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PHYS207 Exp2

The document outlines a physics lab focused on understanding vectors and their addition using the PhET Vector Addition Simulation. It explains the differences between scalar and vector quantities, introduces vector components, and describes methods for vector addition both graphically and analytically. The lab includes procedures for exploring one-dimensional and two-dimensional vectors, understanding resultant and equilibrant vectors, and applying these concepts to a real-life scenario involving aircraft navigation.

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Reyah Dalida
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4 views6 pages

PHYS207 Exp2

The document outlines a physics lab focused on understanding vectors and their addition using the PhET Vector Addition Simulation. It explains the differences between scalar and vector quantities, introduces vector components, and describes methods for vector addition both graphically and analytically. The lab includes procedures for exploring one-dimensional and two-dimensional vectors, understanding resultant and equilibrant vectors, and applying these concepts to a real-life scenario involving aircraft navigation.

Uploaded by

Reyah Dalida
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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PHYSICS 207

Vectors Lab

This lab uses PhET Vector Addition Simulation:


https://phet.colorado.edu/sims/html/vector-addition/latest/vector-
addition_en.html

Introduction
Two quantities which are normally introduced together are Scalars and Vectors.
Scalar quantity has magnitude only. Examples of scalar quantities are: 10 apples, 9
bananas, 12 km, 3000 C etcetera.
Vector quantity has both magnitude and direction. Examples of vector quantities
are: travel 12 km due north, 3 m due east, cycling at 5 km/h due west, force of
25N acting in a southeast direction, etcetera.
In Fig. 1 below, vector B has magnitude represented by its length; arrowhead
represents its head which points in the direction of the vector; and it has a tail or
start point.
Figure 1: Vector B

Vector Components
Each vector has two components; a horizontal component and a vertical
component. Components are always at 900 to each other. See Fig. 2 below.
Horizontal component of vector Ax = A * sine (θ)
Vertical component of vector Ay = A * cosine (θ)
PHYSICS 207
Vectors Lab

Figure 2: Components of vector A

{Note use of SohCahToa – trig. functions}


Vector Addition – vectors can be added graphically or analytically.
As a rule vectors are added ‘Head to Tail’. Therefore, the head of one vector is
joined to the tail of the other vector it is being added to. This rule is obeyed for
graphical addition of vectors, where vectors are drawn to scale on graph paper.
An example of this is shown in Fig. 3 below. Here scale is 1 cm = 20 N, with parent
vectors 120 N @ 00 and 100 N, @ 900. In graphical addition angle of resultant
vector can be measured directly with a protractor (+X -axis has angle measure of
00). Here resultant vector R is 156 N @ 390.
Figure 3: Graphical addition of vectors
PHYSICS 207
Vectors Lab

Analytical method to add two vectors shown in Fig. 3 looks like this:
|R| = [(100)2 + (120)2 ]0.5
|R| = 156.2 N
Angle θ0 = tan-1 (Ay/Ax) = tan-1(100/120)
θ = 39.80
Therefore, resultant R = 156.2 N @ 39.8 0
Note use of Pythagoras Theorem (c2 = a2 + b2), because two parent vectors are
orthogonal (at 900 angle) where head of one vector (100 N) meets tail of other
vector (120 N). Also, note use of trig function to calculate angle.

Procedure
Part I: Exploring One Dimensional Vectors
1. Click to launch simulation if not already done:
https://phet.colorado.edu/sims/html/vector-addition/latest/vector-
addition_en.html
2. Click ‘Explore 1D’.
3. On right side of screen, click ‘Values’, ‘grid’ and ‘ ‘ for horizontal
plane or X – axis.
4. Drag three vectors a, b, c one at a time from right side of screen onto grid.
5. What direction do the vectors point to (specify positive or negative
direction)?
6. Extend one of the vectors on grid by clicking on it and dragging.
7. Check ‘Sum’ on right to determine resultant sum of 1D vectors.
8. Click ‘eraser’ symbol below grid to clear grid.
9. Click on ‘ ‘ to get vertical plane or Y - axis vectors.
10. Repeat steps 4 through 7 above.
PHYSICS 207
Vectors Lab

Part II: Exploring Two Dimensional Vectors


1. Click on ‘Explore 2D’ at bottom of page.
2. Check ‘values’, ‘angle θ’, ‘grid’, ‘components’.
3. Click and drag vectors a, b and c (you can also use: d, e and f) onto grid.
4. Click on vector ‘b’ to extend and rotate it until it is pointing into quadrant iv
5. Sum ax, + bx + cx, then get sum of ay + by + cy
6. Now click ‘sum’ on right hand side and see if your answers from (4) above
are the same as those on grid for resultant vector labeled ‘s’.
7. As seen in (5) and (6) above, algebraic sum of components of parent
vectors results in X and Y components of resultant vector. This method is
very useful when summing three or more vectors.
8. Note when measuring angle for vector the X- axis is always used as the
reference line, meaning X- axis is always one side enclosing angle
(remember an angle always has two sides enclosing it).

Part III: Resultant Vs. Equilibrant


Equilibrant or balancing vector has same magnitude as resultant vector but points
in direction opposite to resultant or 1800 away from resultant. Another way to
look at it is; equilibrant is the negative of resultant vector.
Figure 4: Illustration of relationship between Resultant and Equilibrant

1. Click on ‘Lab’ at base of simulation screen.


PHYSICS 207
Vectors Lab

2. Click on one vector and drag it into grid. This first vector is V1. Let
magnitude of V1 be: 5 units < |V1| < 10 units, and direction, θ be
: 100 < θ < 700.. Record data in Table 1 below.
3. Click on the same color vector as in (2) above and drag another vector into
grid. This second vector is V2 . Let magnitude of V2 be:
10 units< |V2| < 20 units, and direction, θ be: 1000 < θ < 2200. Record data
in Table 1.
4. Determine sum of vectors V1 + V2, this is resultant R. Record data in Table 1.
5. Determine magnitude and direction of equilibrant.
6. Record a screenshot or pic of your simulation grid for use in your lab report.

Table 1: Resultant vs. Equilibrant


Vector V1 Vector V2 Resultant R Equilibrant
Calculated Observed
|V1| = |V2| = |R| = |R| = |E| =
Angle θ0 = Angle θ0 = Angle θ0 = Angle θ0 = Angle θ0 =
V1X = V2X = Rx = Rx = Ex =
V1Y = V2Y = Ry = Ry = Ey =

7. Is there a difference between calculated and observed values for the


resultant? What could possibly have contributed to this difference?
Part IV: Application in Life
A pilot is flying her Cessna aircraft at a speed of 210 km/h due north from Long
Island MacArthur Airport, New York to Sikorsky Memorial Airport, Connecticut.
There is a strong 65 km/h wind blowing from west to east. The airstrip upon
which she has been given clearance to land is orientated in a north south
direction.
1. Make a scale of say 10 units on your grid equates to 100 km/h.
2. Draw vectors to represent her aircraft and the crosswind.
PHYSICS 207
Vectors Lab

3. Determine the resultant direction and speed of her aircraft.


4. Give the direction θ0 in which she should point her aircraft nose in order to
remain on course to her destination (there may be potential for confusion
here as navigation systems in aircraft use magnetic north as 0 0, while in our
calculation here we use (east) the positive X- axis as 00. However, all angles
are measured in a counterclockwise direction.).
Draw this vector on your grid.
Record a screenshot or pic of your simulation grid for your lab report.
5. Considering, to land her aircraft, she must slow down/decrease her speed,
how will this affect her ability to stay on course for the north-south aligned
runway? What corrective action can she take to compensate and ensure
she remains on course as she slows down to land?

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