LABORATORY EXPERIMENT 1

MEASUREMENT AND QUANTITES

PART I- MEASURING MY HEIGHT

Measure your height using meter stick (or any available measuring tool) with metric distances on
one side and U.S. customary distances, such as inches, on the other side. Record your height to the nearest
centimetre and to the nearest inch. (Pictures for documentation are a must). Divide your height in
centimetre by the height in inches. What can you say about the results?

PART II- SCALAR AND VECTOR

Think of situation in real life where Scalars and Vectors are applied. (Pictures for documentation
are a must). Discuss how scalar quantities and vector quantities are incorporated. It should be two for
scalar and three for vectors. Identify the components for the situations involving vectors.

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
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 SPEED

STATION (km) (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

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
 NAME: (CALMA C., CASTILLO, X. D. V., CONTRERAS, R. C., DIAZ, D. S.,
GULMATICO, J.P.A.,NEGREL.M.M.,PARAGUA, A.T.)
SIGNATURE:
SR CODE: 21-06414, 21-09053, 21-08813, 21-03301, 21-06047, 21-01517, 21-05294
SECTION: BSTENG-1201
DATE: MARCH 21, 2022
Rubric for Laboratory Experiment Report

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

Evaluation Criteria 5 4 3 2 SCORE

Very little
There are some
Information is background
introductory
Information is nearly complete but information
Introduction information, but still
complete missing some provided or
missing some major
minor points information is
points
incorrect
Written in
paragraph format, Written in Missing several
Written in
important paragraph format, important
Experimental paragraph format
experiment details still missing some experiment details
Procedure with complete
are covered, some important or not written in
experiment details
minor details experimental details paragraph
missing
Figures, graphs,
tables contain
All figures, graphs, Most figures, errors or are
tables are correctly graphs, tables are poorly
All figures, graphs,
Results: data, drawn, but some OKAY, some still constructed,, have
tables are correctly
figures, tables, etc. have minor missing some missing titles,
drawn
problems or could important or captions or
still be improved required features numbers, units
missing or
incorrect, etc.
Very incomplete
Almost all of the Some of the results
or incorrect
results have been have been correctly
interpretation or
All of the results correctly interpreted and
trends and
have been correctly interpreted and discussed; partial
Discussion comparison of
interpreted and discussed, only but incomplete
data indicating a
discussed minor understanding or
lack of
improvements are results is still
understanding of
needed. evident
results
All important Conclusions
All important Conclusions
Conclusion conclusions have regarding major
conclusions have missing or
been drawn points are drawn,
 been drawn, but but many of the missing the
could be enhanced minor points are not important points
neglected

EXPERIMENT NO. 1
TITLE: UNITS AND MEASUREMENTS
PART 1

I. INTRODUCTION

An individual's stature or height is an innate trait that serves as one of the

characteristics of personal identification. In layman's terms, height or stature is described
as an individual's measurement from head to foot, taking into account standard
landmarks. It has clinical implications for anything from calculating BMI (body mass
index) to detecting specific physical growth abnormalities and determining nutritional
status. In cases of limb and/or spine malformations, trauma or surgical operations,
skeletal dysplasia, and forecasting age-related stature loss, height prediction may be
useful. When it comes to height measurement protocols, there is no shortage of
standardization, with different methods being used for different age groups. Dry, skeletal
remains obtained at a crime scene and in other circumstances of medico-legal
consequence can also be used to estimate stature. The axial and appendicular skeleton
bones have both been studied in the past to estimate stature. As a result, height
measurement is critical from a therapeutic, forensic, and anthropological perspective.

Physics is the most fundamental of the physical sciences. Until recently, the terms
physics and natural philosophy were interchangeable when referring to the science that
aims to discover and formulate the underlying rules of nature. Physics came to describe
the components of physical science not included in astronomy, chemistry, geology, or
engineering as the modern sciences grew and became increasingly specialized. However,
physics is fundamental in all-natural sciences, and all of them include departments
dedicated to physical principles and measurements, such as astrophysics, geophysics,
biophysics, and even psycho-physics. Physics can be defined as the science of matter,
motion, and energy at its most basic level. Its laws are usually represented in mathematics
with economy and precision.

