MODULE IN

PHYSICS 2 LABORATORY

ENGG PHYSL

MECHANICAL AND MECHATRONICS ENGINEERING DEPARTMENT

SCHOOL OF ENGINEERING AND ARCHITECTURE

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 TABLE OF CONTENTS

Contents Page

Title Page i
Course Overview 3
Course Study Guide and House Rules 7
Study Schedule 9
Study Schedule Table 9
Short Term Academic Calendar 14
Assessment and Evaluation Guide 15
General Requirements
Formative Assessment Guide
Evaluative Assessment Guide
Technological Tools
Grading System
Facilitator Contact Details 18
Assignment Guide 18
Process of Physics Laboratory Class 18
Experiment Report Guide 18
Experiment Report Format 19
Experiment Report Title Page 20
Experiment Report Rubrics 21
Introduction to Physics Laboratory 22
Module 1 23
Module 2 34
Module 3 40
Module 4 46
Module 5 52

Course References

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 ENGGPHYSL

COURSE LEARNING OUTCOMES

At the end of the module, you
should be able to:
1. demonstrate ability to set
up and conduct basic
physics experiment with
minimal error,
2. discuss concepts and
principles related to
measurements, frictional
force and torque,
3. discuss concepts and
principles related to static
equilibrium, and
Archimedes’ Principle,
4. discuss concepts and
PHYSICS FOR ENGINEERS principles related to
LABORATORY refraction and reflection of
light, electrical resistance,
direct current electricity,
5. discuss appropriate
conclusions based on
gathered data, and
6. apply physics concepts and
mathematical techniques
to solve related problems.

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 COURSE INTRODUCTION
This 1-unit course was developed and intended for the would-be mechanical and
mechatronics engineers to supplement topics covered in ENGG PHYS (lecture). In this
course, you will be conducting laboratory experiments (“laboratory” that takes place
remotely at home) by observing certain physical principles and concepts, with the
experience in setting up common supplies found at home while guided by the facilitator
using course, experiment, assignment guides, and computer applications. This way, you
can gain the practical experience you need to fully grasp the course concepts and
content. Discussions of theory and derivations of working equations for the experiments are
also included. The experiments cover measurements, static and kinetic friction, elasticity,
static equilibrium, fluids at rest, optics, resistance and cells in series and parallel
connections.

The course ENGG PHYSL: Physics for Engineers prepares you, as a future
mechanical/mechatronics engineer, to demonstrate all the intended learning outcomes
of the 1-unit course as per the Commission on Higher Education (CHED) Memorandum
Order (CMO) 101 series of 2017, otherwise known as the Policies, Standards, and Guidelines
for the Bachelor of Science in Mechanical Engineering (BS ME) or Bachelor of Science in
Mechatronics Engineering (BS MecE) Program Effective Academic Year (AY) 2018-2019. At
the end of the course, you shall be able to conceptualize, analyze, and apply concepts of
Physics.

Module and Unit Topics

To ensure that you will demonstrate the above-cited course learning outcome at
the end of the semester, this course designed to be delivered in 54 contact hours was
structured into ten (10) modules. Each module contains an experiment with its topic
learning outcomes and topic outline. Each experiment is designed using the 5E

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 constructivist model of learning, developed by Rodger Bybee, that encourages students to
engage, explore, explain, elaborate, and evaluate their knowledge of topics covered
therein. It means that at the end of each unit, each module, and the course as a whole,
you will be assessed on your progress in attaining the course learning outcomes.
Outcomes-based education dictates that only when you can demonstrate the course
learning outcomes by the end of this course, can you be given a passing mark. The
modules that form the building blocks to help you attain the course learning outcomes are
as follows:

Introduction: Physics for Engineers Laboratory.

This unit presents a brief introduction of the course ENGGPHYSL: Physics for Engineers
Laboratory. This will engage you on what are the things to be considered before
performing activities for the laboratory. Setting of expectations and the type of
experiments will be discussed in this module. This will let you explore the different concepts
used in the Physics for Engineers Laboratory.

MODULE 1: Measurements.

This module aims to allow you as a student to use measuring instruments properly like the
ruler, learn the Vernier caliper, and micrometer, and assess the suitability of the measuring
instruments on the basis of accuracy and range.

MODULE 2: Kinetic and Static Friction.

This module aims to allow you as a student to define friction, normal force, coefficient of
friction, and the two kinds of friction: static friction and kinetic friction; and to determine the
values of the coefficients of static and kinetic friction experimentally.

MODULE 3: Hooke’s Law of Elasticity.

This module aims to allow you as a student to define Hooke’s Law of Elasticity and to further
determine the force constant of a spring using Hooke’s Law of Elasticity

MODULE 4: Torque or Moment of a Force.

This module aims to allow you as a student to define the moment of a force or torque and
to apply the principle of moments.

