Professional Documents
Culture Documents
AP Physics Lab Manual 2013-2014
AP Physics Lab Manual 2013-2014
AP Physics Lab Manual 2013-2014
LaboratoryManual
(COVER)
20132014
IntentionalBlankPage
Introductory Materials
Scale Drawing, Angle Measure, Smart Labs
A01-02
B01-B16
6a 678-
XT1-XT3
G01-G09
H01-H06
12 13 -
Centripetal Force
Measuring Power
M01-M06
N01-N05
80 min
15 16 17 -
P01-P05
Q01-Q05
R01-R04
80 min
21 -
V01-V04
80 min
24 -
Pendulum Lab
Y01-Y06
80 min
26 27 -
Speed of Sound
Refraction with Laser
AA1-AA2
AB1-AB6
40 min
APPENDIX
28 - Buoyancy
29 - Newtons Laws Super Lab
TOC
40 min
80 min
40 min
80 min
AD1-AD2
AE1-AE5
40 min
40 min
80 min
80 min
40 min
80 min
TOC
MakingAGraphUsingExcel2007
Step1)Typeinyourdatawithoutunits.XdatagoesincolumnAandYdatagoesincolumnB
Step2)Clickonthe1stnumberunderAandselectbothsetsofdata(imagebelowshowsselecteddata)
Step3)ChoosetheInsertTab
Step4)SelecttheScattertypePlot
Step5)Choosetheplotthatmakes
pointsonly
A01
Step6)GraphismadeButthereisnolineandnoTitleoraxislabels.
ChangetheChartLayoutbyclickingthefirstlayoutoptionbutton
Titlesarenowshownonthechart(asseenbelow)
Step7)Changethetitlesandaxislabels.Doubleclickthetitleyouwanttochange,typeyournewtitle,hitenter.Besuretoputunitswiththevalueson
theaxisandmakethecharttitleusingtheproperYvsXnotation.
Step8)AddatrendlineRightclickanyoneofthedatapointsandchoosetheaddtrendlineoptions.Whentheformattrendlineoptionboxopens,
moveittothesidesoyoucanseeyourgraphandtrythedifferenttrendlinetypestoseewhichonefitsyourdatathebest.Sometimesitislinear,but
sometimesacurvedtrendlineisabetterfit,trythemalltoseethebestone.SpecialNote:Inthissameformattrendlineboxyouwillseeacheckboxat
thebottomlabeledDisplayEquationonChart.Thiswillputtheequationofthelineofyourgraphonthechartandcanbeusefulforfindingslopes.
Step9)PrintingYouhavetwooptionstoprint.Ifyouclickonthechartfirst,andthenhitprint,thechartwillbeprintedonawholepage.Oryoucan
copythechartandpasteitintoMicrosoftWordandresizeitaspartofanotherdocument.
A02
Intro LAB 1
Scale Drawings,
Angle Measure and
Interpretation of
Lab Data
Name: ______________________________________________________________________
B1
Use of a protractor is rather simple. Be precise when using a protractor, make sure the base of the protractor
lines up correctly with the line you are measuring the angle from and be sure the point where the lines intersect is
directly in the center point of the protractor.
Often you have to extend the lines that make the angle you are measuring so that they will fall on the
scale and you can accurately read where they line up.
Using a protractor is best learned by viewing examples. Lets look at a few examples.
You want to measure the angle in the bottom left corner of this triangle. Place the protractor as shown below. Be
sure that the point on the left corner of the triangle is in the center of the protractor and the bottom line of the
triangle is exactly lined up on the 0 degree part of the protractor
Now all we do is look at the scale on the protractor to see where the line hits it. Note there are two scales on the
protractor along the arc (one on the top and one underneath it). Looking at our scale, we see the angle is either
62 or 122. Looking at the triangle we know the angle is less than 90 so we choose the 62 measure.
Another protractor example.
B2
This line is
on the 0
degree mark
66 degrees away
from the 0 degree
line
Sometimes you have to be creative to measure the angles of real life things because they can be a little awkward.
One trick you might try is to use a string in various ways so you can extend the side of something and get a
decent angle measure. You could also try to trace a portion of something on paper, or fold the paper to imitate
the angle that you want to measure.
