Palawan State University

College of Engineering, Architecture and Technology

PHY 11/L Physics for Engineers (Calculus-Based)

Lab Session 1: Uniform Motion

Name: Neil Yvann N. Aquino Score:

Block: BSME 1A Date:

OBJECTIVES
1. Plot the position versus time graph of a toy car moving along a flat surface.
2. Calculate the velocity of the toy car.

MATERIALS
2 battery-operated toy cars per group (if possible, use different sizes of toy cars)
Meter stick
Stopwatch
Graph paper and/ or computer with MS Excel

PROCEDURE
A. Setup
1. Make sure that the car has fresh batteries at the start of the activity.
2. Pick a flat, obstacle-free course for the car. Mark off the course of your car with chalk. Label
the starting point and mark off the distances as given in the data table.

B. Measurements
1. Use a stopwatch to determine how long it takes the first car to move from the starting point to each
marked distance. For every trial, take three individual measures (1) of time and compute the
average (2).
2. Record the average time moved for each indicated distance in the data table.
3. Repeat steps 1 and 2 for the second car.

C. Graphs and inferences

Plot the position versus time graph for each car on the same graph paper. What is the shape of the
graphs? Compare the lines and slopes formed.
DATA AND OBSERVATIONS

First Car

Distance Time (in s) (1) Average time

Trial (in cm) (in s) (2)
1 2 3
1 10 0.33 s 0.47 s 0.39 s 0.40 s

2 20 0.44 s 0.50 s 0.50 s 0.48 s

3 30 0.50 s 0.56 s 0.74 s 0.60 s

4 40 0.65 s 0.69 s 0.67 s 0.67 s

5 50 0.76 s 0.78 s 0.82 s 0.78 s

6 60 0.86 s 0. 93 s 0.94 s 0.91 s

7 70 1.11 s 1.01 s 0.95 s 1.02 s

8 80 1.08 s 1.17 s 1.08 s 1.11 s

9 90 1.26 s 1.38 s 1.24 s 1.29 s

10 100 1.26 s 1.32 s 1.22 s 1.26 s

11 110 1.36 s 1.40 s 1.48 s 1.41 s

12 120 1.44 s 1.85 s 1.82 s 1.70 s

13 130 1.72 s 1.72 s 1.72 s 1.72 s

14 140 1.95 s 2.08 s 1.84 s 1.95 s

15 150 1.85 s 1.86 s 2.03 s 1.91 s

16 160 2.11 s 2.08 s 2.13 s 2.10 s

17 170 2.14 s 2.25 s 2.28 s 2.22 s

18 180 2.35s 2.47 s 2.38 s 2.40 s

19 190 2.48 s 2.39 s 2.51 s 2.46 s

20 200 2.32 s 2.54 s 2.34 s 2.4 s

 Second Car

Distance Time (in s) (1) Average time

Trial (in cm) (in s) (2)
1 2 3
1 10 0.56 s 0.46 s 0.41 s 0.48 s

2 20 0.39 s 0.43 s 0.42 s 0.41 s

3 30 0.67 s 0.71 s 0.70 s 0.69 s

4 40 0.70 s 0.78 s 0.69 s 0.72 s

5 50 0.80 s 0.83 s 0.85 s 0.83 s

6 60 0.70 s 0.83 s 0.89 s 0.80 s

7 70 0.98 s 0.97 s 1.11 s 1.02 s

8 80 0.84 s 1.18 s 1.03 s 1.01 s

9 90 1.10 s 1.23 s 1.30 s 1.21 s

10 100 1.38 s 1.39 s 1.49 s 1.42 s

11 110 1.47 s 1.57 s 1.52 s 1.52 s

12 120 1.75 s 1.80 s 1.75 s 1.76 s

13 130 1.61 s 1.75 s 1.81 s 1.72 s

14 140 1.72 s 1.92 s 1.85 s 1.83 s

15 150 1.92 s 1.97 s 1.94 s 1.94 s

16 160 2.08 s 2.10 s 1.91 s 2.03 s

17 170 2.16 s 2.17 s 2.13 s 2.15 s

18 180 2.26 s 2.30 s 2.23 s 2.26 s

19 190 2.36 s 2.38 s 2.32 s 2.35 s

20 200 2.35 s 2.58 s 2.48 s 2.47 s

 QUESTION FOR ANALYSIS

How do the graphs of the two objects, one faster than the other, compare?