MODULE 5: Static Equilibrium.

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 This module aims to allow you as a student to define static equilibrium and to demonstrate
the first and second conditions of equilibrium.
MODULE 6: Specific Gravity by Archimedes’ Principle.

This module aims to allow you as a student to determine the specific gravity of solids and
liquids.

MODULE 7: Refraction of Light.

This module aims to allow you as a student to describe refraction of light through a prism,
discuss the laws and the parameters related to refraction, solve the experimental value of
the index of refraction of a material, and to determine the focal length of a convex lens by
different methods.
The experiment in this module shall allow you to investigate and describe how convex
mirror reflect light and produce images. Factors that affect image production and
characteristics of convex lenses, and the position of the focal point will be analyzed in this
module.

MODULE 8: Reflection of Light.

This module aims to allow you as a student to describe reflection of light from a plane mirror
and discuss the laws of reflection, and describe reflection of light from a concave mirror.

MODULE 9: Resistance.

This module aims to allow you as a student to determine the resistance by three methods:
by color-coding, by using Ohmmeter and by Ohm’s Law.
This module aims to allow you as a student to determine the resistance by three methods:
by color-coding, by using Ohmmeter and by Ohm’s Law.
This module shall allow you to learn about electrical components connected in series and
in parallel to a combination of series and parallel resistors. Resistors are electrical
components commonly used in electrical instruments. Their resistances are usually
determined by the colors of the four (or sometimes three) bands indicated. The first (usually
at the closer end) and the second band represent the digit colors. The third band
represents the multiplier and the last band (sometimes absent) is the tolerance of the
resistor.

MODULE 10: Cells in Series and in Parallel.

This module aims to allow you as a student to compare and contrast cells connected in
series and parallel.

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 Course Study Guide

Finishing this course successfully relies heavily on your self-discipline and time management
skills. The course modules were prepared for you to learn diligently, intelligently, and
independently. Keeping yourself motivated to follow the schedules specified in the
learning plan, maintaining excellence in the expected student outputs, and mastering the
different technologies and procedures required in the delivery and feedback for this
course, will instill in you important qualities you will need in the future as an engineer
practicing your profession. The following course guides and house rules are designed for
you to practice decorum consistent with standards expected within a formal academic
environment. These guides shall lay the groundwork for consistency, coherence,
cooperation, and clear communication among learners and instructors throughout the
conduct of this course:

1. MANAGE YOUR MINUTES. Create a study routine and stick to it. Keep
requirement deadlines and study schedules always in mind by providing visual
cues posted in your place of study or listed in your reminders (electronically,
online, or on paper). Remember that there are other daily activities that take
up your time, not to mention other courses you may be concurrently taking.
Choose a time of day when you are most likely to maximize learning.
Communicate your schedule to other members of your household so they
could help you keep it. It would also help to prepare a dedicated space in
your residence conducive for learning.
2. MIND YOUR MANNERS. Treat the distance learning environment as an
academic space not too different from a physical classroom. Do not do in the
distance learning environment, acts you would not normally do in a face-to-
face classroom set up. Avoid asking questions that have already been
answered in the lessons or in the instructions previously discussed or provided.
This reflects your poor focus and uninspired preparation for this course.
Practice Electronic Conversation Etiquette in group chats, open forums, and
similar electronic venues.
a. Use appropriate language and tone, correct grammar and spelling,
and complete sentences acceptable in an academic forum. Avoid
text-speak, slang, and all caps in your posts.
b. Express your opinions politely and do not dominate the
conversation.
c. Avoid lengthy as well as offensive posts by sticking to the topic of
the discussion.
d. Take time to understand the salient points of the discussion, and
provide a meaningful and well-thought response to the posts of
other participants.
e. For a live meeting or video/voice conferencing set-up, mute your
microphone when you are not speaking to keep the focus on the
main speaker.
3. MASTER THE MEDIUM. The distance learning courses will be delivered making
use of the institutional Google Suite account of Saint Louis University. It would