B3
2. Scale Drawings
What is a "Scale" Drawing?
A scale drawing is a miniature version of a real life thing that is drawn to proportion so that if you took the drawing
and enlarged it to be the actual size, it would exactly resemble the real life object. When making a scale drawing
be sure to use a ruler and a protractor. Measure the lines you are going to draw, make them straight and
measure angles properly with a protractor if needed.
Making your own Scale Drawing
The distance from NY to CA is approximately 3000 miles. If you wanted to make a scale drawing of the road on
your paper, you can't make a line that is 3000 miles long. You have to establish a scale.
When making a scale drawing, ALWAYS USE THE CENTIMETERS PART OF YOUR RULER (cm). Each
centimeter is broken into 10 equal divisions and is easier to use.
The first part of making a scale drawing is choosing a scale. You should choose your scale so that your drawing
is not too small and not too large. It takes some practice and experience to choose a scale but a little trial and
error will give you an adequate drawing. You can often look at the largest dimension you need to draw to
determine what scale you should use.
In the example above with the road from NY to CA, a scale of 1 cm = 500 mi would be appropriate. With this
scale, your road would be 6 cm long.
Your scale will always be of the form
X units of the real life dimension
B4
1 cm = 9 cm
45 ft
5 ft
Height (15 ft)
1 cm = 4.2 cm
21 ft
5 ft
What we did here was use our scale factor (1 cm / 5 ft) to convert our real life
house measurements to values we could draw on paper. The first conversion
showed us that in order to make a line that would represent 45 ft .. we would
have to draw it 9 cm long. This makes sense, think about it: if every 1 cm we
draw represents 5 ft in real life .. then a 9 cm line ( 9x5 = 45 ) would be like a
45 ft line in real life, it works out.
Now that we have the paper dimensions, all we have to do is use a ruler to
So we need to draw the length of the house 9 cm long and the height of the house 4.2 cm high. Be sure to note
your scale on your drawing.
I start Fires !!
Scale
[ 1cm = 5 ft ]
(If you use a ruler and measure the house, you will see that it is drawn to scale, the man is sort of big though)
B5
Time trial #1
0.25 sec
0.40 sec
0.50 sec
0.58 sec
Time trial #2
0.027 sec
0.43 sec
0.51 sec
0.60 sec
Time trial #3
0.22 sec
0.42 sec
0.89 sec
0.57 sec
Average Time
0.16 sec
1.25 sec
1.5 sec
0.59 sec
Speed (m/s)
31.25
12.00
13.33
423.7 m/s
B6
Distance (m)
25
20
15
10
5
0
0
Tim e (sec)
2.) Your graph should always have a best fit line drawn on it. (The graph shown above would loose points for
lack of a best fit line). To determine the best type of fit, simply look at your data points to see how the trend is.
In the above graph, we can see that it is clearly indicating a curve. Other data sets will indicate straight line best
fits. Never simply connect all data points.
Distance vs Tim e
35
y = e0.6931x
30
Distance (m)
25
20
15
10
5
0
0
Tim e (sec)
3.) If using Microsoft excel to make graphs, the only type of graph you should ever make is XY scatter, and you
use the one that makes points only. Then, after the graph is made, you right click one of the data points and
choose add trendline. Try out the difference trendlines to see which one fits best.
4.) Which values to place on the x and y axis is usually determined for you in a Physics lab and should not be
done simply by your choice. This is a very important point to remember: Graph types are always stated in
the form Y vs. X, and the Y axis value is always listed first with x axis value following it. For example,
B7
Distance vs. Time, means Distance is the y axis value and time is the x axis values. A graph of Density vs. Mass
would indicate Density is on the y axis. In the rare case that you have to choose x and y axis values, the
independent variable goes on the x axis. This means that the variable that is unaffected by the other quantity is
the one that you put on the x axis.
5.) Lab data is not perfect. Most of the time, your graphs will not form perfect curves or perfect lines, that is the
reason for the trendline it draws a best fit of the data. Occasionally, an error on your part will result in a data
point that skews the graph and changes the trendline. You should be able to notice this error and in this case
you should eliminate the bad data point.
Example.
