n

Lab 3
Title: Forces in Equilibrium
Objective: To study the parallelogram method of vector addition and the principle of moments
Procedure:
Setting Up:
The apparatus was set up as shown below:

1) The apparatus consisted of three movable links tied to a center ring. Two of these strings
passed over pulleys at P and Q and the masses M1, M2, and M3 were attached to these
strings. M1 and M2 were 100 g each and M3 was large enough so that POQ formed a right
angle. The system was adjusted until it remained at rest in a position where the friction in
each link and spring balance assemble was minimal.
2) A piece of paper was placed under the link assembly and fixed to the center of the board
using tape. The position center of the center ring was marked on the paper, along with the
directions of the three links coming from it.

Taking Measurements:
1) The method of parallelogram forces was used to find the resultant of the two tensions T1
and T2 in M1 and M2 respectively.
2) The angle POQ was readjusted and repeated for two more measurements. `
Precautions
Precautions associated with equipment:
In order to ensure accuracy in measurements, the mass of the mass hangars were measured and
included in the calculations, and when the forces were nearly balanced, the center ring was
tapped to help find the true equilibrium of the system by overcoming friction. Also, when
reading the protractor measurements, it was ensured that this was done correctly so as to avoid
error in readings.
Precautions associated with systems:
It was ensured that the force table was set on a level surface and the strings were attached to the
exact center of the table and were at positions appropriate for the angles of the pulleys. When
setting the weights on the hangars, it was ensured that the weights were placed gently so as the
avoid disruption to the rest of the system.
Safety precautions:
In order to ensure the longevity of the equipment used, it was ensured that the weights were not
dropped, the pulleys were not screwed on too tightly to the force table, and the force table was
used in its correct manner.

Apparatus: vector board (force board), weight and weight holders, meter ruler, protractor,
thumbtacks, paper, string

Results/Calculations
Theoretical- 90

Mass P and Q = 100g.

Mass of weight holder = 11g.
Total mass = 111g / 0.111kg (for each vector; P, and Q).
0.111 kg x 9.81N/ 1 kg
= 1.089 N

Experimental Results @ 90o

Mass
Experimental Force
Points
(kg)
(N)
Experimental
60o
P Results @ .111
1.09
Q (kg)
1.09 (N)
Points Mass
Experimental Force
R
.1711
1.69
P
.111
1.09
Q

.111

1.09

.2011

1.97

Experimental Results @ 30o

Points

Mass (kg)

Experimental Force (N)

.111

1.09

.111

1.09

.2811

2.76

Resultant at 900 (Vectors meet at a right angle):

Experimental Value:
Resultant (R) = 171.1 g

171.1g x

1 kg
1000 g

9.81 N
1 kg

= 1.68 N

Theoretical Value:
R2 = Q 2 + P 2
R=

(1.089)2+(1.089)2

R=

2.3718 42

R = 1.54 N

Resultant at 600 :

Experimental Value:
Resultant (R) = 201 g

201g x

Theoretical Value:
Px = 1.089N x

cos 0

Py = 1.089N x

sin 0 = 0 N

Qx = 1.089N x

cos 60

= 1.089 N

= 0.545 N

1 kg
1000 g

9.81 N
1 kg

= 1.97 N

Qy = 1.089N x

sin 60 = 0.943 N

Rx = Px + Qx

= 1.089 + 0.545 = 1.634 N

Ry = Py + Qx

= 0 + 0.943 = 0.943 N

R=

Rx 2 + Ry2

R=

(1.643)2+(0.943)2

R=

3.559

R = 1.89 N

Resultant at 300 :

Experimental Value:
Resultant (R) = 281.1 g

281.1 g x

Theoretical Value:
Px = 1.089N x

cos 0

Py = 1.089N x

sin 0 = 0 N

Qx = 1.089N x

cos 30 = 0.943 N

Qy = 1.089N x

sin 30 = 0.545 N

= 1.089 N

1 kg
1000 g

9.81 N
1 kg

= 2.76 N

Rx = Px + Qx

= 1.089 + 0.943 = 2.032 N

Ry = Py + Qx

= 0 + 0.545 = 0.545 N

R=

Rx 2 + Ry2

R=

(2.032)2+(0.545)2

R=

4.43

R = 2.10 N

Discussion:
The aim of this lab was to study the parallelogram method of vector addition and the
principle of moments. Also, this experiment was centered on Newtons first law which states that
an object at rest must have no net force, which means that the sum of vectors of the forces must
be equivalent to zero. Static equilibrium describes the condition in which a body is at rest with
respect to a frame of reference. When a body is in static equilibrium, the vector polygon of all
forces acting on the body in static equilibrium is closed, the sum of the vectors representing the
forces is zero and the sum of the components of force along any axis is zero.
Basically, vectors are quantities that have both direction and magnitude and in this
experiment, force is the vector quantity being applied. A force table or vector board is an
apparatus used to determine the resultant or vector sum of different forces. Forces are applied
radially to a central ring by means of attached strings, which run over pulleys on the edge of the