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 be worthwhile on your part to devote some time and effort to learn the
applications you will need to access your course materials, interact with me
and your classmates, and submit course requirements. Applications of note
are Google Classroom, Google Drive, and Google Meet. There are also
available alternatives to Microsoft Office tools you might want to explore.
Certain requirements will require you to take a video on your smart phone,
save it, and submit it electronically. Work on this skill as well. If you are offline,
identify the most convenient means for express mail correspondence and
inform me as early as possible so we can make the necessary arrangements
ahead of time.
4. MAKE MASTERPIECES. Go beyond minimum requirements. The course learning
outcomes will serve as a guide to the minimum expected competencies you
are to acquire at the end of this course. It does not limit you from performing
beyond it. Keep in mind that the quality of your work reflects the amount of
thought and care you put into the process of completing it. It provides a very
tangible measure of how much of the competencies you have developed
and fully obtained throughout this course.
5. CONNECT CONSTANTLY. There are more than sufficient online and offline
modes to ensure that you are well informed and provided on time with the
needed learning materials, instructions, requirements, and feedback either
from me or from your classmates. Exhaust all means possible to keep in touch
and updated. My contact details can be found at the latter part of this
document and will be made available and widely disseminated to enrolees of
this course.
6. OBSERVE ORIGINALITY. Your course outputs will largely be submitted in
electronic form. It is going to have a highly traceable and comparable digital
footprint that can be easily checked for originality. Cite your sources properly
for referenced statements you decide to use in your own work. Attribute
statements by persons other than you by using terms like according to, he
said/she said, and the like.
7. INSTIGATE INDEPENDENCE. You are the focus of this course. Nobody else. All
assessment and evaluation tools in this course are designed to measure your
competence and not anybody else’s. You may use all resources at your
disposal, and ask other people for advice. In the end however, it is going to
be your independent work that will be judged against the standards set for this
course. The only way for you to maximize this course to your advantage is to
learn as much from it as an individual. Make it count.

Additional Guidelines for Offline Students:

• If you are a student opting for the offline mode of distance learning, you will
be tasked to send back the accomplished requirements at given stages of
the course through express mail correspondence on or before the scheduled
date to me. Make sure you will follow it up with me through text or any other
media available for you.
• While waiting for my feedback of your accomplished requirements, continue
doing the task in the succeeding units of the module.

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 • If needed, do not hesitate to keep in touch with me through any available
means. Remember, if there is a will, there is a way.

Study Schedule
Below are details in the conduct of this course arranged in chronological order vis-à-vis the
topic learning outcomes and activities designed for you to undergo the five stages of the
5E constructivist learning model.

Evaluation
The course modules rely on formative and summative assessments to determine the
progress of your learning in each module. To obtain a passing grade in this course, you
must:

1. Read all course readings and answer the pre-assessment quizzes, self-
assessment activities, and reflection questions.
2. Submit all assignments and graded quizzes
3. Submit the all Experiments Reports on time.
4. Take the Final Examination.

• If you are a student under the offline DL mode, accomplish all print-based and
electronically saved discussion activities and requirements, and submit them on
time via express mail correspondence.

Formative Assessment Activities

Formative assessments for this course are applied to ungraded activities that are used to
monitor your learning experience and provide feedback to improve both your learning
approach as well as my instructional approach.
• You are required to answer the pre-assessment quizzes, self-assessment activities,
and reflection questions but your scores in activities will not be included in the
computation of your final grade.
• The reflection questions are designed to help you to critically analyze the course
readings for better understanding while the pre-assessment quizzes and self-
assessment activities are designed as a review management tool to prepare
you for the graded quizzes and examinations.
• Successfully answering formative activity questions and requirements will serve
as prompts to tell you if you need to study further or if you may already move
forward to the next unit of the module.
• The completeness of your answers to the pre-assessment quizzes, self-assessment
activities, and reflection questions will still be checked and will still be part of

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 your course completion. Hence, all pre-assessment quizzes, self-assessment
activities, and reflection questions must be answered.
• In doing your formative assessment activities, you can always ask the help of
your family and friends.
• The pre-assessment quizzes, self-assessment activities, and reflection questions
are required so you can take it anytime within the scheduled days assigned for
each module.

Summative Assessment Activities

The evaluative assessments are graded activities designed to determine if your acquisition
of learning and performance in tests is at par with standards set at certain milestones in this
course.

A. Quizzes, Examinations, and Assignments

Graded quizzes, examinations, and assignments are essential to determine whether
your performance as a student is at par with standards/goals that need to be
achieved in this course. The scores obtained from each of the graded activities will
contribute to your final grade, the weights of which are presented in the grading
system described in the succeeding sections of this text. Direct scoring can be used on
straightforward requirements like short answers and multiple-choice responses, while
scoring rubrics will be provided for answers that are typically lengthy and involve a
more complex level of thinking on your part.

B. Final Course Requirement

To achieve the course learning outcome, a final design submission of all
experiments is required. You are going to accomplish this in groups and present
learning outputs as scheduled in the study plan. For online students, a live
presentation will be scheduled on Google Meet. For offline students a recorded
and saved presentation will be accommodated for submission on a USB flash drive.
A separate rubric will be used for the write up and the presentation.

C. Technological Tools
To be able to accomplish all the tasks in this course, you will need a computer or a
laptop with the following software applications: Word Processing, Presentation, and
Publication for requirements that do not require online access. A smart phone with
video recording and editing features will also be used for activities that will require you
to record videos for saving and submission.

