cycling home.

Figure 1.1
 College of Engineering – Department of Mechanical Engineering

Explanation:
The scalar quantities used in the passage are speed, time, and distance. They employ
various quantities to estimate each measurement that they will require. They utilize hourly
time, kilometers for distance, and kilometers per hour for speed. Each of them has a distinct
purpose in aiding in the measurement of various quantities that are present. And knowing the
factors that may affect a cyclist's ride may be beneficial on their trip.

2. Craving for some dessert, Lala decided to make a fruit salad using the ingredients
available at their home. Before getting started, she prepared the kitchen utensils and
ingredients, like a can of 422 g of drained mixed fruits, 340 g of nata de coco,
macapuno, and sweet palm nut, one packet of 250 ml of nestle cream, and 300 ml of
condensed milk. Gradually, she started to mix the ingredients together, which took her
less than 30 minutes to serve the salad in a container and chill.

Figure 1.2
 College of Engineering – Department of Mechanical Engineering

Explanation:
Mass, volume, and time are examples of scalar quantities. By definition, scalar
quantity is any quantity in physics that has magnitude only and doesn't require direction.
These quantities are quite noticeable in cooking, especially when preparing a specific
amount of ingredients to complete a dish. By using quantities, we can share the recipe to
others that will help them to follow the instructions and achieve the desired result
B. Vector
1. A player shoots a free throw to a basket 15 feet away and 10 feet off the floor. If the
ball is released from a point 7 feet above the floor and at an angle of 50º. By
understanding these vectors, players can adjust their shooting technique, including the
angle, force, and release point, to aim the ball accurately towards the hoop.

Figure 1.3
 College of Engineering – Department of Mechanical Engineering

Explanation:
Some examples of vector quantities are force, velocity, acceleration and momentum to
solve this problem. Free throws in basketball also involve vector quantities because they play
a crucial role in determining the accuracy and success of the shot. When shooting a free
throw, players must consider the velocity and trajectory of the ball. The velocity vector
determines the speed at which the ball is released, while the trajectory vector represents the
path the ball follows towards the basket.

2. A football kicker is attempting a field goal from a distance of 30 yards (90 feet) away
from the field goal post. The wind is blowing from the left side to the right side with a
velocity of 5 mph. The kicker kicks the ball with a velocity of 30 mph at an angle of
45 degrees above the horizontal.

Figure 1.4

Figure 1.4
 College of Engineering – Department of Mechanical Engineering

Explanation:
Vectors provide a concise and powerful mathematical framework for solving
problems involving quantities with both magnitude and direction.By representing these
quantities as vectors, we can perform vector operations to analyze and solve the problem.
Vector addition allows us to combine the velocity of the kick with the velocity of the wind to
determine the resultant velocity of the ball. Vector components allow us to break down the
kick velocity into horizontal and vertical components, which are essential for calculating the
trajectory and determining if the field goal is successful. Furthermore, using vectors allows us
to visualize and analyze the problem geometrically. We can represent the field goal post, the
kick direction, and the wind direction as arrows in a coordinate system, which helps in
understanding the relationships between these vectors.

3. An airplane is flying in the sky from an airport in the Philippines to another airport in
Hong Kong. We want to analyze its position and velocity during the flight.

Figure 1.5
 College of Engineering – Department of Mechanical Engineering

Explanation:
Vectors can be used to represent the position, displacement, and velocity of objects in
the context of motion and position. We may define the position and velocity of a flying
airplane as vectors. The position vector shows where the airplane is in three dimensions,
while the velocity vector shows how quickly and in what direction it is travelling. The plane's
location and speed are constantly changing while it is in the air. Its position vector alters as it
passes through the sky to show its new location. The position and velocity vectors provide a
comprehensive representation of an airplane's motion. By employing coordinate systems, we
can accurately define these vectors to convey information about the aircraft's location, speed,
and direction. However, it's important to consider the influence of complex factors such as
wind speed, altitude, and attitude, which impact the actual position and velocity vectors
experienced by the airplane. Similar to this, the plane's velocity vector varies to show how
quickly and in which direction it is traveling at any given time. Thus, we can easily track and
evaluate the airplane's movements during the flight by utilizing vectors to describe the
position and velocity of the aircraft while taking into account its magnitude and direction in
three-dimensional space.The use of vectors in describing the position and velocity of a flying
airplane is a powerful tool that enables us to analyze and understand its motion, contributing
to advancements in the aerospace and aviation.
 College of Engineering – Department of Mechanical Engineering