Both experiment and theory, or the formation of a cohesive conceptual

framework, is important and complementary in the advancement of physics.
Measurements are taken during physical experiments, and the results are compared to
what the theory predicts. A law of physics is defined as a hypothesis that accurately
predicts the outcomes of experiments to which it is applied. If a subsequent experiment
necessitates it, a law can always be modified, replaced, or restricted to a smaller scope.

Physics' ultimate goal is to discover a coherent set of rules that control matter,
motion, and energy at subatomic (microscopic) scales, human (macroscopic) scales, and
 out to the farthest reaches of the universe (e.g., those on the extra-galactic scale). To a
significant measure, this lofty ambition has been fulfilled.

Although a totally unified theory of physical phenomena has yet to be discovered

(and may never be), a surprisingly small collection of fundamental physical rules appears
to be capable of explaining all known events. Classical physics, which was established up
until around the beginning of the twentieth century, can account for the motions of
macroscopic objects moving slowly relative to the speed of light, as well as phenomena
like heat, sound, electricity, magnetism, and light. Insofar as they relate to faster speeds,
very heavy objects, and the tiniest elementary constituents of matter like electrons,
protons, and neutrons, current breakthroughs in relativity and quantum mechanics change
these principles.

We come across quantities like time, distance, mass, area, volume, and so on in
the physical world around us. We are more interested in the units of measurement, which
are used to describe the magnitude of each of these quantities, in a physics course.

The scientific study of matter and energy, and how they interact, is referred to as
physics. The scientific formula is used in physics to evaluate hypotheses and calculate
stuff such as density. In a laboratory, tools were developed to measure material and have
been refined to reduce error. In this experiment, length, mass, volume, and density will be
measured using measuring tools and computations.

OBJECTIVES

The objective of this laboratory experiment is to widen students' understanding

and strengthen their measurement and conversion skills. The experiment is designed to
do the following:

1. To determine each member's height in metric and US customary lengths.

2. To puzzle out how to convert centimeters to inches and vice versa.
 II. MATERIALS/TOOLS/EQUIPMENT

Figure 1 - Ruler
Used to level the member’s head for accurate
measurement.

Figure 2 - Metric Tape Measure/Tape Measure

This tool helps to measure the height of the group
members in terms of inches and centimeters.

Figure 3 - Calculator
Used to calculate the average height of each member.
IV.PROCEDURES

A. Height Measurement

1. Gather all the equipment and materials such as tape measure, ruler, and calculator needed in
performing the activity. 
2. Put the tape measure vertically on the wall.
3. Stand up against the wall.
4. Use the ruler to level the head to the wall for accurate measurement.
5. Gather all the heights of each student and then accurately record the height to the nearest
1/8th inch or 0.1 centimeter.
6. Students must take a photo to serve as proof of measuring each group members’ heights. 
7. Collect the documented photos of every student.
8. Calculate all the gathered average heights of each student.

B. Documentation
V. DATA AND RESULTS

Table 1

Height in Centimeters and Inches and Results and Average 

Name Height in Height in Result 

Centimeter Inches (cm/in)
(cm) (in)

CALMA, Cymbeline 156  61.4173 2.5400

CASTILLO, Xent Delexiz 160  62.9921 2.5400

CONTRERAS, Rosamei 159  62.5984 2.5400

DIAZ, Danielle S. 157  61.811  2.5400

GULMATICO, John Philip 172  67.7165 2.5400

NEGRE, Lovely Monique 164  64.5669 2.5400

PARAGUA, Aleah 160  62.9921 2.5400

Average: 161.1429 cm 63.4418 in 2.54cm/in

 Figure 1 - Part 1. Estimated Height of Researchers

When the height in centimeters and inches was accumulated, the result (cm/in) was
determined by dividing centimeters by inches. After collecting the data, the average was
calculated by adding the sum of the centimeters and inches and dividing it by the number of
values. This identical calculation was used to find the average in the centimeters, inches, and
results columns.

VI .CONCLUSION

The ideas of measurement and conversion are addressed in this article.experiment. The
members' inch heights were divided by their inch heights. They all had the identical result of 2
when they measured centimeters in the final step of the experiment. 5400 inches is a large
number. This indicates that you must multiply a measurement in centimeters by 2.5400 inches to
translate it to inches. In order to convert from inches to centimeters, multiply your measurement
in inches by 2.5400 inches.