Distance vs Tim e
25
Distance (m)
20
15
10
0
0
Tim e (sec)
Clearly this data is indicating and upwards sloping trend, and the trendline does show that, however, it is being
skewed by the data point at 3 seconds which is clearly a mistake. The point should be removed and you should
note that you did that. The corrected graph is shown below.
Distance vs Tim e
14
12
Distance (m)
10
8
6
4
2
0
0
Tim e (sec)
B8
Intro Lab
Name: __________________
When turning in the lab, only turn in from this page forward.
The prior pages are for your reference only
1.) Find any errors or discrepancies in the data shown below. Write what these errors are on
the bottom of the page. Be sure to:
- Refer to the row with the error and state the error
- Then state what to do about it.
An experiment is being conducted in three identical jars full of water. They have three candles held underneath
them to heat the water. The temperature is recorded every minute.
ROW #
Time
Jar 1
Temperature
Jar 2
Temperature
Jar 3
Temperature
Average
temperature
1 min
10.06 C
10.13 C
10.00 C
14.56 C
2 min
13.71 C
13.70 C
13.71 C
13.71 C
3 min
20.25 C
20.50 C
20.55 C
20.43 C
4 min
16.20 C
16.05 C
16.15 C
16.13 C
5 min
24.40 C
24.35 C
24.42 C
24.39 C
6 min
28.00 C
27.98 C
24.89 C
26.96 C
7 min
46.60 C
46.35 C
46.50 C
46.48 C
There are not necessarily errors in every row, but there are 4 total errors in the data. (if there is a single error that
in turn causes other errors, that should be considered only one error total)
Only 1 error is a calculation error.
Other errors are based on the experiment as a whole and what you would expect the results to look like as it
progressed. (read the description of what is actually being done here)
B9
2.) The following data is from an experiment measuring pressure in Pascals and volume in cubic meters
Volume (m3)
1
2.5
4
5.75
8
Pressure (Pa)
100
40
25
17.4
12.5
(a) Based on your knowledge from chemistry and gas laws, predict what the shape of the graph Pressure vs.
Volume should look like and draw it below. Be sure to label each axis with units.
(b) Using the real lab data, create a graph of Pressure vs. Volume by hand. Again label everything. Put a best fit
line or curve on the graph.
(c) Your predicted graph and your actual graph might look very different from each other. This relationship is an
inverse relationship. The actual graph you made should be a curve and is the correct look of an inverse graph.
Some students believe an inverse looks like a straight line sloping downward; this is incorrect and will never occur
in a physics lab or test. It is very important to note that inverse graphs are always like the graph you plotted in
the grid.
B10
3.) The following data is from an experiment measuring Force in newtons and mass in kilograms.
Mass (kg)
1
2
3
4
5
6
Force (N)
10
23
29
43
50
95
Create a graph of Force vs. Mass by hand and draw a best fit line. Be sure to state any corrections here
that you need to make for lab data errors, and make those corrections.
4.)UsingMicrosoftexcel,recreatethegraphsthatyoumadeinsteps2and3andattachthemto
thebackofthislabreport.Yourlabshouldhaveboththehandplottedgraphsdrawontheselast
twopagesaswellasthecomputergeneratedgraphs.Directionsforexcelareonthepagesthat
follow.
B11
2 - Measure the angles between the lines drawn below (you will need to extend the lines with a ruler in order to
see where they fall on the scale on your protractor, show your line extensions).
B12
LAB QUESTIONS
4 - Make a scale drawing of a Boat that is 25 ft long and has a sail that rises 40 ft into the air. Be sure to show the
conversions from real life measures to paper measures .. follow the steps below.
(a)
(b)
Use your scale factor to convert the real life boat dimensions into paper dimensions.
Length (25 ft)
25 ft
40 ft
Draw your scale drawing here (draw the boat). State your scale next to the drawing.
Be sure to use a Ruler to draw straight lines properly measured.
B13
continued
(c) - Measure a TV in inches. Write down what the measurements of the TV are. Then follow the same steps as
shown above to make a scale drawing of your TV.