PART III. Critical Thinking

You are working at a radar station for the Coast Guard. While everyone else is out to
lunch, you hear a distress call from a sinking ship. The ship is located at a distance of 51.2
km from the station, at a bearing of 36 degrees north of west. On your radar screen, you see
the locations of four other ships as follows:

SHIP # DISTANCE FROM BEARING MAXIMUM

STATION (km) SPEED (km/h)

1 36.1 42° N of W 30.0

2 37.3 61° N of W 38.0

3 10.2 36° N of W 32.0

4 51.2 79° N of W 45.0

Table 1.2

Which ship do you contact to help the sinking ship? Which ship will get there
in the shortest time interval? Assume that each ship would accelerate quickly to its
maximum speed and then maintain that constant speed in a straight line for the entire
trip to the sinking ship.
In the solution, we first solve the distance of the specific ships from the sinking ship.
Next, we calculated the estimated arrival of the specific ship to the target location and helped
them from sinking. While doing the solution, we also think of the results by just thinking and
solving it through analysis. Here is the solution and results that we came up with:
Solution:

● For ship 1 to reached the sinking ship

2 2
𝑆ℎ𝑖𝑝1 = (𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒1) + (𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒𝑠𝑖𝑛𝑘𝑖𝑛𝑔𝑠ℎ𝑖𝑝) − 2(𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒1)(𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒𝑠𝑖𝑛𝑘𝑖𝑛𝑔𝑠ℎ𝑖𝑝)𝑐𝑜𝑠θ

2 2
𝑆ℎ𝑖𝑝1= (36. 1) + (51. 2) − 2(36. 1)(51. 2)𝑐𝑜𝑠(42° − 36°)
 College of Engineering – Department of Mechanical Engineering

𝑆ℎ𝑖𝑝1= 15.7563 km

The average speed v of the ship is equal to the ratio of the total distance d as it travels to the
total time interval t during which it travels that distance:

𝑑 𝑑
𝑣= 𝑡
⇒𝑡 = 𝑣

By plugging the values for the distance traveled by each ship and its maximum speed into this
equation, we get the time it takes for each ship to reach the sinking ship. Thus,

𝑑1 15.7563 𝑘𝑚
𝑡1 = 𝑣1
= 𝑘𝑚 = 0. 5252 ℎ𝑟 𝑜𝑟 31. 5126 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
30 ℎ𝑟

● For ship 2 to reached the sinking ship:

2 2
𝑆ℎ𝑖𝑝2 = (𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒2) + (𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒𝑠𝑖𝑛𝑘𝑖𝑛𝑔𝑠ℎ𝑖𝑝) − 2(𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒2)(𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒𝑠𝑖𝑛𝑘𝑖𝑛𝑔𝑠ℎ𝑖𝑝)𝑐𝑜𝑠θ

2 2
𝑆ℎ𝑖𝑝2= (37. 3) + (51. 2) − 2(37. 3)(51. 2)𝑐𝑜𝑠(61° − 36°)

𝑆ℎ𝑖𝑝2= 23.4749 km

The average speed v of the ship is equal to the ratio of the total distance d as it travels to the
total time interval t during which it travels that distance:

𝑑 𝑑
𝑣= 𝑡
⇒𝑡 = 𝑣

By plugging the values for the distance traveled by each ship and its maximum speed into this
equation, we get the time it takes for each ship to reach the sinking ship. Thus,

𝑑2 23.4749 𝑘𝑚
𝑡2 = 𝑣2
= 𝑘𝑚 = 0. 6178 ℎ𝑟 𝑜𝑟 37. 068 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
38 ℎ𝑟