It can therefore be concluded that between centimeters and inches, the derivation value of
each member’s height is 2.5400 inches.
 EXPERIMENT NO. 2
TITLE: SCALAR AND VECTOR
PART 2

I. INTRODUCTION

Modern society  could not exist without measurement. Civilization in the 21st
century cannot be considered without measuring instruments that are indispensable to
daily life. Time, size, distance, velocity, direction, weight, volume, temperature, pressure,
force, sound, light, energy-these are just some of the physical properties that humans
have developed accurate means of, without it. We are living a normal daily life and
couldn't lead.

Every area of human life is influenced by measurement. However, we have a

tendency to take measurement for granted, failing to see how much we need and rely on
our measurement tools. We take measuring for granted since we are surrounded by it and
have been accustomed to it. It's only when our measurement tools break down or become
unavailable that we realize how critical they are. We truly don't realize what we have
until it's gone.

Physics is a mathematical field of study. There is a mathematical foundation for

the fundamental notions and principles. Throughout our physics studies, we will come
across a variety of topics that have a mathematical foundation. While we will place a
strong focus on the conceptual nature of physics, we will also pay close attention to its
mathematical aspect.

Words can be used to describe the motion of objects. Even if you don't have a
physics background, you can come up with a list of adjectives to describe moving
objects. Going quickly, stopping, slowing down, speeding up, and turning are just a few
of the words and phrases that can be used to describe the motion of objects. These and
other terms are used in physics. Words like distance, displacement, speed, velocity, and
acceleration will be added to this vocabulary list. These terminologies are related with the
mathematical quantities that have strict definitions, as we will see shortly. There are two
types of mathematical quantities that are used to explain the motion of objects. The value
can be a vector or a scalar.

Many physical quantities, such as area, length, mass, and temperature, can be
fully characterized if the magnitude is known. Other quantities have the properties of
magnitude and direction, and are referred to as "scalars." A "vector" quantity is a quantity
of this type. Scalars are quantities that may be completely defined by a single magnitude
 (or numerical value). Vectors are quantities with both a magnitude and a direction that are
completely specified.

In this experiment, we will identify what are the vectors and scalars in our
everyday living using the knowledge of the difference between the two.

II. OBJECTIVES

1. To understand and define scalar and vector quantity.

2. To be able to find the application in real life of two or more vectors and scalars by
observing and identifying them.
3. To describe the difference between vector and scalar quantities.
4. To identify the magnitude and direction of a vector.

III. MATERIALS/TOOLS/EQUIPMENTS

Water
➢ Water is used in every cell of the body. It travels throughout the body carrying nutrients,
oxygen, and wastes to and from the cells and organs. It also keeps the body cool as part
of the body’s temperature regulating system.
Bike
➢ Riding a bike is healthy, fun and a low-impact form of exercise for all ages. Cycling can
help to protect you from serious diseases such as stroke, heart attack some cancers,
depression, diabetes, obesity and arthritis.
Push Cart
➢ Using a push cart in any circumstances provides a better health, particularly for the heart
and back as well. It can be likened to a cardio workout wherein the heart tends to pump
more blood to the body, improving overall blood circulation.

IV. PROCEDURES

1. To gather all of the necessary equipment and resources for the activity, such as a
cellphone calculator, pen, etc.
2. To prove that the students provide the samples themselves, a real-life photo of scalar and
vector quantity must be taken and collected.
3. To provide in-depth explanations as to why it is either scalar or vector.
 V. DATA AND RESULTS

Table 1

A. Determining the Scalar and Vector Quantity

Examples Scalar Vector Results

Scalars have magnitude,

vectors have magnitude
and direction. Heat is an
aggregate measure of the
amount of energy stored
in a system of particles (a
Fg. 2.1 single particle doesn’t
have a temperature), but
it doesn’t point in any
particular direction, so
it’s a scalar.