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 If you are a student online, access to the institutional Google Classroom will be
provided through your institutional account. An invitation to join the Google
Classroom will be sent to you through the SLU Student Portal and your institutional email
account, so make sure to activate your institutional email account. It is equally
important that you check your SLU Student Portal account at least twice a week and
turn your Gmail Notifications on in your mobile phone and computer.

If you are a student offline, the delivery of instructions and requirements will be primarily
through express mail correspondence of printed modules and saved digital content on
a USB flash drive. Feedback and clarifications will be facilitated through text
messaging and voice calls; hence, you need to have regular access to a cell phone. If
you need to call, or you want to talk to me, send me a message first and wait for me to
respond. Do not give my CP number to anybody. I will not entertain messages or calls
from numbers that are not registered in my phone. Hence, use only the CP number you
submitted to me.

Contact Information of the Course Facilitator

Engr. Bea_Ann S. Andaya
ENGG PHYSL Course Facilitator

Cellphone : 0939 658 6621 (Smart); 0916 739 5507 (Globe)

Department : Mechanical and Mechatronics Engineering
Institutional email address : basandaya@slu.edu.ph

INDIVIDUAL FINAL REPORT (IFR)

GUIDE, FORMAT, AND RUBRICS

Process of the Physics Laboratory Class

1
•Reading of the Module

2
•Short Lecture/Supplemental Video

3
•Experiment

4
•Report Writing

5
•Submission of IFR

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 Experiment Report Guide

SECTION INSTRUCTIONS
Refer to ENGG PHYSL_Experiment Report Title Page.
Edit all texts in red by replacing them with your Handwritten
I. Title Page
course information or encoded
Finalize the texts in red into black color.
Copy the tables and the questions that need to be
II. Data and Results Handwritten
answered. Include the graphs here if applicable.
III. Sample
For repeated trials, show one (1) computation only. Handwritten
Computations
Diagram – sketch the setup/apparatus with label of
IV. Diagram of the
the parts (not computerized!)
Setup/Documentati
Documentation – photos of you doing the
on
experiment
V. Observations and
Minimum: 60% of the entire page must be filled in Handwritten
Conclusion
a. Read, copy, and answer the research
questions.
b. Show complete diagram, solutions, and
explanations (if needed). Encoded
VI. Answers to c. The final answer must be enclosed with a questions;
Research Questions quadrilateral (optional: and highlight with any Handwritten
color). solutions
d. Use four (4) decimal places for answers with
infinitely repeating or non-repeating decimals.
e. Do not forget the correct units!
Include the answers to Engage, Explain, Elaborate,
Encoded
and Evaluate.
VII. 5E Constructivist questions;
Model of Learning Handwritten
**Explore is not included because the questions here
answers
must be under the (II) Data and Results.
VIII. References In APA format Encoded

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 Experiment Report Format

For Encoded Sections of the Report: For Handwritten Sections of the Report:
All texts must be in Arial style.
Size 12. Black. Use blue/black ink ball pen only.
Justified. 1” all-around margin (invisible)
1” all-around margin
For the succeeding pages, just write your COMPLETE NAME and SIGNATURE (upper
left corner) and PAGE NUMBER (lower right corner).

For the page number format: Page 1 of 3, Page 2 of 3, Page 3 of 3…

a. In a Word processing application,
collate the parts of your report
including the photos of the handwritten
parts.
b. Save your report in portable document
format (PDF).
a. Take clear photos of your output.
b. Crop out any unnecessary items
around the paper.
c. Use the edges of the paper as the
frame for each photo.
Try to use CamScanner – Scanner to
scan PDF* mobile application to directly
convert several pictures into PDF.

*Feel free to use any other applications

provided that the output is in PDF.
All activities must be in PORTRAIT ORIENTATION only.
Always check the orientation before turning in your output.
File name must be:
SURNAME,GNMI_EXPT01_IFR
e.g. DELA CRUZ,JS_EXPT01_IFR
Turn in your output in our Google Classroom on or before the due date set by the course
facilitator.

(Experiment Report Title Page):

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 SAINT LOUIS UNIVERSITY
SCHOOL OF ENGINEERING AND ARCHITECTURE
DEPARTMENT OF MECHANICAL AND MECHATRONICS ENGINEERING

INDIVIDUAL FINAL REPORT FOR

EXPERIMENT NO. 01
MEASUREMENT (in BOLD form)

By:
DELA CRUZ, JUAN S.
BS ME I

Submitted To:
ENGR. BEA_ANN S. ANDAYA
Course Facilitator

In Partial Fulfillment
of the Requirements for the Course
ENGG PHYSL: Physics for Engineers Laboratory
2572 1:30 – 4:30 TThS ONLINE

