i

GENERAL PHYSICS 1
LABORATORY MANUAL
First Edition

Notre Dame of Marbel University

Integrated Basic Education Department
Senior High School

General Physics 1 Laboratory Manual, 1st Edition

Karl Evan R. Pama

© 2023 NDMU-IBED SHS

ALL RIGHTS RESERVED. Unauthorized reproduction, transmission, storage, or usage of

any portion of this work protected by copyright is strictly prohibited. This includes, but is not
limited to, photocopying, recording, scanning, digitizing, taping, distributing via the internet,
information networks, or any other electronic or mechanical means, without obtaining prior
written consent from the author.

ii
TABLE OF CONTENTS
Title Page i
Table of Contents iii
Preface iv

Lab Act
Title Page
No.
1 Estimating Uncertainty using Variance 1
2 Adding Vectors 3
3 Interpreting and Constructing Motion Diagrams 6
4 Velocity of a Projectile 11
5 Free-Body Diagramming 14
6 Designing Roller Coaster 18
7 Collision of Objects 21
8 Balancing Objects 24
9 Graphing Motion of Planets 27
10 Motion of Simple Pendulums 30
11 Doppler Effect of Sound 33
12 Archimedes’ Principle and Buoyancy 35
13 Thermal Expansion of Solids 38
14 Constructing and Interpreting PV Diagrams 41
15 Stating the Second Law of Thermodynamics 45

Appendix
A Steps in using a Vernier Caliper 48
B Steps in using a Micrometer Caliper 49
C CASIO fx-991ES User’s Guide for STAT Menu 50
D Percentage Error and Percentage Difference 52
E Orbital Data for Planets in the Solar System 53
F Physics Laboratory Safety Information 54
G Template for Laboratory Report 56

iii
PREFACE
Welcome to the Physics Laboratory Manual for Senior High School students in the Science,
Technology, Engineering, and Mathematics (STEM) strand! This manual has been meticulously
crafted to serve as a comprehensive and engaging guide to your practical journey through the world
of physics.

As you embark on this educational expedition, you will discover that the study of physics is much
more than just equations and theories written on a blackboard. It is an exploration into the very fabric
of our universe, enabling us to unravel the mysteries that govern the cosmos, from the tiniest
subatomic particles to the vastness of interstellar space.

In the Science, Technology, Engineering, and Mathematics (STEM) strand, we recognize the
importance of hands-on learning, and the physics laboratory is a playground for you to experience the
wonders of scientific inquiry firsthand. This manual has been designed to complement your
theoretical knowledge by providing a platform for you to apply concepts in a practical and tangible
manner.

Throughout this manual, you will find a diverse array of experiments carefully selected to cover a wide
range of topics in physics. Each experiment is accompanied by clear and concise instructions,
background information, safety guidelines, and thought-provoking questions that encourage you to
think critically and draw meaningful conclusions from your observations.

Remember, the laboratory is a space for exploration and creativity. Don't be afraid to make mistakes
or ask questions. In fact, we encourage you to challenge the status quo, experiment, and push the
boundaries of your understanding.

Furthermore, this manual aims to foster teamwork and collaborative learning. Many of the
experiments will require you to work in groups, encouraging you to develop effective communication,
cooperation, and problem-solving skills—attributes that are not only vital for success in physics but
also essential for future endeavors in STEM-related fields.

As you progress through the pages of this manual, we hope you will cultivate a deep appreciation for
the beauty and elegance of physics. Whether you intend to pursue a career in science or not, the
skills and knowledge you gain here will undoubtedly have a profound impact on your life, broadening
your horizons and preparing you for the challenges that lie ahead.

We would like to express our heartfelt gratitude to all the educators, scientists, and researchers
whose contributions have made this manual possible. Their passion for physics and dedication to
education have inspired us, and we hope to pass on that enthusiasm to you.

Let this Physics Laboratory Manual be your guide to unraveling the mysteries of the physical world.
Embrace the journey, seize every opportunity to learn, and may your pursuit of knowledge be filled
with joy and discovery.