B14
Use two of your fingers (not your thumb) to trace a V shape on the paper. When you trace the shape, it
will be sort of a U shape, use a ruler to turn it into a V shape. Now measure this angle
6-
Measure the dimensions of the top of your kitchen table in inches (be sure to use the inches side of a
ruler) Record these dimensions below (if your table is round, then just pretend it is a rectangle and
measure the longest center parts of the table, then draw it rectangular when you are done). If you dont
have a kitchen table for some weird reason, then use a different table in the house.
Length ____________
Width
7-
____________
_____________
_____________
_____________
_____________
B15
B16
Since we know how often a spark is made, we can count the number of marks on the tape to see how long it
took the tape to move through. A finished tape would look something like this.
Sample tape analysis: The spark timer is set at 1/60 and a motorized car pulls it through. The tape is shown
below.
Visual Analysis: Since the dots get farther and farther apart in the beginning, we can see that the car must be
speeding up logically, if each dot is made in the same amount of time and the spacing between them is
getting larger, the car must go faster for this to happen. In the second half of the tape, the dot spacing is
constant and therefore we can conclude the car was moving at a steady rate (constant speed)
Note: The spacing between each dot is what we are measuring here, not the dot itself. Therefore, we want to
count the # of dot spacings to determine the amount of time for a given distance rather than counting the # of
dots by themselves.
XT1
Average Velocity of the car: The average velocity of the car is defined by the total distance traveled / total time.
Using the tape, we measure the distance from the first dot to the last dot with the ruler.
Then we can count the total number of spacings and add up to get the total time
NOTE: The time used here is not 1/60 of a second, rather it is the total time.
XT2
Prelab question:
A toy car has a spark timer tape attached to it and moves down a track. The timer is set to the 1/10 setting.
Visually inspect the tape above and qualitatively (no numbers) explain what the tape tells you about the motion
of the car. Explain your reasoning.
Calculate the average velocity of the car, the initial instantaneous velocity of the car, and the maximum
instantaneous velocity. (show all work with all equations and units)
XT3
XT4
Name: _____________________________
G1
Materials
spark timer
timer tape
stop watch
cart
old books and/or bricks
ramp
masking tape
Procedure
DO THIS
CATCH THE CAR
WHEN IT
REACHES THE
BOTTOM.
_____1.
Set up the apparatus shown above. DO NOT tape the timer tape to the wheel. Place the spark
timer directly on the ramp behind the car. Start with a ramp height of about 50 cm
_____2.
Rip off about 40 cm of spark tape and attach it to the car so that the outside part of tape faces up.
_____3.
_____4.
Put the car at the top of the ramp, feed the spark tape in the timer and attach it to the car. Hold a
meterstick across the track in front of the car. Turn on the timer and smoothly remove the
meterstick to release the cart while your lab partner stands ready to catch it at the end of the
ramp. DO NOT USE THE STOPWATCH until step 13.
_____5.
Visually inspect the tape to make sure it makes sense as sometimes the timer can skip a dot if
you see something strange, ask your teacher to inspect it)
_____6.
Switch places and repeat so that each person has his/her own tape.
_____7.
Draw a line through the first distinguishable dot at the beginning of the tape and label this start.
Draw a line through a dot towards the end of the tape and label this end. Be sure that the start
and end marks represents points where the car was moving on the ramp unhindered. Your tape
should look something like the picture below.
START
_____8.
END
Measure the distance between the start and end lines and make a note of it.
Start-end distance ________________
Get an average value of your whole lab group
Average distance ________________
_____9.
Cut the tape at appropriate locations and fix it to the tape timer collection sheet provided (keep
the tape in order when taping it to the sheet).
G2
_____10.
Return to the lab apparatus and remove the spark timer from the experiment.
_____11.
Put the car on the top of the ramp in the same spot that it started when using the timer tape.
_____12.
Put a piece of masking tape on the side of the ramp lined up with the front wheel of the car.
DO NOT PUT TAPE DIRECTLY ON THE FLAT RAMP SURFACE Using the average distance
recorded in step 8, measure down the length of the ramp that distance and put a second piece of
tape on the side of the ramp to mark the end of that distance.
_____13.
Release the car down the ramp and use the stopwatch to record the time it takes to cover the
distance between tapes (record the time from when the car starts to when the front wheel hits
the second tape)
_____14.
Repeat the drop two more times to have a total of three trials. Measure the time with the
stopwatch each time and record it.