15 JUNE 2020

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 Experiment Report Rubrics
Rating
Performance Area Capstone Milestone Benchmark
Score
16 – 20 11 – 15 6 – 10 1–5
• Data is complete
and relevant. Two or three
One component of
• Tables are easy to components of data is
data is incomplete:
read and units are incomplete or missing:
____ Tables Data is very brief and
provided. ____ Tables significant number of
Data & Results • Graphs are labeled ____ Graphs
____ Graphs information is
and show trends. ____ Sample
____ Sample incomplete or missing.
• Questions are Computations
answered Computations
completely and ____ Questions
____ Questions
correctly.
• All components of • One or two • Three or four • Set up of the
Setup of the Experiment/ the set up are components of the components of the experiment is not
properly labeled. set up are missing. set up are missing. properly presented.
Diagram/
• Materials and • Materials are • Materials and • Materials and
Documentation amounts are mentioned but amounts are not amounts are not
identified. without the amounts. identified. identified.
Set up and Set up and
Set up and
methodology were methodology were
methodology were
completely documented but
documented.
documented. connection between
Connection between data and conduct of Insignificant
Insightful connection
data and conduct of experiment show gaps observations for the
between data and
experiment was in understanding. experiment were
conduct of
justified but presented. Evaluation
experiment was Two or three
incomplete. of data is limited.
presented. components of
Conclusion One component of conclusion are missing: Conclusion is very brief
Observations and conclusion is missing: and significant quantity
summarizes ___ Summary
Conclusion ___ Summary of information is
experiment, discusses ___ Data
data, addresses ___ Data ___ Hypothesis missing.
hypothesis, and cites ___ Hypothesis Conclusions are
sources of error. ___ Errors incorrect. Do not
___ Errors
Conclusions Conclusions are limited reflect on the
Conclusions generally and do not experiment.
effectively
communicate purpose communicate the
communicate
and synthesize purpose or synthesize
purpose and
information from information from
synthesize information
experiment. experiment.
from experiment.
Answers for Research Provides clear
Questions Provides answers to the Questions are partially
answers to the
questions that reflects answered and do not Questions are not
Answers to 5E questions with
learning with some completely reflect completely answered.
Constructivist Model of accuracy, details
details and accuracy. learning.
Learning and understanding.

Two or more
One component of the components of the
report is missing: report are missing:
___ Title ___ Title
___ Objectives ___ Objectives
___ Theory and Analysis ___ Theory and Analysis
The guidelines and
___ Setup Drawing with ___ Setup Drawing with
format for the report
Labels Labels
are followed. The
___ Apparatus/ ___ Apparatus/
handwriting is well- Laboratory report is not
Equipment with Equipment with
presented. The presented in a diligent
Description Description
Overall Report contents of the report manner and the
___ Data and Results ___ Data and Results
Presentation are complete. The requirements are
___ Observations and ___ Observations and
overall cleanliness of incomplete. The overall
Conclusion Conclusion
the report is very presentation is poor.
___ Answers to ___ Answers to
satisfactory. The
Research Questions Research Questions
laboratory report
requirements are ___ References ___ References
achieved excellently.
The handwriting and
overall cleanliness of The handwriting and
the report is overall cleanliness of
satisfactory. the report is fair
enough.

Note:
A rating of ZERO is assigned to any work that does not meet benchmark level of TOTAL SCORE:
performance.

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 INTRODUCTION TO PHYSICS FOR ENGINEERS LABORATORY

This unit allows you to review fundamental concepts in the pre-requisite course
ENGG MATH2 (Differential Calculus) and co-requisite courses, ENGG PHYS (Physics for
Engineers Lecture) and ENGG MATH4 (Integral Calculus), and progress to the foundational
discussions of Physics. You would be able to appreciate Physics for Engineers Laboratory
from different perspectives and concepts, as well as a general systems perspective.
Standards and proper experiment handling used in the laboratory will be discussed to
provide you with a visualization of how the experiments are conducted for Distance
Learning.

Each module contains an experiment with its own topic learning outcomes and
topic outline. Each experiment contains activities designed using the 5E constructivist
model of learning, developed by Rodger Bybee, specifically for students to understand
and comprehend science. The 5E model provides opportunities for you to engage,
explore, explain, elaborate, and evaluate topics covered in each unit.

Introduction to Physics Laboratory

At the end of this unit you should be able to:
• Engage yourself on what are the things to be considered before performing
activities for the laboratory.
• Consider sets of expectations and identify the type of experiments to be
accomplished in this course.
• Explore the different concepts used in the Physics Laboratory.

Engage: Pre-requisite review, setting of expectations

Explore: Survey on the availability of different materials, equipment or devices to be
used for experiments.
Explain: Readings on the different concepts and theories based on the experiments
Elaborate: Differentiation of the experiment activities
Evaluate: Unit formative assessment: The Role of Physics Laboratory

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 MODULE 01:
Measurement

This module aims to allow you as a student to use measuring instruments properly like
the ruler, learn the Vernier caliper, and micrometer, and assess the suitability of the
measuring instruments based on accuracy and range.