The Author

iv
 LABORATORY ACTIVITY 1

I. Title: Estimating Uncertainty using Variance

II. Learning Competency:

Estimate errors from multiple measurements of a physical quantity using variance
STEM_GP12EU-Ia-5

III. Learning Outcome:

Determine the measurement x of a physical quantity using variance of multiple trials

IV. Materials:
vernier caliper 1-peso coin (10 pcs)
micrometer caliper scientific calculator

V. Diagram:

VI. Procedure:
1. Using a vernier caliper, measure the diameter of a 1-peso coin. Make 5 trials.
2. Write the measured data in the table provided. Compute the mean and standard deviation.
3. Write the measured value in ( ̅ ) .
4. Repeat steps 1 to 3 using a micrometer caliper.

VII. Data and Computation:

A. Vernier Caliper Measurement
Trial Measurement Mean Standard Deviation Measured Value x
1
2
3
4
5

1
B. Micrometer Caliper Measurement
Trial Measurement Mean Standard Deviation Measured Value
1
2
3
4
5

VIII. Follow-up Questions:

1. What is the importance of taking multiple measurements or trials?

2. What sources of errors can be experienced in doing measurements? How can you minimize the effects
of errors in your measurements?

IX. Summary and Conclusion:

2
 LABORATORY ACTIVITY 2

I. Title: Adding Vectors

II. Learning Competency:

 Perform addition of vectors STEM_GP12V-Ia-9
 Rewrite a vector in component form STEM_GP12V-Ia-10

III. Learning Outcome:

Perform vector addition using graphical method and analytical method

IV. Materials:
ruler
protractor
calculator

V. Diagram:

VI. Procedure:
1. Draw and add the following vectors:
a. A = 35.0 u, 50O N of E
b. B = 25.0 u, E
c. C = 30.0 u, 45O S o W
d. D = 20.0 u, S
2. Determine the resultant vector using graphical method (specifically polygon method) and
analytical method (specifically mathematical or component method).
3. Calculate the percent errors of the length and angle of the resultant vector.

3
VII. Data and Computation:

4
VIII. Follow-up Questions:
1. If you encountered a situation where the two methods yielded slightly different results, how would you
reconcile the discrepancies?

2. Which approach in vector addition do you find more difficult, graphical or analytical? Why?
How would you help yourself improve?

IX. Summary and Conclusion:

5
 LABORATORY ACTIVITY 3

I. Title: Interpreting and Constructing Motion Diagrams

II. Learning Competency:

 Interpret displacement and velocity, respectively, as areas under velocity vs. time and
acceleration vs. time curves STEM_GP12KIN-Ib-14
 Interpret velocity and acceleration, respectively, as slopes of position vs. time and velocity vs.
time curves STEM_GP12KIN-Ib-15
 Construct velocity vs. time and acceleration vs. time graphs, respectively, corresponding to a
given position vs. time graph and velocity vs. time graph and vice versa STEM_GP12KIN-Ib-16

III. Learning Outcome:

 Analyze motion graphs by determining slopes and areas under the curve
 Construct motion graphs based from given data

IV. Materials:
worksheet
calculator

V. Diagram:

VI. Procedure:
1. For Part 1, interpret the given motion graphs by computing the quantities asked for each
segment. Write your answers on the corresponding column.
2. For Part 2, draw the position vs. time, velocity vs. time graph, and acceleration vs. time graph
based from the given data set.

6
VII. Data and Computation:
Part 1. Interpreting Motion Diagrams
Position vs. Time Graph Segment Velocity

O–A
25
position (m)

20
A B
15
10 A–B

5 C

O
2 4 6 8 10 12 14 16 18 20 22 24
B–C
time (s)

Velocity vs. Time Graph Segment Acceleration Velocity

25 O–A

20
A B
15 A–B
velocity (m/s)

10

5 B–C
C D F
O
-5 3 6 9 12 15 18 21 24 27 30 33 36
C–D
-10
-15 E
D–E

Position vs. Time Graph Segment Velocity

C A–B
acceleration (m/s)

25
20
15
A B
10 B–C

5 D

2 4 6 8 10 12 14 16 18 20 22 24
C–D
time (s)

7
Part 2. Drawing Motion Diagrams
You are watching the motocross event during the T’Nalak Festival. As a physics student, you took note of
the time (in seconds) and position (in meters) of one of the motocross riders.
Time (seconds) Position (meters)
0 0
5 10
10 20
15 35
20 55
25 60
30 65
35 65
40 50
45 30
50 20
55 5
60 0

Construct a position vs. time graph, using the above data.

Position vs. Time Graph

Velocity vs. Time Graph

8
Acceleration vs. Time Graph

VIII. Follow-up Questions:

1. How can understanding position vs. time and velocity vs. time graphs be useful in fields like
engineering, transportation, and other related fields?