Trial
Time
1
2
3
G3
G4
Name: __________________
When turning in the lab, only turn in from this page forward.
The prior pages are for your reference only
PART A.) Timer Tape Measurements (ONLY USE THE TIMER TAPE FOR THIS PART)
1.) Use your timer tape to calculate the average velocity of the car, in m/s, over the total distance. Show and
explain work with formulas and units.
2.) Use your timer tape to calculate the instantaneous initial and final velocity of the car (this is the same as you
did in the spark timer lab) Show and explain work with formulas and units.
3.) Use the information in part 2 above to calculate the average velocity, in m/s:
v =
vi + v f
2
4.) Which of the two average velocity calculations performed do you think is more accurate, explain. (Dont make
a silly statement like the formula has less variable so less error, that makes no sense. One method is more
accurate based on how it is determined and what goes into it, not based on possibility for mistakes)
G5
5.) Determine a percent error between the two calculated average velocities and use the value you consider more
accurate as the accepted value. Show formula and work with units.
6.) Using only the velocities from part 2 (vi and vf) on the previous page, and the total time of movement,
determine the acceleration of the car, show all work with formulas and units.
PART B.) Stopwatch Measurements (use the stopwatch times as well as the distance on the ramp for this part)
1.) Find an average value of the three times recorded using the stopwatch, show work.
2.) Assume the car started from rest (vi = 0) and use the distance and time values recorded in the stopwatch part
of the lab to determine the acceleration of the car. This is just like a normal physics problem from class. List all
G6
3.) In part A step 6 and in part B step 2 you calculated two different accelerations, which do you think is more
accurate, explain your reasoning
4.) Determine a percent error between the two calculated accelerations and use the value you consider more
accurate as the accepted value. Show formula and work with units.
C.) Graphs
1.) Using a ruler, measure the distance on your spark tape for the dot intervals indicated in the chart and fill in
the chart. Note that the INTERVAL NUMBER: 1,2,3 does not represent each spacing since we are
starting from dot one each time. The time and distance should be getting significantly larger for each interval.
2.) Each dot spacing on your tape represents a given amount of time based on what the spark timer is set to, as
we learned in the spark timer lab. Use this fact to calculate the times for the intervals shown in the chart below.
Be careful because each interval has a different number of spacings. The first interval is only 1 dot spacing (dot
1-2) while the second interval is 3 dot spacings (1-2, 2-3, 3-4)
Explain how the time is calculated.
Interval
Time (s)
Distance (m)
16
(4)
18
(5)
1 10
(6)
1 12
(7)
1 14
(8)
1 16
(9)
1 18
(10)
1 20
(11)
1 22
(12)
1 24
2.) Using a computer program, make a graph of distance vs. time and attach it to this report.
(The terminology __ vs. __ tells you which value to put on the x and y axis)
G7
Questions
1.) List reasons for error in any part of this experiment. Do Not simply write human error or miscalculations
or rounding; those are not reasons for error. Reasons for error can include human factors, but you should
specifically state what they are rather than writing human error. Furthermore, errors are not mistakes or things
you could correct, rather they are uncontrollable and could be there no matter how many times the experiment is
conducted.
2.) The graph you created in this lab is a d vs. t motion curve. Based on the principles of motion curves
learned in class, what does the shape of the graph suggest about the motion of the cart. Explain your reasoning.
DO NOT SIMPLY SAY as time increases distance increases, rather analyze this graph as though it was a question
from a homework assignment on motion curves asking you to interpret what the graph tells you about what the
car is doing.
3.) In part B of the lab you calculated the acceleration of the car with the stopwatch time.
List that acceleration value here ____________________
(The following questions are just like basic kinematics word problems as we did in class, simply label all info, pick
a formula and solve)
(a) Using the value of acceleration written above, and the fact that the car started from rest, determine how fast
( in m/s) the car would be moving if it accelerated for 10 seconds, show formula and work with units.
(b) Using this same information, how long (in meters) would the ramp have to be in order to allow the car to roll
for 10 seconds, show formula and work with units.
G8
G9
G10
Procedure
PART A Measuring your reaction time.