Speed and distance seem

like they could have a
direction, but they are
defined as only the
magnitude of velocity
and displacement vectors.
Fg. 2.2
 Cardiopulmonary
Resuscitation (CPR ) is a
life-saving method that
can be done if someone is
not breathing or if their
heart has stopped beating.
To do CPR, we shall use
Fg. 3
pressure. Compression
should be done at a rate
of 100 to 120 per minute.
Continue chest
compression if you
haven't been trained in
CPR until there are signs
of movement or until
emergency medical help
arrives. Proceed to
opening the airway and
rescue breathing if you
have been trained in
CPR.

With his feet slightly

tilted in the backward
direction, a person
presses the ground. He is
subjected to an equal and
opposite response from
the ground (R). The
Fg. 4
horizontal component
H=R cos theta allows the
person to go forward
while the vertical
component V=R sin theta
helps to balance his
weight.
 An applied force is a
force that is applied to an
object by a person or
another object. If a
person is pushing a cart
across the mall, then
there is an applied force
Fg. 2.5
acting upon the object.
The applied force is the
force exerted on the cart
by the person.

This displacement vector

includes not only how far
you have traveled but
also in which direction
you have traveled. For
example, say you start off
Fg. 6 at home and make your
way to school by riding a
vehicle.The displacement
vector starts at home and
ends at your school. It's
one straight line.
 Table 2

B. Determining the Magnitude and Direction of Real-life Scalar and Vector Quantity

Experimental Magnitude Direction Results

Situation

A person walking
from a distance of
Fg. 1 0m + 6m has a
(Distance) 6m East scalar of 6 meters
and a vector of 6
meters to the east.
A person walking onwards.

Distance:
The coach travels
a total distance of
Fg. 2 95 yards 35 yards + 20
(Distance and yards + 40 yards
Displacement) To the Left and has a total
Displacement: distance of 95
yards. And has a
A coach pacing back and forth along displacement of 55
the sidelines. 55 yards yards, to the left.

Distance:
The skier travels
180 m + 140 m +
Fg. 3 420 m
100 m and has a
(Distance and
distance of 420 m.
Displacement) Rightward
Displacement: And has a
displacement of
140 m, rightward.
A cross-country skier moving from A
140 m
to B to C to D.
 Speed: The person has an
average velocity of
0.1056 m/s (100m) / (1800s)
Fg. 4 equivalent to
(Speed and 0.0556 m/s, and
Velocity) Rightward an average speed
Velocity:
A person, on his lunch break, took 30 of (190m) /
minutes to go to the library and then (1800s) equivalent
the cafe. to 0.1056 m/s,
0.0556 m/s
rightward.

Speed:
The coach has an
9.5 yd/min or average velocity of
0.1448 m/s (55 yds, left) / (10
Fg. 5 min) equivalent to
(Speed and 5.5 yd/min or
Velocity) To the Left 0.0838 m/s, and
Velocity: an average speed
of (95 yds) / (10
A coach pacing back and forth along min) equivalent to
the sidelines. 5.5 yd/min or 9.5 yd/min or
0.0838 m/s 0.1448 m/s, to the
left .

Speed:
The skier's
average speed is
Fg. 6 140 m/min or (420 m) / (3
(Speed and 2.3333 m/s minutes)
Velocity) equivalent to 140
Rightward m/min or 2.3333
m/s. And a velocity
average of (140 m,
right) / (3 min)
A cross-country skier moving from A
equivalent to 46.7
to B to C to D.
m/min or
0.7783m/s,
rightward.
 The magnitude was to be addressed and solved after gathering and investigating some
circumstances to be solved. To calculate the distance, add each meter traveled in any direction,
up or down. Turn the displacement into a mathematical sign and add vectors. Examine the
image, which depicts common signals to substitute directions (right positive and left negative) to
be used on figures 1–3. Meanwhile, in figures 4–6, utilize distance to determine speed and
displacement to calculate velocity. The following formulas were used to calculate the results and
distinguish between scalar and vector data.

VI. CONCLUSION

It can therefore be concluded that scalar quantities don’t imply directions but
imply an object’s magnitude. While, vector quantities imply both object’s direction and
magnitude.
 EXPERIMENT NO. 3
TITLE: CRITICAL THINKING
PART 3

I. INTRODUCTION

In physics, motion is defined as a change in an object's location in relation to its

surroundings over a period of time. Direction, speed, time, and acceleration are all
significant concepts in physics because they are interconnected in motion. 