2. Which parts do you find easy? difficult? How would you help yourself improve?

9
IX. Summary and Conclusion:

10
 LABORATORY ACTIVITY 4

I. Title: Velocity of a Projectile

II. Learning Competency:

 Deduce the consequences of the independence of vertical and horizontal components of
projectile motion STEM_GP12KIN-Ic-22
 Calculate range, time of flight, and maximum heights of projectiles STEM_GP12KIN-Ic-23

III. Learning Outcome:

Solve for the initial velocity of a projectile projected horizontally by analyzing vertical and
horizontal components of its motion

IV. Materials:
projectile ramp carbon paper
marble ruler
bond paper

V. Diagram:

VI. Procedure:
1. Set up the projectile ramp where the end portion of the ramp is horizontally oriented, parallel to
the ground.
2. Derive an equation for initial velocity in terms of y (vertical displacement), x (horizontal
displacement), and g (acceleration due to gravity).
3. Position the bond paper on the floor where the marble will most likely land. Place the carbon
paper on top of the bond paper.
4. Release the marble from the highest point of the ramp. Then, measure x and y using a ruler.
Present the data on the table.
5. Lastly, compute for the initial velocity by plugging in the values of x and y into the derived
equation.

11
VII. Data and Computation:

VIII. Follow-up Questions:

1. How can understanding position vs. time and velocity vs. time graphs be useful in fields like
engineering, transportation, and other related fields?

12
2. Which parts in interpreting motion diagrams do you find easy? difficult? How would you help yourself
improve?

IX. Summary and Conclusion:

13
 LABORATORY ACTIVITY 5

I. Title: Free-Body Diagramming

II. Learning Competency:

 Apply Newton’s 1st law to obtain quantitative and qualitative conclusions about contact and
noncontact forces acting on a body in equilibrium STEM_GP12N-Ie-33
 Apply Newton’s 2nd law and kinematics to obtain quantitative and qualitative conclusions about
the velocity and acceleration of one or more bodies, and the contact and noncontact forces acting
on one or more bodies STEM_GP12N-Ie-36
 Solve problems using Newton’s laws of motion in contexts such as, but not limited to, ropes and
pulleys, the design of mobile sculptures, transport of loads on conveyor belts, force needed to
move stalled vehicles, determination of safe driving speeds on banked curved roads
STEM_GP12N-Ie-38

III. Learning Outcome:

Solve problems involving force and motion using concepts of Newton’s laws of motion and free-
body diagramming

IV. Materials:
worksheet
colored pens
calculator

V. Diagram:

VI. Procedure:
1. Given the word problems, draw the free body diagrams of the objects in consideration.
2. Then, compute for the values asked in each problem. Solve the problems systematically.

14
VII. Data and Computation:

A
A 6.0 kg block lies on a frictionless horizontal surface.
It is connected to a 4.5 kg bucket by a string that T
passes a frictionless pulley as shown in the figure at
the right.

Find the (a) unbalanced force, (b) the acceleration of B

the objects, and (c) the tension T in the string.

15
 A
A 6.0 kg block lies on a rough horizontal surface. The
coefficient of static friction . It is connected to T
a 4.5 kg bucket by a string that passes a frictionless
pulley as shown in the figure at the right.

Find the (a) unbalanced force, (b) the acceleration of B

the objects, and (c) the tension T in the string.

16
VIII. Follow-up Questions:
1. How can free-body diagrams be useful in analyzing the forces acting on structures, such as bridges or
buildings?

2. Which parts in drawing free-body diagrams do you find easy? difficult? How would you help yourself
cope with the difficulty?

IX. Summary and Conclusion:

17
 LABORATORY ACTIVITY 6

I. Title: Designing Roller Coaster

II. Learning Competency:

Solve problems involving work, energy, and power in contexts such as, but not limited to, bungee
jumping, design of roller coasters, number of people required to build structures such as the
Great Pyramids and the rice terraces; power and energy requirements of human activities such
as sleeping vs. sitting vs. standing, running vs. walking STEM_GP12WE-Ih-i-55

III. Learning Outcome:

Apply the concept of conservation of mechanical energy by building a roller coaster model

IV. Materials:
construction papers ruler
marbles iron stand
adhesive tapes iron clamp

V. Diagram:

VI. Procedure:
1. Make the roller coaster track using the construction papers. Cut the construction papers into
strips and tape them together.
2. For the specifications of the track, make one loop and two hills. The arrangements of the loop and
hills as well as the length of the track are upon the discretion of the group.
3. Tape the “start” of the track to the iron stand with clamp. Then, tape the “end” of the track on the
floor.
4. Test the effectivity of the design by rolling a marble on the track.
5. Finally, solve for the kinetic energies and potential energies of the marble on the three highest
points of the coaster track.