The graphs of the two objects used in the demonstration are different from one another in that the first
car's graph displayed an incredibly hard spike in the time data that had been collected, indicating that as the car
approaches the final measured distance, time consumption also increases. The other car's graph, however, had a
great graph spiking pattern. In these tests, the relationship between time and distance is also straightforward. But
I can also state that the second automobile is quicker than the first one because it took less time overall to cover
the 200-meter distance that was specified.

CONCLUSION

I have learned more about the relationship between time and distance after doing this lab assignment. In
this lab experiment, data were collected and then used to generate a conclusion. In this lab exercise, we will use
the data that has been collected to draw conclusions about how time is used by an item as distance rises.
However, the mass of the object may also have an impact on this component. Based on my observations during
the lab activity and the driving data of the graph, I too came to the conclusion that the first car (red car) is
significantly slower than the second car (yellow car). Despite the fact that they are both the same, the first
automobile can be slower than the second (yellow car) at that particular moment. This exercise also relates to
Newton's Second Law of Motion, which states that an object's acceleration is inversely proportional to its mass
and directly proportionate to the net force exerted on it. We see this in lab activity number 1.
 Palawan State University
College of Engineering, Architecture and Technology
PHY 11/L Physics for Engineers (Calculus-Based)

Lab Session 2: Uniformly Accelerated Linear Motion

Name: Neil Yvann N. Aquino Score:
Block: BSME 1A Date:

OBJECTIVES
1. Plot the position versus time graph of a toy car moving down an incline.
2. Calculate the average velocity of a toy car at given intervals.

MATERIALS
1 toy car Meter stick
2-meter long wooden plank Stopwatch
5 physics book Graph paper and/or computer with MS Excel

PROCEDURE
A. Setup
1. Using a meter stick, measure and mark off the distance as given in the data table.
2. Set one end of the plank on top of a pile of physics books to create an inclined plane.
3. Do a couple of test runs to make sure that the car moves down the plank without stopping or
slowing down.
B. Measurements
1. Use a stopwatch to determine how long it takes the car to move from the starting point to the
first marked distance.
2. Repeat step 1 to measure how long it takes the car to move from the starting point to the
second marked distance, and so on.
3. For every trial, take three individual measures of time (1) and compute the average (2).
4. Add one or two more books on the pile supporting the wooden plank and repeat the experiment.
This will be your second set of data (faster moving car).
C. Graphs and inferences
1. On a graphing paper, plot the position (displacement) vs. time (s vs. t) data. Draw a smooth curve.
2. You can also use MS Excel to plot the graph. Use the “Add trendline” function to draw the line
of best fit. Print your graph.
3. Calculate the square of the average time and record it in (3).
4. Plot a graph of position (displacement) vs. time squared (s vs. 𝑡2) data. Draw the line of best fit. Or
if you are using MS Excel, use the “Add trendline” function to draw the line of best fit. Print your
graph.
DATA AND OBSERVATIONS