_____ 1.) Hold a ruler vertically and have your lab partner put their index finger and thumb at the 50 cm mark
ready to catch the ruler once it drops. Drop the ruler so it falls straight down and let your partner catch
it with the two fingers.
_____ 2.) Record the distance the ruler fell.
_____ 3.) Switch partners and get results for the whole group.
_____ 4.) Record everyones results and calculate their reaction times, show calculations. Tell the winner that
they are the coolest for being so quick.
Name
Distance
Reaction
Time
Do not calculate the times now. Do this once the lab is finished.
Show a sample calculation of how you did your work for one
person. Remember, this is a simple free fall problem that starts
from rest. Just like a problem in class, write down all known
variables, pick an equation and solve for the unknown.
H1
- - - - - - - END OF EXPERIEMENT - - - - - - -
H2
Analysis
Distance of
Interval
Time of
Interval
Instantaneous
Velocity
Total elapsed
time since start
1 (dot 1-2)
2 (dot 2-3)
3 (dot 3-4)
Continue for
all
spacings
Sample
Calculation:
H3
This value of g, acceleration due to gravity, will serve as our experimental value for g.
(c) Using only the V vs T motion graph, find the total distance traveled from the start to end. Explain how you
find it and then do it. Again use only the whole graph itself and the principles of motion curves to find the
distance, DO NOT PICK A POINT from the graph and plug into acceleration equations. Be careful when you do
this part, most students make a careless mistake getting the correct value for this.
H4
Questions
1.) List reasons for error in any part of this experiment. Do Not simply write human error or miscalculations
or rounding; those are not reasons for error. Reasons for error can include human factors, but you should
specifically state what they are rather than writing human error. Furthermore, errors are not mistakes or things
you could correct, rather they are uncontrollable and could be there no matter how many times the experiment is
conducted.
2.) Find the percent error of the acceleration you calculated vs. the known accepted value of g. Show work.
3.) In part 2 of the Analysis, you measured the total distance traveled by the weight. In part 4 (c) of the Analysis
you used a motion graph to calculate the total distance traveled by the weight. Find the % error of these two
calculations and use the measured value as the accepted value.
4.) You created a v vs t motion graph in this lab. What does the shape of this graph suggest about the
acceleration and velocity of the falling object? Describe the behavior and describe how you used the graph to get
that information. (Answer as if you were given these motion graphs on a quiz and were asked to
describe the motion of the object).
H5
H6
H7
Laboratory Investigation
Abstract: - Analysis of the circular motion of a swinging stopper will provide insight into the causes of
centripetal force and develop relationships between speed, radius and centripetal force.
Name: ___________________________________________
M1
Procedure:
1. Measure the mass of the rubber stopper using a scale and record in the attached data table.
2. Attach 200 g of mass to the bottom of the string that passes through the tube. Refer to the diagram to
understand how to measure the radius. Before swinging the stopper, measure the radius so that it will be
somewhere between 50-60 cm and record this value.
RADIUS USED: _______
3. Put an alligator clip on the string just underneath the bottom of the tube and wrap the string once around one
side of the clip teeth so that the clip will not slide if pushed (see diagram).
PART 1 - Changing Mass - READ UP TO STEP 5, BEFORE BEGINNING
Practice swinging
Hold the apparatus as shown in the picture and use your
free hand to hold the weight hanging below the tube.
Begin swinging in short horizontal circles to make the
stopper go in a horizontal circle around your head.
Once you get it moving, slowly release the weight in your
hand until it hangs freely.
Place
alligator clip
Vary the speed at which you swing the stopper until you
can get the alligator clip to be just below the bottom of
the tube without it touching the tube.
Keep the swing constant so that the alligator clip
remains in place and does not move up or down.
4. In this part of the lab we will be varying the mass hanging on the rope. Choose a starting mass of either 100
or 200 grams. If you are able to swing the mass successfully with the 100 gram weight, then start with that
mass, however, if the stopper is too heavy and it is difficult to swing with such a small weight then start with
the 200 gram mass.
5. We will now take data while spinning the stopper, please read the recommendations that follow, dont be
lazy. Sometimes the stopper will be swinging quickly so be careful when you are counting the revolutions.