18
VII. Data and Computation:

19
VIII. Follow-up Questions:
1. How does the knowledge and skills gained from building a mini-roller coaster relate to real-world roller
coaster engineering and amusement park design?

2. What did you learn from this experiment, and how did it influence your understanding of physics and
engineering concepts?

IX. Summary and Conclusion:

20
 LABORATORY ACTIVITY 7

I. Title: Collision of Objects

II. Learning Competency:

 Apply the concept of restitution coefficient in collisions STEM_GP12MMIC-Ii-61
 Solve problems involving center of mass, impulse, and momentum in contexts such as, but not
limited to, rocket motion, vehicle collisions, and ping pong STEM_GP12MMIC-Ii-63

III. Learning Outcome:

Solve collision problems by applying the principle of conservation of momentum

IV. Materials:
2 marbles of different masses
2 meter sticks
2 timers
Weighing scale

V. Diagram:

VI. Procedure:
1. Measure the mass of each marble on a weighing scale.
2. Next, place two meter sticks on the floor parallel to each other. Tape the ends to the floor. Make
sure that the distance between the meter sticks would not be too small or too big, that is, just
enough for the two marbles to fit and move freely.
3. Place one marble on each end of the meter sticks. Push the marbles simultaneously so that they
will collide.
4. Record distance travelled and time of travel of each marble before collision. Take note of the
distance travelled using the meter stick, while use a timer for recording the time of travel. You
may also video record the collision.
5. Compute the velocities before collision of each marble. Then, determine the velocities after
collision.

21
VII. Data and Computation:

22
VIII. Follow-up Questions:
1. Discuss real-world scenarios where the principles of momentum and collisions play a crucial role (e.g.,
car crashes, sports, industrial processes).

2. How can you improve your confidence in doing mathematics in physics problems?

IX. Summary and Conclusion:

23
 LABORATORY ACTIVITY 8

I. Title: Balancing Objects

II. Learning Competency:

 Calculate magnitude and direction of torque using the definition of torque as a cross product
STEM_GP12RED-IIa-3
 Determine whether a system is in static equilibrium or not STEM_GP12RED-IIa-5
 Solve static equilibrium problems in contexts but not limited to see-saws, cable-hinge-strut-
system, leaning ladders, and weighing a heavy suitcase using a small bathroom scale
STEM_GP12RED-IIa-8

III. Learning Outcome:

Construct a system in static equilibrium by analyzing the net torque

IV. Materials:
weighing scale
set of weights
wooden ruler
water bottle with water

V. Diagram:

VI. Procedure:
1. Place the wooden ruler on top of the water bottle resembling a seesaw.
2. Next, balance the given weights on the ruler. Use a piece of thread to hand the weights on the
ruler. You may adjust the axis of rotation by moving the ruler.
3. Then, compute for the torque produced by each weight and the ruler.
4. Finally, verify if the net torque is equal to zero. Note that the ruler also has weight and thus
produce torque.

24
VII. Data and Computation:

25
VIII. Follow-up Questions:
1. How did you ensure that the system achieved rotational equilibrium during the experiment? What
factors did you consider to achieve balance?

2. How might you apply the knowledge of torque and equilibrium to solve real-life engineering or physics
problems?

IX. Summary and Conclusion:

26
 LABORATORY ACTIVITY 9

I. Title: Graphing Motion of Planets

II. Learning Competency:

Calculate quantities related to planetary or satellite motion STEM_GP12Red-IIb-20

III. Learning Outcome:

Verify Kepler’s 3rd law of planetary motion by graphing the motion of planets

IV. Materials:
worksheet
calculator
data about planets

V. Diagram:

VI. Procedure:
1. Download data about average distances of each planet from the sun and orbital period or
average time for one complete revolution of each planet around the sun.
2. Square the orbital period and cube the average distance. Then take the ratio of the square of the
orbital period and cube of the average distance. Record all data for each planet.
3. Construct a graph of the ratios of the square of the orbital period and cube of the average
distance.

