Lab 3

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School

Louisiana State University *

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Course

2108

Subject

Mechanical Engineering

Date

Jan 9, 2024

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docx

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Lab 3: Vectors Purpose: The purpose of today’s lab is to grasp the concept of vectors by using the physical property of Force. Procedure: For the Forces in 1-D, the pulley is set up at 0° and 180°. Then take two threads and drape them over each of the pulleys and take the washer and center it over the pin. After, we attached a mass hanger of 50g with an added 100g to Force 1 (0°) and Force 2 (180°). We then adjusted the location of Force 2 until the washer became centered over the pin and recorded data and observations. For Equal Forces in 2-D, three pulleys were set up with 100g, the first pulley was at 0°, the second was set at 120°, and the last was moved into a position that would balance out the system. For Unequal forces in the 2-D, pulley one was set at 0° with 100g, pulley two at 105° with 200g, and pulley three with 200g. Pulley three was adjusted until an angle was reached where the threads were balanced. The same process as the Unequal Forces in 2-D was repeated for the last step but the angles of Forces 1 and 2 were changed to 45° and 150°. Reflection: 1. A correction mass was not needed for the system to reach equilibrium in data table 1. 2. If the washer was moved then the forces were still balanced regardless if it returned to the middle or not. This is because the forces are still acting on each other with the same force as before. When moving the washer off-center it balanced back in the middle. 3. A correction mass was not needed for the Equal Forces in 2-D arrangement, data table 2. The measured location of F3 was close to the predicted value but was off by a 2.44% error which is relatively low. The reason for the location being off is because the mass plates are not exactly the same mass. 4. A correction mass was needed for the arrangement to come to a balance. No, it did not balance in the expected location because the weighted plates all acquired a different weight so a correction mass of 10g had to be used. 5. The resultant vector depends on magnitude and direction, so the direction the forces are pulling are different but the angles between them remain the same. The resulting vectors stay the same but are in different quadrants. Application: 1. Breaking a vector apart into components that are 90° because it makes solving for each component easier. When the components are 90° from one another then equations for a right triangle can be used to find missing values whether that be the resultant magnitude, resultant angle, or the Vx and Vy components. Data Tables: Conclusion: In this lab I learned about the concept of vectors and how they can be broken down into or created by the x and y components. I also applied my knowledge of trigonometry to calculate the x and y components for vectors by using equations of a right triangle. Throughout the lab, correction masses were needed at times and sometimes they were not needed. I also utilized the force of vectors in order to create and predict a manually balanced system. This helped me realize that even though there is a written mass on an object, that does not mean it is

true.

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