● For ship 3 to reached the sinking ship:

2 2
𝑆ℎ𝑖𝑝3 = (𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒3) + (𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒𝑠𝑖𝑛𝑘𝑖𝑛𝑔𝑠ℎ𝑖𝑝) − 2(𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒3)(𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒𝑠𝑖𝑛𝑘𝑖𝑛𝑔𝑠ℎ𝑖𝑝)𝑐𝑜𝑠θ
 College of Engineering – Department of Mechanical Engineering

2 2
𝑆ℎ𝑖𝑝3= (10. 2) + (51. 2) − 2(10. 2)(51. 2)𝑐𝑜𝑠(36° − 36°)

𝑆ℎ𝑖𝑝3= 41 km

The average speed v of the ship is equal to the ratio of the total distance d as it travels to the
total time interval t during which it travels that distance:

𝑑 𝑑
𝑣= 𝑡
⇒𝑡 = 𝑣

By plugging the values for the distance traveled by each ship and its maximum speed into this
equation, we get the time it takes for each ship to reach the sinking ship. Thus,

𝑑3 41 𝑘𝑚
𝑡3 = 𝑣3
= 𝑘𝑚 = 1. 2813 ℎ𝑟 𝑜𝑟 76. 768 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
32 ℎ𝑟

● For ship 4 to reached the sinking ship:

2 2
𝑆ℎ𝑖𝑝4 = (𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒4) + (𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒𝑠𝑖𝑛𝑘𝑖𝑛𝑔𝑠ℎ𝑖𝑝) − 2(𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒4)(𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒𝑠𝑖𝑛𝑘𝑖𝑛𝑔𝑠ℎ𝑖𝑝)𝑐𝑜𝑠θ

2 2
𝑆ℎ𝑖𝑝4= (51. 2) + (51. 2) − 2(51. 2)(51. 2)𝑐𝑜𝑠(79° − 36°)

𝑆ℎ𝑖𝑝4= 37.5297 km

The average speed v of the ship is equal to the ratio of the total distance d as it travels to the
total time interval t during which it travels that distance:

𝑑 𝑑
𝑣= 𝑡
⇒𝑡 = 𝑣

By plugging the values for the distance traveled by each ship and its maximum speed into this
equation, we get the time it takes for each ship to reach the sinking ship. Thus,

𝑑4 37.5297 𝑘𝑚
𝑡4 = 𝑣4
= 𝑘𝑚 = 0. 8340 ℎ𝑟 𝑜𝑟 50. 04 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
45 ℎ𝑟
 College of Engineering – Department of Mechanical Engineering

Analysis:
Based on the solution:

SHIP NO. DISTANCE TIME

1 15.7563 km 0.5252 hr or 31.5126 minutes

2 23.4749 km 0.6178 hr or 37.068 minutes

3 41 km 1.2813 hr or 76.768 minutes

4 37.5297 km 0.8340 hr or 50.04 minutes

Table 1.3

Based on the given data and situation, if we were reckless enough to make a
decisions, then we can decide to call for help from the ship 4 since the ship that are sinking
and the ship 4 has the same distance from the station and maybe some of us has a different
perspective and choose the ship 3 since they have the same number of bearing but, if we were
careful and rational when this kind of situation occurs then we can definitely say that the best
decision is to call for help from the ship 1. Because they will also come first with a lot of time
frame difference and also based on the calculations that we have conducted, it is indeed ship
1 that will come to save the sinking ship with the shortest time interval compared to the other
three.