27
VII. Data and Computation:
Length of Cube of the
Orbital Period Square of the
Semi-major Length of
Planets (T)
Axis (a)
Orbital Period
Semi-major Ratio ( )
(in yr) (T2)
(in AU) Axis (a2)
Mercury

Venus

Earth

Mars

Jupiter

Saturn

Uranus

Neptune

Graph of Motion of Planets

Cube of Length of Semi-major Axis (AU3)

Square of Orbital Period (yr2)

28
VIII. Follow-up Questions:
1. Describe any patterns or relationships you noticed when plotting the data for multiple planets on the
same graph.

2. How might the knowledge and skills you gained from this experiment be applicable in other scientific
investigations or real-world situations outside of astronomy?

IX. Summary and Conclusion:

29
 LABORATORY ACTIVITY 10

I. Title: Motion of Simple Pendulums

II. Learning Competency:

 Calculate the period and the frequency of spring mass, simple pendulum, and physical pendulum
STEM_GP12PM-IIc-27

III. Learning Outcome:

Determine the period of oscillation of a simple pendulum and investigate its relationship with
length of the pendulum by observing its oscillation

IV. Materials:
String or thread pendulum bob
Iron stand and clamp protractor
Stopwatch or timer ruler

V. Diagram:

VI. Procedure:
1. Set up the iron stand and clamp. Attach the string to the iron clamp and attach the pendulum bob
at the other end of the string. Take note that the length of the string from the pivot point to the
center of the pendulum bob is the length of the pendulum.
2. Observe the oscillation of the pendulum with varying lengths. Use the protractor to make sure that
the pendulum is released at the same angle even if the lengths are varied.
a. 10 cm
b. 20 cm
c. 30 cm
3. Using the stopwatch/ timer, record the time for the pendulum to complete 1 back-and forth
motion. Do 3 trials for each length. Then, get the average of the three trials.
4. Finally, graph the average time vs. length of the pendulums to establish the relationship between
length of the pendulum and period of oscillation.

30
VII. Data and Computation:
Period
Pendulum Length Mean
Trial 1 Trial 2 Trial 3

A 10 cm

B 20 cm

C 30 cm

31
VIII. Follow-up Questions:
1. Consider the concept of oscillation and simple harmonic motion in a broader context. Can you identify
other natural phenomena or systems that exhibit similar behaviors? How does this deepen your
understanding of the pendulum's behavior?

2. Which parts of the study of periodic motion do you find easy? difficult? How would you cope with the
difficulty?

IX. Summary and Conclusion:

32
 LABORATORY ACTIVITY 11

I. Title: Doppler Effect of Sound

II. Learning Competency:

Relate the frequency (source dependent) and wavelength of sound with the motion of the source
and the listener STEM_GP12MWS-IIe-37

III. Learning Outcome:

Investigate the Doppler effect of sound through a moving sound source experiment

IV. Materials:
foam ball battery pack
buzzer wirings

V. Diagram:

VI. Procedure:
1. Insert the buzzer and battery pack inside the foam ball.
2. Two groups of students will position themselves at opposite sides of the room.
3. One will throw the ball to the opposite side, while the other catches it.
4. Observe the pitch of the sound of the buzzer as it travels toward and away from you.
5. Record your observation.

VII. Data and Computation:

Condition Observation
Source of sound moving
away from you

Source of sound moving

toward you

33
VIII. Follow-up Questions:
1. Discuss practical applications of the Doppler effect in various fields, such as radar technology, medical
ultrasound, and astronomy (e.g., redshift in cosmology).

2. How did conducting the Doppler effect experiment enhance your understanding of wave phenomena
and the principles of relative motion?

IX. Summary and Conclusion:

34
 LABORATORY ACTIVITY 12

I. Title: Archimedes’ Principle and Buoyancy

II. Learning Competency:

Apply the concept of buoyancy and Archimedes’ principle STEM_GP12FM-IIf-44

III. Learning Outcome:

Apply the buoyancy concept and Archimedes’ principle through a floatation experiment

IV. Materials:
2 pieces 50g-clay
250mL-beaker
water
100-mL graduated cylinder
pipette

V. Diagram:

VI. Procedure:
1. Weigh 2 balls of modeling clay. Each ball modeling clay must weigh 50 g. Mold one of the
modeling clay ball into a bowl.
2. In a 250 beaker, pour 300mL of water. Place gently the spherical modeling clay on the beaker
with water. Observe what happens.
3. Using a pipette, get the displaced water and transfer it to a graduated cylinder. Then, measure
the volume of the water displaced.
4. Remove the spherical modeling clay. Empty the beaker and pour 300mL of water again. Mark the
water level. Place gently the bowl-shaped modeling clay on the beaker with water. Observe what
happens.
5. Using a pipette, get the displaced water and transfer it to a graduated cylinder. Then, measure
the volume of the water displaced.
6. Finally, compute the buoyant force for each modelling clay. Record the data.