Experiment 01: Measurement

At the end of this experiment, you should be able to:
• Identify and use measuring instruments properly such as ruler
• Identify, describe, and read measurements on Vernier caliper and micrometer
• Assess the suitability of the measuring instrument based on accuracy and
range

ENGAGE
1. Indicate the number significant figures are shown in each of the following:
a) 425.0
b) 3.81x104
c) 0.00063
d) 8100

2. Differentiate the following as related to measurements: resolution, precision, and

accuracy.

3. List at least three (3) quantities that you usually measure in your day-to-day life,
and indicate measuring tool used.

EXPLORE
I. EQUIPMENT/MATERIALS NEEDED
1. Ruler
2. One block of wood (maximum length must be 12 inches)
3. One cylindrical object (e.g., dry bottle cap)
II. PROCEDURE:
A. THE RULER
1. Use the ruler to measure the length, width, and
thickness of the block of wood, both in centimeters
and in inches.
2. Compute the volume of the block of wood
and the relation between the cubic inch and the
cubic centimeters by taking the ratio of the volume
of the block of wood in cubic centimeters to its

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 volume in cubic inches.
3. Record all results on Tables 1.1a and 1.1b.

B. THE VERNIER CALIPER

1. Video on How to Read a Metric Vernier Caliper:
https://www.youtube.com/watch?v=vkPlzmalvN4

2. In making the measurements with the Vernier caliper, insert and secure the
object to be measured between the jaws of the caliper then do the following
steps.
a. Determine the smallest main scale or fixed scale division, S; the number of
Vernier scale divisions, n; then divide S by n to obtain the least count, LC,
of the caliper.
b. Read the number of divisions on the fixed scale before, or exactly
coinciding with, the zero line of the Vernier scale. Multiply this with the S to
get the fixed or main scale reading.
c. Take note of the Vernier scale division which coincides with a division on
the main scale. This is the Vernier scale reading. Multiply this Vernier scale
reading by the least count LC to obtain the fractional part of the main
scale division to be added to the main scale reading.

d. Determine the Zero Reading of the Vernier Caliper

𝑍𝑒𝑟𝑜 𝑅𝑒𝑎𝑑𝑖𝑛𝑔 = ± 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑉𝑒𝑟𝑛𝑖𝑒𝑟 𝐷𝑖𝑣𝑖𝑠𝑖𝑜𝑛𝑠 × 𝐿𝑒𝑎𝑠𝑡 𝐶𝑜𝑢𝑛𝑡

d.1 There is no zero reading if the Vernier scale “0” line coincides with the
“0” marking on the fixed scale

Example No. 1:

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 𝑁𝑜 𝑍𝑒𝑟𝑜 𝑅𝑒𝑎𝑑𝑖𝑛𝑔

d.2 The zero reading is positive if the Vernier scale “0” line is after the “0”
marking on the fixed scale.

Example No. 2:

𝑍𝑒𝑟𝑜 𝑅𝑒𝑎𝑑𝑖𝑛𝑔 = 2 × 0.05 𝑚𝑚 = 0.1 𝑚𝑚

d.3 The zero reading is negative if the Vernier scale “0” line is before the
‘0” marling on the fixed scale.

Example No. 3:

𝑍𝑒𝑟𝑜 𝑅𝑒𝑎𝑑𝑖𝑛𝑔 = −3 × 0.05 𝑚𝑚 = 0.15 𝑚𝑚

3. The actual measurement is obtained by combining the results from parts a, b,

c, and d, using the equation below:
𝐹𝑖𝑛𝑎𝑙 𝑅𝑒𝑎𝑑𝑖𝑛𝑔 = 𝑀𝑎𝑖𝑛 𝑆𝑐𝑎𝑙𝑒 𝑅𝑒𝑎𝑑𝑖𝑛𝑔 + (𝑉𝑒𝑟𝑛𝑖𝑒𝑟 𝑆𝑐𝑎𝑙𝑒 𝑅𝑒𝑎𝑑𝑖𝑛𝑔 × 𝐿𝐶) − 𝑍𝑅

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 4. Use the Virtual Vernier Caliper to measure the diameter and the height of the
cylindrical object, both in centimeters and in inches. Use the following
simulators:

For SI (in centimeters):

https://www.stefanelli.eng.br/en/virtual-vernier-caliper-simulator-05-
millimeter/
For English system (in inches):
https://www.stefanelli.eng.br/en/virtual-vernier-caliper-fractional-inch-
reading-simulator/
5. In using these simulators, place the cylindrical object on the jaws of the virtual
Vernier caliper. Slide the Vernier scale using the toggle buttons on the lower
right part of your screens. Make sure that the virtual Vernier scale is precisely
positioned.
6. Make sure that the “eye” at the lower right part of the screen is closed for you
not to see the actual reading by the simulator.
7. Compute the volume of the cylindrical object and the relation between the
cubic inch and the cubic centimeters by taking the ratio of the volume of the
cylindrical object in cubic centimeters to its volume in cubic inches.
8. Read and record the measurements on Tables 1.2a, 1.2b and 1.2c.