The person swinging the stopper usually has the best idea about the numbers of revolutions and you can
even hear the swirling noise of the stopper to help you count. The person doing the swinging can begin
counting aloud from 1 27, and the person timing can start the stopwatch when they hear 5, and then stop at
25 so there will be a more accurate result of the beginning and end of the 20 revolutions. Use whatever
method is best for your lab group for counting and timing. Record your data in the attached data table.
Make sure the stopper is spinning at a constant rate in a horizontal circle and the alligator clip remains at
the same spot (just below the tube but not touching), and record the amount of time required to make 20
revolutions of the stopper.
6. Repeat step 5 one more time so that you will have two trials total.
7. Add an additional 100 g of mass hanging to string to increase the total mass
Repeat the two swing trials again and record your times on the data table.
8. Add another 100 g of mass (200 g total additional added)
Repeat the two swing trials again and record your times on the data table.
9. Add a final additional 100g of mass (300 g total additional added)
Repeat the two swing trials again and record your times on the data table.
M2
M3
Analysis Instructions
A common mistake in this lab is misunderstanding which mass to use. There are two masses, the hanging
mass (the one hanging below the circle attached to the string) and the mass of the stopper. Each mass is used
for a different thing in the analysis. Keep in mind that the stopper is the thing that is going in the circle, so when
using circular motion analysis it is the stopper mass that is being accelerated.
Complete the calculations on the data worksheet. Read the directions below to assist you.
(a) Hanging mass weight and Fc
Why does the spinning stopper maintain its circular motion in this lab? The stopper goes in a circle because
a centripetal force allows it to happen. A centripetal force is always provided by something. In this case the
string tension provides the centripetal force. However, if there was no mass attached to the string then the
stopper would just fly away and the hanging mass creates the tension which provides the centripetal force, so
in essence the weight of the hanging mass provides the centripetal force acting on the stopper. (note,
if you are one of the few people that actually read directions, this paragraph is the basis for the answer to one
of the questions, congratulations.)
This important relationship directly gives us Fc. Now that we know the Fc we can calculate other values.
(b) Speed (V)
We are going to find the speed of the stopper with two methods and compare the results. For the purposes of
percent error, we will assume that Method 1 is the experimental value and Method 2 is the actual value.
Method 1 (experimental V) - find the speed using distance and time.
In lab we found the time needed for 20 revolutions which we can easily use to find the Period. (Period =time
needed to make 1 revolution)
We also know the distance traveled in 1 revolution. The stopper swings in a circular path and we know the
radius of this circle. The distance traveled in 1 revolution around a circle is the circles circumference C = 2 r
With the distance and time traveled, we can find the speed of the stopper in the circle. This is method 1.
Method 2 (actual V) - find speed using the known centripetal force
In accordance with the discussion in part (a) of this analysis we know the centripetal force on the stopper. We
also know the mass of the stopper and radius of the swing. Given the formula for centripetal force:
Fnet(c) = m ac
Fnet(c) =
mv 2
r
We can see that the only unknown left in the equation is v so we can rearrange the equation to solve for v.
Read the note at the top of this page again to be sure to use the correct values.
(c) Find the percent error for the two methods of v
Graphs - Attach
1. Make a graph of centripetal force vs. speed(method 1) for part 1 of the lab
( y vs. x )
( y vs. x )
M4
Name: __________________
When turning in the lab, only turn in from this page forward. The prior pages are for your reference only
Data and Calculations Table
Hanging
Mass (kg)
Weight of
Hanging
mass (N)
Radius
(m)
Mass of
Stopper
(kg)
Trial 1
Trial 2
Average
Time
Time
for 20
for 1
revs (s) rev (s)
Fc
(N)
V
Method 1
(m/s)
V
Method 2
(m/s)
% error
V
Fc
(N)
V
Method 1
(m/s)
V
Method 2
(m/s)
% error
V
Sample Calculations:
Weight of
Hanging
mass (N)
Radius
(m)
Mass of
Stopper
(kg)
Trial 1
Trial 2
Average
Time
Time
for 20
for 1
revs (s) rev (s)
Questions
1.) List reasons for error in any part of this experiment. Do Not simply write human error or miscalculations or
rounding; those are not reasons for error. Reasons for error can include human factors, but you should
specifically state what they are rather than writing human error. Furthermore, errors are not mistakes or things
you could correct, rather they are uncontrollable and could be there no matter how many times the experiment is
conducted.