35
VII. Data and Computation:
Setup Volume of fluid displaced (m3) Buoyant force (N)

Spherical clay

Bowl-shaped clay

Note: density of water = 1 kg/m3

36
VIII. Follow-up Questions:
1. What happened to the spherical clay? to the bowl-shaped clay? Why did these occur?

2. How can an understanding of buoyancy help engineers design floating structures and vessels that
remain stable and safe?

IX. Summary and Conclusion:

37
 LABORATORY ACTIVITY 13

I. Title: Thermal Expansion of Solids

II. Learning Competency:

 Define coefficient of thermal expansion and coefficient of volume expansion STEM_GP12TH-IIg-
51
 Calculate volume or length changes of solids due to changes in temperature STEM_GP12TH-IIg-
52

III. Learning Outcome:

Determine the coefficient of thermal expansion of a metal by analyzing changes in length

IV. Materials:
vernier caliper iron stand and clamp
aluminium block thermometer
hot plate thread
2 250mL-beaker with water tongs

V. Diagram:

VI. Procedure:
1. Using a thermometer, measure the room temperature. Record this as initial temperature.
2. Next, measure the length of the aluminium block using a vernier caliper. Record this as initial
length.
3. Then, on the hot plate, boil water to 100 OC in a 250mL beaker and submerge slowly the
aluminium block. There will be a slight decrease in temperature of the water. Wait for the
temperature of the water to return to its boiling point before removing the aluminium block.
Record the final temperature as 100OC.
4. After 30 seconds, remove slowly the aluminium block. Measure the length of the aluminium block
using a vernier caliper and record this as final length.
5. Finally, compute for the coefficient of thermal expansion of the aluminium block.
6. Lastly, compute for the percent error of the thermal expansion coefficient of aluminium.

38
VII. Data and Computation:
Coefficient of
Initial Final
Initial Length Final Length Thermal
Metal Temperature Temperature
(m) (m) Expansion
(OC) (OC)
(K-1)

Aluminum

Coefficient of Thermal Expansion of Aluminum from the Experiment

Percent Error of the Measured Coefficient of Thermal Expansion

39
VIII. Follow-up Questions:
1. What are the practical implications of thermal expansion for structures, bridges, or other engineering
projects that experience temperature variations?

2. How can you apply the knowledge gained from this experiment to other areas of study or real-life
situations?

IX. Summary and Conclusion:

40
 LABORATORY ACTIVITY 14

I. Title: Constructing and Interpreting PV Diagrams

II. Learning Competency:

 Interpret PV diagrams of a thermodynamic process STEM_GLT-IIh-60
 Compute the work done by a gas using dW=PdV STEM_GP12GLT-IIh-61
 Differentiate the following thermodynamic processes and show them on a PV diagram: isochoric,
isobaric, isothermal, adiabatic, and cyclic STEM_GP12GLT-IIh-63
 Solve problems involving the application of the First Law of Thermodynamics in contexts such as,
but not limited to, the boiling of water, cooling a room with an air conditioner, diesel engines, and
gases in containers with pistons STEM_GP12GLT-IIh-65.

III. Learning Outcome:

Solve problems involving thermodynamic processes by analyzing PV diagrams

IV. Materials:
worksheet
calculator
colored pens

V. Diagram:

VI. Procedure:
1. Analyze the given problem. Next, draw the PV diagram of the processes underwent by the ideal
gas.
2. Fill in the table by solving the quantities asked in the problem.
3. Write your solution on the space provided.

41
VII. Data and Computation:
Consider an ideal gas that is initially at atmospheric pressure (1.00 atm) and volume of 4.00 x 10 -3 m3. It
undergoes the following processes:
a. Its pressure is increased in an isochoric manner by adding 55.0 J of heat (path A  B).
b. Then, it expands adiabatically to thrice its initial volume (B  C) by doing 21.0 J of work.
c. Finally, it is brought back to its initial state in an isobaric manner (path C  A).
Find the heat Q, work W, and change in internal energy ΔU for each process (1 to 3) and the whole
process (from point A back to point A).