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 C. THE MICROMETER SCREW
1. Video on How to Read a Metric Micrometer:
https://www.youtube.com/watch?v=StBc56ZifMs

2. The micrometer screw has a pitch of 0.5 mm. This means that the screw
advances 0.5 mm when turned through one revolution.
Fractional revolutions of the screw are indicated by the graduation on the
circumference of the thimble. The scale around the circumference of the
thimble is divided into 50 parts. Each division represents 1/50 of a revolution.
When the thimble is turned through one division, the screw advances 1/50 of
the pitch, i.e., 1/50 of 0.5 mm or 0.01 mm. This is the least count of the
micrometer.
𝑝𝑖𝑡𝑐ℎ 𝑜𝑓 𝑠𝑐𝑟𝑒𝑤
𝐿𝐶 =
𝑛𝑜. 𝑜𝑓 𝑡ℎ𝑖𝑚𝑏𝑙𝑒 𝑑𝑖𝑣𝑖𝑠𝑖𝑜𝑛𝑠

3. In making measurements with the micrometer, insert the object to be

measured between the anvil and the spindle then do the following steps:

a. Read the number of divisions on the sleeve before, or exactly coinciding

with, the edge of the thimble. This is the sleeve reading.
b. Take note of a thimble division which coincides with the horizontal line on
the sleeve. If a division on the thimble does not coincide with the
horizontal line, do an interpolation. This is the thimble reading. Multiply this
thimble reading by the least count LC to obtain the fractional part of the
thimble division to be added to the sleeve reading.
c. Determine zero reading of the micrometer:

𝑍𝑒𝑟𝑜 𝑅𝑒𝑎𝑑𝑖𝑛𝑔 = ±𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑇ℎ𝑖𝑚𝑏𝑙𝑒 𝐷𝑖𝑣𝑖𝑠𝑖𝑜𝑛𝑠 × 𝐿𝑒𝑎𝑠𝑡 𝐶𝑜𝑢𝑛𝑡

c.1 No zero reading if the horizontal reference line of the sleeve coincides
with the “0” marking on the thimble scale.

Example No. 1:

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 𝑁𝑜 𝑍𝑒𝑟𝑜 𝑅𝑒𝑎𝑑𝑖𝑛𝑔

c.2 The zero reading is negative if the horizontal reference line of the
sleeve is below the “0” marking on the thimble scale.
Example No. 2:

𝑍𝑒𝑟𝑜 𝑅𝑒𝑎𝑑𝑖𝑛𝑔 = −(2 𝑡ℎ𝑖𝑚𝑏𝑙𝑒 𝑑𝑖𝑣𝑖𝑠𝑖𝑜𝑛𝑠)(0.01 𝑚𝑚)

𝑍𝑒𝑟𝑜 𝑅𝑒𝑎𝑑𝑖𝑛𝑔 = −0.02 𝑚𝑚

c.3 The zero reading is positive if the horizontal reference line of the sleeve
is above the “0” marking on the thimble scale.

Example No. 3:

𝑍𝑒𝑟𝑜 𝑅𝑒𝑎𝑑𝑖𝑛𝑔 = +(3 𝑡ℎ𝑖𝑚𝑏𝑙𝑒 𝑑𝑖𝑣𝑖𝑠𝑖𝑜𝑛𝑠)(0.01 𝑚𝑚)

𝑍𝑒𝑟𝑜 𝑅𝑒𝑎𝑑𝑖𝑛𝑔 = +0.03 𝑚𝑚

4. The actual measurement is obtained by combining the results from parts a, b,

c, and d, using the equation below:
𝐹𝑖𝑛𝑎𝑙 𝑅𝑒𝑎𝑑𝑖𝑛𝑔 = 𝑀𝑎𝑖𝑛 𝑆𝑐𝑎𝑙𝑒 𝑅𝑒𝑎𝑑𝑖𝑛𝑔 + (𝐿𝐶 × 𝑡ℎ𝑖𝑚𝑏𝑙𝑒 𝑟𝑒𝑎𝑑𝑖𝑛𝑔) − 𝑍𝑒𝑟𝑜 𝑅𝑒𝑎𝑑𝑖𝑛𝑔

Example No. 4:

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 𝐹𝑖𝑛𝑎𝑙 𝑅𝑒𝑎𝑑𝑖𝑛𝑔 = 8.5 𝑚𝑚 + 0.01 𝑚𝑚(12) − 0 𝑚𝑚
𝐹𝑖𝑛𝑎𝑙 𝑅𝑒𝑎𝑑𝑖𝑛𝑔 = 8.62 𝑚𝑚
5. Using the Virtual Micrometer, determine the diameter and length of the
cylindrical object. Compute the volume of the cylindrical object.