table, with weights hanging on their ends. The pull of gravity on the weights gives rise to tension
in the strings that is proportional to the amount of weight hanging. Therefore, the magnitude of a
force may be varied by adding or removing a weight. The direction of a force can be varied by
moving a pulley along the circumference of the table. When two or more forces are applied to
the ring, their vector sum, or resultant, can be found by finding the additional force needed to
exactly balance the applied force. When several forces act on an object, their combined effect is
known as the resultant force, and if the resultant force on an object is zero, then the velocity of
the object stays constant.
It was observed that when 111 g or 1.09 N was added to positions P and Q, the weight
needed to form a 90 angle was 171.1 g or 1.69 N.. It was noted that when the graphical method
was used to determine the resultant of T1 and T2 in M1 and M2, the results obtained were
equivalent to the results gained in the experimental exercise. This may have due to the fact that
it was ensured that the graph was properly drawn to scale and the measurements were accurate.
However, when the resultant was found using the analytical method, there was some error due to
the fact that friction may not have been considered when the calculations were carried out. Under
normal circumstances however, the analytical method is more accurate due to the fact that it does
not rely on accurate drawing skills in order to determine the resultant.
The reason why this body was able to remain in equilibrium and adhere to Newtons first
law is that it was being held in an inertial reference frame. Inertia is defined as the resistance to
change of velocity, and the inertial reference frames are those in which the law of inertia is valid.
Mass is a measure of the quantity of an object. In determining the effect of the resultant force on
an objects velocity, the mass of the object must also be taken into consideration. The greater the
mass of an object, the greater the force required to give it a particular acceleration, and the
greater the mass the less acceleration there is for the same net force. This is where Newtons

second law comes into play. Because there was a net force of zero acting on the center ring of the
table, the acceleration of the table was zero, keeping with Newtons law when it states that the
acceleration of an object is directly proportional to the net force acting on it.
Conclusion
The aim of this lab which was to study the parallelogram method of vector addition and the
principle of moments was successfully carried out. However, errors due to frictional force
occurred and it was observed that the parallelogram method was more accurate that the analytical
method.
Questions
1) Compare the graphical and analytical (addition of components) methods for adding
vectors. Which is more accurate? Give possible sources of error for both methods. Why is
it useful to use both methods?
The analytical method of adding vectors is more accurate than the graphical method
due to the fact that it does not require careful measurement and drawings of the vectors.
However, a possible source of error is that the calculations may not always take into
account the effect of friction in the system. Errors in the graphical method are mainly due
to human capacity: inaccurate measurement and drawings will lead to inaccuracy of this
method. It is useful to use both methods simply because the analytical method may be
used to predict the outcome of the forces and angles needed to balance the system, and
the graphical method provides an idea of the direction and magnitude of the forces acting
in the system.

2) What are the possible sources of error in the experimental method? Why is it necessary to
allow the strings to slip loosely about the ring?
Possible sources of error in the experimental error included inaccurate readings of the
protractor and ruler, false balances of the masses, ignorance of the masses of the strings,
friction in the pulleys, and errors in direction of the forces if the strings were not at 90 to
the tangent of the ring. It was necessary that the strings slip loosely about the ring in
order to ensure that the tension being exerted on the ring belonged to that of the weights
alone, and also to ensure that when the weights were added and removed, there was
ample room for adjustment.
3) If the weights of all the weight hangers were the same, could their weights have been
neglected? Explain.
No, the weights of the hangers could not be neglected due to the fact that even though
they are all of the same weights, they still exert a force on the center ring, and because
each mass on the force table would be of a different weight, the total weight being
exerted on the center ring would be incorrect if the hanger weights were excluded.
4) What is the effect of the weight of the ring? What difference would it make if the ring
was considerably more massive?
In this experiment, the ring acted as the center of balance of the force table by exerting
a force on the weights attached to it. Therefore, if the ring was more massive, then greater
weights would have been required to keep the ring balanced.

Apparatus used in experiment

Masses

Protractor

Force Table

Refernces
Abbot, A. F. (1989). Physics, 5th Ed. Oxford: Heinemann Educational Publishers.
Giancoli, D. C. (2005). Physics: Principles with Applications, 6th Ed. New Jersey:
Pearson Education Inc.