First Set

Trial Distance Time (in s) (1) Average Time squared

(in cm) time (in s) (in s) (3)
1 2 3 (2)
1 10 0.55 s 0.42 s 0.53 s 0.5 s 0.25 s

2 20 0.57 s 0.78 s 0.67 s 0.67 s 0.45 s

3 30 0.74 s 0.85 s 0.92 s 0.84 s 0.70 s

4 40 0. 75 s 0.85 s 0.92 s 0.84 s 0.70 s

5 50 0.99 s 0.95 s 1.04 s 1.0 s 1.0 s

6 60 1.07 s 1.05 s 1.20 s 1.31 s 1.71 s

7 70 1.27 s 1.47 s 1.24 s 1.32 s 1.76 s

8 80 1.53 s 1.67 s 1.45 s 1.55 s 2.40 s

9 90 1.53 s 1.59 s 1.75 s 1.62 s 2.63 s

10 100 2.05 s 1.98 s 1.87 s 1.96 s 3.88 s

11 110 2.11 s 2.10 s 2.13 s 2.11 s 4.46 s

12 120 2.51 s 2.42 s 2.50 s 2.47 s 6.13 s

13 130 2.57 s 2.85 s 2.81 s 2.74 s 7.52 s

14 140 2.63 s 2.82 s 2.80 s 2.75 s 7.56 s

15 150 2.89 s 3.16 s 3.18 s 3.22s 10.38 s

16 160 3.23 s 3.21 s 3.37 s 3.27 s 10.69 s

17 170 3.88 s 3.63 s 3.29 s 3.6 s 12.96 s

18 180 4.01 s 4.22 s 4.31 s 4.18 s 17.47 s

19 190 4.68 s 4.72 s 4.98 s 4.79 s 23 s

20 200 5.13 s 4.98 s 5.47 s 5.19 s 26.97 s

 Second Set

Trial Distance Time (in s) (1) Average Time squared

(in cm) time (in s) (in s) (3)
1 2 3 (2)
1 10 0.48 s 0.50 s 0.48 s 0.49 s 0.23 s

2 20 0.48 s 0.57 s 0.57 s 0.54 s 0.29 s

3 30 0.61 s 0.83 s 0.70 s 0.71 s 0.51 s

4 40 0.61 s 0.91 s 0.70 s 0.74 s 0.54 s

5 50 0.62 s 0.82 s 0.79 s 0.74 s 0.55 s

6 60 0.75 s 0.95 s 0.86 s 0.85 s 0.78 s

7 70 1.07 s 1.36 s 1.33 s 1.25 s 1.57 s

8 80 0.87 s 0.84 s 0.85 s 0.85 s 0.72 s

9 90 1.0 s 0.86 s 1.08 s 0.98 s 0.96 s

10 100 1.14 s 1.17 s 1.20 s 1.17 s 1.36 s

11 110 1.07 s 1.26 s 1.14 s 1.15 s 1.33 s

12 120 1.14 s 1.13 s 1.21 s 1.16 s 1.34 s

13 130 1.33 s 1.24 s 1.26 s 1.27 s 1.69 s

14 140 1.27 s 1.36 s 1.14 s 1.25 s 1.58 s

15 150 1.40 s 1.42 s 1.45 s 1.09 s 1.18 s

16 160 1.39 s 1.44 s 1.43 s 1.42 s 2.01 s

17 170 1.33 s 1.29 s 1.39 s 1.33 s 1.78 s

18 180 1.46 s 1.60 s 1.37 s 1.47 s 2.18 s

19 190 1.46 s 1.38 s 1.52 s 1.45 s 2.11 s

20 200 1.73 s 1.95 s 1.71 s 1.79 s 3.22 s

 QUESTION FOR ANALYSIS

1. What is the shape of the graph of s vs. t? Describe the relationship between the distance moved and the
time spent by an object moving with uniform acceleration.

The concave up-increasing form of the s-vs-t graph for this exercise further explains how as distance
grows, so does time required to complete the task.

2. What is the shape of the graph of s vs. 𝑡2? Describe the relationship between the distance moved and the
time spent by an object moving with uniform acceleration.

When the acceleration is uniform, the distance traveled (s) is directly proportional to the square of the
time (t2), according to the shape of the graph s vs. t2 at this moment, which also shows a liner connection.
The distance traveled will therefore grow quadratically with the square of the time.

CONCLUSION
After gathering the data for this laboratory activity number 2, it was possible to draw the conclusion that,
despite the participation of time square at the specified time elapse, the connection between journey distance and
time consumption is actually proportionate. When an inclined platform is involved, the speed of the item (the
automobile) also increases according to the distance. The angle of the slope created by the stack of books
influences the acceleration component along the incline, which affects how the item moves and how time and
distance are related. We can study how things move and change position with regard to time by taking into
account speed and velocity. The connection between separation, passage of time, and the forces acting on objects
is also governed by many laws of motion, including Newton's laws. These rules offer further insights into the
dynamics of moving objects and their behavior in various situations.
 Palawan State University
College of Engineering, Architecture and Technology
PHY 11/L Physics for Engineers (Calculus-Based)

Lab Session 3: Freely Falling Bodies

Name: Neil Yvann N. Aquino Score:
Block: BSME 1 A Date:

OBJECTIVES
1. Determine the acceleration due to gravity by using a freely falling object.
2. Calculate your reaction time.

MATERIALS
1 metal ball 1 stopwatch
1 meter stick 1 foot ruler

PROCEDURE

A. Acceleration due to gravity

1. Hold the meter stick vertically with the zero end up.
2. Release the ball from the zero end and measure the time it takes to fall to the table, a distance of 100
cm.
3. Measure the time three times per trial and calculate the average time. Try to rotate the user of
the stopwatch to minimize user-related source of errors.
4. Calculate the acceleration due to gravity using the formula:

𝑦 = 𝑣𝑖𝑡 + 1 𝑔𝑡2
2

where 𝑣𝑖 = 0, so that the acceleration due to gravity is given by:

2𝑦
𝑔 = 𝑡2

Where t = average time in three measurements using the stopwatch.