Path
Overall
Quantity
AB BC CA Process
(A  A)
Q

ΔU

42
43
VIII. Follow-up Questions:
1. How do PV diagrams help us visualize the behavior of gases and understand their thermodynamic
processes better?

2. Were there any specific aspects of constructing or interpreting PV diagrams that you found particularly
challenging or confusing? How did you attempt to overcome these challenges?

IX. Summary and Conclusion:

44
 LABORATORY ACTIVITY 15

I. Title: Stating the Second Law of Thermodynamics

II. Learning Competency:

State the 2nd Law of Thermodynamics STEM_GP12GLT-Iii-70

III. Learning Outcome:

State the three articulations of the 2 nd law of thermodynamics by reading articles

IV. Materials:
worksheet
drawing materials
coloring materials
calculator

V. Diagram:

VI. Procedure:
1. Write the three statements of the Second Law of Thermodynamics.
2. Give concrete/ real-world examples of each statement by illustrating them. Be creative in drawing
your examples.

45
VII. Data and Computation:
Alternative
Statement Diagram
Formulations
Clausius
Statement

Kelvin-Planck
Statement

Entropy
Statement

46
VIII. Follow-up Questions:
1. How does your activity relate to real-world applications and systems where the second law of
thermodynamics is a critical consideration (e.g., heat engines, refrigeration systems)?

2. Were there any moments during the problem-solving process when I felt confident in my solution? How
did I know that my solution was valid and accurate?

IX. Summary and Conclusion:

47
APPENDIX
Appendix A – Steps in using a Vernier Caliper

1. Open Caliper Jaws

Open the jaws of the caliper using the thumb screw until the
fixed upper jaw contacts the lower step.

2. Turn Lock Screw

Turn the lock screw to tighten the jaws so that you can
remove your object and take your reading.

3. Read Measured Value

a. Look at the Main Scale

When taking a measurement, you should first read the value

on the main scale. On a metric vernier caliper, this will be
given in millimetres (mm).

The value on the main scale is the number immediately to

the left of the 0 marker of the vernier scale.
b. Look at the Vernier Scale

Next, look at the vernier scale. The vernier scale of a metric

vernier caliper has a measuring range of 1 mm.

When reading the vernier scale, identify the increment that

lines up most accurately with an increment on the main
scale. This value will make up the second part of your
measurement.

c. Add both values together

To get your total reading, add both the value from the main
scale and the value from the vernier scale together.

Source: https://www.wonkeedonkeetools.co.uk/calipers/how-do-you-use-a-vernier-caliper-to-measure-
step

48
Appendix B – Steps in using a Micrometer Caliper
1. Take the Measurement

Place your part between the measuring faces.

Bring the measuring face towards the part by rotating the

spindle.

When you are close use rachet to press the measuring

face against the part. You should achieve sufficient
measuring force by rotating the rachet two or three times
around.

Now you can lock the dimension using the locking nut.

2. Reading the Linear Graduation

The number of lines on the top of the horizontal zero line

tells you the millimeters.

Lines under the horizontal zero line show us the half-

millimeters.

3. Reading the Thimble Graduation

This graduation shows you the tenths and hundreds of a

millimeter. It is divided into 50 graduations. Therefore each
graduation equals 0.01 mm. We will simply have a look at
which graduation lines up with the horizontal zero line.

Source: https://math.libretexts.org/Courses/Barton_Community_College/Book%3A_Technical_Mathema
tics_(Turner)/05%3A_Measurements/5.04%3A_How_to_Measure_With_Micrometer

49
Appendix C – CASIO fx-991ES User’s Guide for STAT Menu

50
Source: https://support.casio.com/pdf/004/fx-115ES_991ES_Eng.pdf

51
Appendix D – Percentage Error and Percentage Difference

Accuracy is defined as the closeness of a measured value to a true or accepted value.