Virtual Micrometer:
https://www.stefanelli.eng.br/en/simulator-virtual-micrometer-hundredths-
millimeter/

6. Make sure that the “eye” at the lower right part of the screen is closed for you
not to see the actual reading by the simulator.
7. Read and record the results in Tables 1.3a and 1.3b.

III. DATA AND RESULTS

Table 1.1a Ruler

Trial Length Width Thickness

cm Inch cm inch cm Inch
1

Average

Table 1.1b Ruler

Volume of the Block of Wood: 𝒄𝒎𝟑

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 𝒊𝒏𝟑

Therefore, 1 𝒊𝒏𝟑 = 𝒄𝒎𝟑

True Value:
𝟏 𝒊𝒏𝟑 = 𝟏𝟔. 𝟑𝟖𝟕𝟏𝒄𝒎𝟑
Amount of Error = 𝒄𝒎𝟑

Percent of Error = %

Table 1.2a Vernier Caliper

Metric English

Smallest Main Scale Division, S: 𝒄𝒎 𝒊𝒏.

Number of Vernier Scale Divisions, n:

Least Count of Caliper, LC: 𝒄𝒎 𝒊𝒏.

Zero Reading, ZR: 𝒄𝒎 𝒊𝒏.

Table 1.2b Vernier Caliper

Trial Diameter Height

cm inch cm inch

Average

Table 1.2c Vernier Caliper

𝒄𝒎𝟑
Volume of the Cylindrical Object:
𝒊𝒏𝟑

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 Therefore, 1 𝒊𝒏𝟑 = 𝒄𝒎𝟑
True Value:
𝟏 𝒊𝒏𝟑 = 𝟏𝟔. 𝟑𝟖𝟕𝟏𝒄𝒎𝟑
Amount of Error = 𝒄𝒎𝟑

Percent of Error = %

Table 1.3a Micrometer Screw

Metric

Smallest Sleeve Division: 𝒎𝒎

Number of Thimble Divisions:

Pitch of Screw: 𝒎𝒎

Least Count: 𝒎𝒎

Zero Reading: 𝒎𝒎

Table 1.3b Micrometer Screw

Trial Length, mm Diameter, mm

1

Average

Table 1.4 Volume

Volume of the Cylindrical Object

From the data using Vernier caliper: 𝒎𝒎𝟑

From the data using micrometer screw: 𝒎𝒎𝟑

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 IV. RESEARCH QUESTIONS AND PROBLEMS
1. A Vernier caliper has a least count of 0.001 inch. There are 25 divisions in its
Vernier scale. What is the smallest main scale division? Show a scale diagram
indicating a reading of 1.55 cm.

2. The smallest sleeve division of a micrometer is 1/40 inch. There are 25 divisions
in the thimble and the pitch of the screw is equal to one division on the
sleeve. Determine the least count and show a scale diagram indicating
reading of 0.206 inch.

EXPLAIN
Compare the resolutions and accuracies of the three tools used in the experiment.

ELABORATE
Enumerate and describe objects or parts of objects on which Vernier caliper or micrometer
can be more appropriate to use a) in your day-to-day life b) in your chosen program or
major.

EVALUATE
Self-Evaluation. Put a check ✔ in the column of your response.

Partly or Little Not Applicable or

Criteria Yes No
or Sometimes There is No Need
I followed all instructions; I did not
make unnecessary short-cuts in
the procedure.
I used repurposed/recycled
materials in the experiment.
I did supplementary reading.
I asked for clarifications when
necessary or when I did not
understand something.
I followed the given schedule for
the experiment; I was able to
work on it ahead of time.
Data I recorded and submitted
was the set of actual
measurements/reading I
obtained.
I solicited help from relatives,
friends, and classmates only after
I have exhausted all means to do
things on my own.
I asked assistance from relatives

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 or companions at home when
the activity cannot be done by
one person only.

REFERENCES
A. Main Reference

Freedman, R.A. and Young, H.D. (2013). University Physics: with Modern Physics. San
Francisco, CA: Pearson Education, Inc.

Giancoli, D. C. (2008). Physics for scientists and engineers. Pearson Education

International.

Serway, R. A., & Vuille, C. (2014). College physics. Cengage Learning.

B. Books

Bord, D.J. & Ostdiek, V.J. (2012). The World of Physics, Philippines: Cengage Learning
Asia Pte Ltd.

Cummings, K et. al. (2004). Understanding Physics. John Wiley & Sons, Inc.

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means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 27