5. Calculate the percentage error using 𝑔 = 980 𝑐𝑚/𝑠2 as true value.

 B. Calculating individual reaction time
1. Have one member of the group hold the “foot” ruler vertically with the zero end down.
2. Another member, whose reaction time will be measured, holds up his/her hand ready to catch the
ruler at the level of the zero end.
3. The first member then lets the ruler drop and the second tries to grasp it between his/her thumb
and forefinger.
4. Record the centimeter reading marked by the thumb and forefinger. This is the height y fallen by the
ruler. [You may repeat steps 1 to 4 three times for more precision.]
5. Repeat steps 1 to 4 until each member of the group has taken her/his turn at catching the ruler.
6. The ruler is a freely falling body that has fallen a height y. The time of fall is determined by:
𝑦 = 𝑣𝑖𝑡 + 1 𝑔𝑡2
2

where 𝑣𝑖 = 0, 𝑔 = 980 𝑐𝑚/𝑠2. Thus, t is given by:

2𝑦
𝑡= in seconds s.
√𝑔

DATA AND OBSERVATIONS

A. Measuring the acceleration due to gravity

Height of fall 𝑦 = 100 𝑐𝑚

Trial Time (s)

0.40 s
1
0.54 s
2
0.48 s
3
0.47 s
Average

Calculate 𝑔 below.

g = 9.05 m/s2 or 905 cm/s2

Percentage difference:

PD = 7.65 %
 B. Calculating individual reaction time
Name of Height of fall (in cm) Average height Reaction
member of fall (in cm) time (in s)
Trial 1 Trial 2 Trial 3
Rudy 23.6 cm 17.4 cm 14 cm 18.3 cm 0.19 s
Ariel 21 cm 17 cm 14.8 cm 17.6 cm 0.18 s
Jaspher 16 cm 18.5 cm 15 cm 16.5 cm 0.18 s
Aldrich 22 cm 19.5 cm 25 cm 22.16 cm 0.21 s
Daniel 14 cm 13.5 cm 16.5 cm 14.6 cm 0.17 s

QUESTIONS FOR ANALYSIS

1. What difficulties did you encounter in Part A?

The challenges we have encountered when carrying out Laboratory Activity Number 3, Part A are
related to the set-up we have, as well as the number of repetitions we must take into consideration in order to
gather transparent data. Carrying out this activity requires time, and when setting up, the position of the meter
stick and the entire platform must be accurate with respect to transparency.

2. What are some of the reasons why your calculation of the acceleration due to gravity may not be equal to
the true value of 980 𝑐𝑚/𝑠2

The measurement errors, air resistance, regional variations in gravity, systematic errors, and
oversimplifying assumptions or calculations could all contribute to the calculated value of the acceleration due to
gravity being different from the true value of 980 cm/s2 that we computed.

CONCLUSION

Conclusion After completing this task, it is clear that utilizing a different object—a rock instead of
a metal—is essential but also highly successful since, in the free fall activity, when a 12 inch is used, air
resistance has no influence on the rock itself. Due of its small weight, a ruler is typically impacted by air
resistance. Additionally, we draw the conclusion from this activity that when applying a free fall activity, it is
crucial to note that the constant value of gravity, the height of the platform, and the weight of the object are the
three main factors that affect the free fall. As long as there are no other forces acting on the object, such as air
resistance, this acceleration stays constant. Free fall is a fundamental concept in physics that clarifies how things
behave when just gravity is at work.
 Lab Session 1: Uniform Motion

FIRST CAR
3

2.5

2
1
1.5 2
3
1

0.5

0
10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

SECOND CAR
3

2.5

1.5

0.5

0
10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

1 2 3
 Lab Session 2: Uniformly Accelerated Linear Motion

6
FIRST SET
5

0
10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

Time (in s) (1) Series2 Series3

SECOND SET
2.5

1.5

0.5

0
10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

Time (in s) (1) Series2 Series3

S VS. T^2 (1ST CAR)

30

25

20

15

10

0
10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

S VS. T^2 (2ND CAR)

3.5
2.5

1.5

0.5

0
10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

Lab Session 3: Freely Falling Bodies