In judging the accuracy of a measured value, i.e., when there is a true or accepted
value of a physical quantity, percentage error is usually calculated.

| |

where: x = measured value

xT = true/ accepted value

Precision is defined as the closeness of measured values to each other. In judging the
precision of different measured values, i.e., when determining how far apart different
measured values are from each other, percent difference is usually calculated.

| |

where: x1 = first measured value

x2 = second measured value

52
Appendix E – Orbital Data for Planets in the Solar System

Orbital
Semimajor Orbital Period Orbital Speed
Planet Eccentricity
Axis (AU) (yr) (km/s)
(e)

Mercury 0.3871 0.2408 47.9 0.206

Venus 0.7233 0.6152 35.0 0.007

Earth 1.000 1 29.8 0.017

Mars 1.5273 1.8809 24.1 0.093

Jupiter 5.2028 11.862 13.1 0.048

Saturn 9.5388 29.458 9.6 0.056

Uranus 19.1914 84.01 6.8 0.046

Neptune 30.0611 164.79 5.4 0.010

Source: https://www.windows2universe.org/our_solar_system/planets_orbits_table.html

53
Appendix F – Physics Laboratory Safety Information

Safety is of utmost importance in the physics laboratory. To ensure a safe and productive
learning environment, NDMU-IBED SHS students and instructors must adhere to the following safety
guidelines:

1. Lab Attire:
- Always wear appropriate lab attire, including closed-toe shoes, a lab coat or apron, and safety
goggles at all times during experiments.
- Avoid wearing loose hair, clothing, jewelry, or accessories that could get caught in equipment.

2. Preparation:
- Familiarize yourself with the experimental procedures before starting any experiment.
- Listen carefully to the instructor's safety briefing before each experiment.
- Do not come in the lab early unless the instructor is present.
- Food and drink are not permitted during class in the lab at any time.

3. Handling Chemicals:
- Handle chemicals with care and only use the ones specified in the experiment.
- Never taste or smell any chemicals in the laboratory.
- Always use proper protective equipment when dealing with hazardous chemicals.

4. Glassware and Equipment:

- Inspect glassware and equipment before use for any cracks or damage. Do not use damaged
equipment.
- Use caution when handling glassware, as broken glass can cause injuries.
- Do not take apart any apparatus or piece of equipment.
- Do not set equipment too close to the edge of the table.
- Only use laboratory equipment for the instructional purpose for which they were intended.

5. Electrical Safety:
- Be cautious when working with electrical circuits. Avoid contact with exposed wires or
components when the power is on.
- Always unplug equipment before making any adjustments or connecting/disconnecting
components. Any equipment except computer not in use should be turned off.
- Do not activate any circuit or apparatus until the instructor inspects it.
- Never touch a possibly live circuit and do not touch electrical equipment with wet hands.
- Do not short the electrical leads on any equipment.

6. Fire Safety:
- Know the locations of fire extinguishers and emergency exits in the laboratory.
- In case of a fire, immediately notify the instructor and evacuate the lab following the designated
evacuation route.

7. Handling of Heat Sources:

- Be cautious when using flames or heat sources. Never leave them unattended.
- Use heat-resistant gloves and tongs when handling hot objects.

54
8. Eye Safety:
- Wear safety goggles whenever there is a risk of splashing, flying particles, or chemical
reactions.
- Report any eye injuries immediately to the instructor.
- Never look directly in the beam of a laser and light from a lamp used for the experiment.

9. Proper Waste Disposal:

- Dispose of chemicals and hazardous materials according to the instructor's guidelines and
school's protocols.
- Separate and dispose of waste properly in designated containers.
- Leave your lab station neat, clean and organized at the end of each lab period.

10. Emergency Procedures:

- Familiarize yourself with emergency procedures, including first aid and how to use safety
equipment.
- Report all accidents or injuries to the instructor immediately, no matter how minor.
- All damaged equipment and chemical spills should be immediately reported to the laboratory
instructor.

11. Personal Hygiene:

- Wash hands thoroughly after conducting experiments, especially before eating or touching your
face.

12. No Horseplay:
- Engage only in the assigned laboratory work and refrain from any horseplay or pranks.

Remember, safety is everyone's responsibility. Always follow the instructions provided by your
instructor, and do not hesitate to ask questions if you are unsure about any aspect of the experiment or
safety procedures. By following these guidelines, we can create a safe and productive environment for all
NDMU-IBED SHS students in the physics laboratory.

55
Appendix G – Template for Laboratory Report

Name: Date conducted:

Strand/ Grade/ Section: Date submitted:
Subject: Instructor:

Laboratory Activity No.

I. Title:

II. Diagram:

III. Data and Computation

56
IV. Follow-up Questions

V. Summary and Conclusion

57