VI. CONCLUSION
PART I. - Measuring My Height

In conclusion, it is clear from the height measurements supplied that each member
used both centimeters and inches as units of measurement. Albaño, Jazzper M., Ammen,
Kayle A., Añonuevo, Rose Anne J., Asi, Arabella E., Barola, Alvin Anthony D., Bauan, Al
Dominic I., Calingasan, Shaine A., Delos Reyes Ahron A., Dilao, Axel Wayne C., and
 College of Engineering – Department of Mechanical Engineering

Dimalibot John Carlo M. have all recorded heights. 169 cm, 155 cm, 153 cm, 147 cm, 173
cm, 170 cm, 157 cm, 17 0cm, 174 cm, and 165 cm were the measurements. Similarly, their
inch heights were 66.64 in, 61.00 in, 61.23 in, 57.87 in, 68.11 in, 66.93 in, 61.80 in, 66.93 in,
68.50 in, and 64.96 in. This discovery is significant for the established connection between
the centimeter and inch units of measurement as well as the conversion factor of 2.54 for
translating heights between the two systems. This constancy enables exact and dependable
conversions, ensuring that measurements are appropriately represented regardless of the unit
used. Furthermore, the constant conversion factor of 2.54 indicates that the centimeter and
inch units have a well-established and widely acknowledged connection. This partnership
allows for smooth communication and comprehension of height measurements in a variety of
settings and places where either system is used. Nonetheless, the analysis of the height
measurements for each member revealed a consistent conversion factor of 2.54 between
centimeters and inches. This finding demonstrates the reliable and standardized relationship
between these two units of measurement. Regardless of the individual's height, the
conversion factor remained constant, reinforcing the accuracy and precision of the conversion
process. The ability to convert between centimeters and inches with a consistent factor of
2.54 enhances communication and understanding of height measurements, contributing to a
more unified and standardized approach in various fields and contexts.

PART II. - Scalar and Vector

In conclusion, vectors provide a valuable tool for representing the position,

displacement, and velocity of objects in the context of motion and position. In the case of a
flying airplane, vectors can be used to describe its position and velocity. The position vector
indicates the aircraft's location in three-dimensional space, while the velocity vector portrays
both the speed and direction of its travel. As the airplane moves through the sky, its position
vector continuously updates to reflect its new location, and the velocity vector adjusts to
indicate its changing speed and direction. By utilizing vectors, we can effectively track and
analyze the airplane's movements during the flight, considering both magnitude and direction
 College of Engineering – Department of Mechanical Engineering

in three-dimensional space. On the other hand, the velocity vector describes both the speed
and direction of the airplane's travel. It provides insights into how fast the airplane is moving
and in which direction it is heading. The velocity vector encompasses both magnitude,
representing the speed of the airplane, and direction, depicting the angle at which it is
traveling. By continuously adjusting, the velocity vector allows us to monitor changes in the
airplane's speed and direction throughout its flight. Vectors enable us to take into account the
dynamic nature of the airplane's location and speed, capturing the intricate changes that occur
as it moves through the sky. By utilizing these vectors, we gain a complete picture of the
airplane's motion, allowing for accurate monitoring and assessment of its trajectory. Thus,
vectors serve as indispensable tools in the study and analysis of the position, displacement,
and velocity of objects, such as a flying airplane. Furthermore, scalars play a significant role
in physics and are employed often despite just conveying information about magnitude. For
instance, creating fruit salad requires both mass and time. As a result, both scalar and vector
variables are crucial in both physics and daily life.

PART III - Critical Thinking

The physics problem at the radar station for the Coast Guard involved
responding to a distress call from a sinking ship. By analyzing the ship's location,
distance, and bearing, along with the positions of four other ships on the radar screen,
a systematic approach was necessary.

The steps involved in solving the problem included determining the sinking
ship's coordinates using trigonometry and vector analysis, analyzing the locations of
other ships relative to the radar station, coordinating the rescue effort based on
distances and bearing angles, and considering additional factors like weather
conditions and safety protocols.
 College of Engineering – Department of Mechanical Engineering

By applying principles of physics, such as trigonometry and vector analysis,

the radar station personnel could effectively solve the problem and initiate a prompt
and coordinated response to the distress call. This problem demonstrated the practical
application of physics in real-world situations, emphasizing the importance of
understanding and utilizing scientific principles for quick decision-making and
accurate calculations.
 College of Engineering – Department of Mechanical Engineering

VII. DOCUMENTATION
Part 1 - Measure My Height
College of Engineering – Department of Mechanical Engineering