Velocity is the combination of speed and direction of travel. In most cases,

physics is concerned with objects traveling in a specific direction. As a result, we require
a standardized way to determine how quickly an object is going, in which direction it is
moving, and where it will be in the next 't' seconds, among other things. As a result, using
velocity is significantly more convenient (a quantity we call, Vector Quantity). The term
"speed" refers to the rate at which an object is moving or has moved. Because it's a scalar
quantity, it just has magnitude. When determining the average rate at which a moving
item covers a given distance, the answer is speed. When direction isn't vital, speed is
everything. When a vehicle is traveling down a mountainous road with several curves,
traveling up and down many times before arriving at its destination, the term "speed"
comes in handy to indicate how quickly it traveled. Because the direction of circular
motion changes so quickly, it is the speed that is mentioned. Speed is a straightforward
idea that is easy to grasp, however velocity, which also includes defining the direction of
motion, is more difficult to express simply. As a result, everyone cares about speed,
whereas only 'specialists' care about velocity.

Acceleration is a property of a moving system that can be observed and measured

by a moving body, unlike velocity. Acceleration is also more fundamental because it is
absolute, whereas velocity is relative and dependent on the chosen frame of reference.
This allows learners to build on their experience rather than dismiss it, and to begin in
settings where ordinary observations do not conflict with Newtonian principles. The
vector nature of acceleration does not need to be viewed as an abstract idea; it may be
seen in our everyday three-dimensional motions without requiring a formal mathematical
explanation. Galileo and Newton made a significant contribution to our understanding of
motion by teaching us to see acceleration.

In conclusion about acceleration, The rate of change of velocity of an object with

respect to time is called acceleration in physics. Newton's Second Law states that an
object's acceleration is the net effect of all forces acting on it. It is divided into two types:
Positive Acceleration and Negative Acceleration. Positive acceleration occurs when the
velocity continues to increase. Negative acceleration occurs when the velocity
continuously drops, resulting in a negative acceleration. The situation in the Lab
 Experiment, we will encounter wherein the direction, speed, time, and acceleration are
present.  We can see that those concepts are all important to learn to solve a specific
problem and also we can use it in real life situations.

II. OBJECTIVES

1. To describe motion in terms of frame of reference, displacement, time, velocity, and

acceleration.
2. To calculate the displacement, time, velocity, and acceleration of an object using
kinematic equations.
3. To construct and interpret velocity-time and acceleration-time graphs.
4. To define and calculate acceleration
5. To describe the differences between velocity and acceleration.
6. To use equations to calculate speed, velocity, and acceleration.

III. MATERIALS/TOOLS/EQUIPMENTS

Figure 3.1 - Paper Figure 3.2 - Ruler

For something to write down solutions on. For creating straight lines/diagrams.
 Figure 3.3 - Pen Figure 3.4 - Protractor
For drawing illustrations/solving equations. For constructing/measuring plane angles.

IV. PROCEDURE

1. Gather all of the necessary equipment and materials for the activity, including paper, a
ballpen, a ruler, and a calculator.
2. Analyze the problem given in order to determine what solution or formula should be use
to find what is asked.
3. Evaluate and solve the problem by using appropriate formulas.
4. Draw a Cartesian plane.

V. DATA AND RESULTS

Figure 3.5 - Determining the X and Y Component, Distance and Time
 Table 1

Information collected from Figure 3.5

Distance from Maximum Time Interval

Ship Number the Station Bearing Speed from the
(km) (km/hr) Sinking ship
(hrs)

1 36.1 42° N of W 30.0 0.4444

2 37.3 61° N of W 38.0 0.6178

3 10.2 36° N of W 32.0 1.2875

4 51.2 79° N of W 45.0 0.5422

Figure 3.6 - Tabulated form of the Information Collected from Figure 3.5

The graph was depicted using a protractor and a ruler to determine the x and y
components in the Cartesian plane, with the reference point fixed at 0. The distance and time
were computed using the same formula as shown in Figure 1 for ships 1 through 4. As a result,
Ship Number 1 will be able to save the sinking ship because it has the shortest time interval than
the other ships.

VI. CONCLUSION

It can therefore be concluded that Ship Number 1 will be able to save the sinking ship
because it has the shortest time interval than the other ships.