Labreport Style Forces Table
Labreport Style Forces Table
Labreport Style Forces Table
1- Introduction
Newton made laws of motion which is about a particle that experiences zero net
force will remain either at rest or moving with constant speed in a straight line
depending on its initial condition. We know the physical quantities are generally
classified as being either scalar or vector quantities.Force is a vector quantity ,and it
has both magnitude and direction.So when handling the force and trying to get the
net force, the manipulation rules of the vectors have to be followed.
We need to know two methods for the addition of the vectors
Experiment procedures:
The list: force table(with a centering pin attached in the center) with 3 pulleys, 50 g Weight
hanger (x3), Ring attached with 3 knotted Strings, Standarad set of weight
Setup
The setup is as Figure 4.The outer rim of the force table is graduated in degrees.The
central ring attached with 3 Knotted strings is placed around the centering pin of the force
table.Weights are added on the hangers that are hung at the end knots of the strings that
run over the pulley at different locations around the force table.Each string will exert a
force on the ring that is proportional to the mass hung on it and in a direction along the
line of the string. The magnitude(which is the mass times acceleration due to gravity) of
a force(vector) is varied by adding or removing slotted weights, and the directions is
varied by moving the pulley.
Using the force table which is shown above, the resultant of two or more forces (vectors)
is found by balancing the forces with another forces (weight on the hanger ) sothat the
ring is freely floating and centered on the centering pin. The balancing force isnot the
resulting force,but rather the equilibrium force ,or the force of equal magnitude but in the
opposite direction to the resulting force,but rather the equilibrant force will balance the
other forces and hold the ring in equilibrium.
.then,we graphed the our body diagram , theoretically(that is graphically or analytically)
We determined the magnitude and direction of the equilibrant and experimentally verify
our theoretical prediction using the force table. Let the tensions of the three strings be
Ta,Tb and Tc,and the corresponding direction (angle) to be θa, θb, θc. we show or detaile
calculations and recorded or results in the data Table.
We solved three cases:
1st is a problem that has a given of Ta, θa, θb, θc , determine Tb and Tc
2nd we had been given Ta, θa, Tb, θb , determine θc and Tc
3rd that we had been given Ta, θa, Tb, Tc, determine θb and θc
Results:
Quantity quantity to be theoretical measured
Case GIVEN determined answer value diff
1 Ta=3N
θa=1200 Tb 3N 3.12N 4%
θb=1200
θc=1200 Tc 3N 3.12N 4%
2 Ta=2N
θb=1350 Tc 2.83N 2.85N 1%
Tb=2N
θa=900 θc 1350 1350 0%
3 Ta=0.5N
θa=900 θb 1580 158.38 0.40%
Tb=1.2N
Tc=1.3N θc 112 112.62 0.60%
Disscusion:
I used Ta as a vector with two sides(x,y),so we calculated our forces with cosine or sine in
x and y axes ,respectively. However, in the last problem you need to Pythagorean theorm
as 5,12,13 can make a right-angled triangle, the error presented is due to random error
due to lack of sensitivity of the instrument
.Therefore , our theoretical results are consistent with the experimental results An object
is in translational equilibrium when the sum of all the external forces acting on the object equals
zero. This also means an object is in translational equilibrium when it is experiencing zero
overall acceleration. Therefore, it is either not moving or moving at a constant velocity.
Conclusion:
We learned that the force can be a vector of two dimension, and these force collide with
each other to a net of external force equals zero.I would to suggest some changes in the
instrument : increase the accuracy by associating with a computer that can function with
more conditional statements.
Reference:
Newcomer, Jeffrey L., and Paul S. Steif. "Student thinking about static equilibrium: Insights
from written explanations to a concept question." Journal of Engineering Education 97.4
(2008): 481-490.