2.) Explain how you found the Fc acting on the stopper and why this is the correct way of calculating it.
3.) What does graph 1 suggest about the relationship between speed and centripetal force? Does this make
sense, explain? (you must refer to a physics formula)
4.) What does graph 2 suggest about the relationship between speed and radius? Does this make sense,
explain? (you must refer to a physics formula)
5.) Which method of solving for v do you think is more accurate and why (Dont refer to one formula being harder
than the other, accuracy should be based on the values used to find answer, not the actual formulas themselves)
M6
Name: _____________________________
N1
Introduction
The purpose of the following exercise is to measure the power you develop while first walking,
and second, running up a flight of stairs.
Power (P) = Work (W)/time (t) and W= Fd, where in the case of doing work against gravity the force used in
doing the work must be at least equal to the weight of what is being lifted
Procedure
1.)
2.)
3.)
4.)
5.)
N2
Report
Walking
Person
Time 1
(sec)
Time 2
(sec)
Avg
Time
(sec)
Weight
(lbs)
Mass
(kg)
Weight
(N)
Distance
(m)
Work
(J)
Power
(W)
Power
(kW)
Time 2
(sec)
Avg
Time
(sec)
Weight
(lbs)
Mass
(kg)
Weight
(N)
Distance
(m)
Work
(J)
Power
(W)
Power
(kW)
Average
Sample Calculations:
Running
Person
Time 1
(sec)
Averages
N3
2. Examine other peoples data. What type of person seems to develop the greatest power? Did anyone reach
1 horsepower (look up the conversion if you dont know it)
1 lb = 3500 Kcal
1 lb = 1.47x107 J
Your answers must be given by actually showing conversions from one value for another by using the above
factors and the factor label method
Recall from beginning of year, to convert ft to cm
(1 in)
So when answering the questions you should use a similar method only with the new factors and factors you can
make from your data table.
3. Determine how many times the average person would have to run up the steps to lose 1 pound of body fat.
The factors have been setup for you. Use your data table and the proper factors from above to fill in and get the
final answer of stair runs per lb.
( ________ J )
( 1 stair flight run )
x
=
( ________ lb )
( ________ J )
N4
3500 Kcal
1 lb
1 lb
= 1.47x107 J
= 3500 Kcal
= 1.47x107 J
4. How many Kilocalories do you estimate the average person expends in one hour of stair running? (The
question is asking you to convert 1 hr of stair runs into kilocalories of energy
_____________
5. Use the answer to question #4, and the same factor method, determine how much body fat is burned in 1
hour of stair climbing.
N5
N6
Spring LAB
NAME: _____________________
Hookes Law & Potential energy
Introduction
In this lab you will investigate the force and stretch in a variety of springs as well as investigate energy.
Procedure
Part 1 Collecting data to determine the spring constant (see included table within lab)
DO NOT USE THE 1 kg mass, you will break the springs and rubber bands
For each spring and rubber band provided, (data table attached)
-
Hang the spring on a clamp and measure the initial length of the spring. (note: for the rubber band you will
have to put a small insignificant amount of weight on it to get the relaxed length, you can ignore this tiny
amount of weight in the analysis)
Attach different masses to the spring and measure the final length of the stretched spring. Each trial
should add at least 100 g of mass (for rubber band: 200g additions will most likely be needed). The
amount of mass added to the spring should be enough so that the stretch is noticeably measurable and
each trial is noticeably different.
Calculate the change in length for each mass.
Use at least 5 different masses for a given spring and repeat the process for each spring or elastic band
that is provided. You DO NOT, and probably SHOULD NOT use the same 5 masses for each spring. Make
a separate table of information for each spring.
P1
Measure the length between the rings to get a value for the maximum stretch (change in length) of the
spring and record that value
________________________________
P2
Analysis
Part 1
1.) For one of your springs and masses, draw a FBD of the spring at its relaxed length and next to it draw a
second FBD when the mass was attached to the spring. Label the lengths and the change in length as well as
the forces acting when the mass is attached to the spring
P3
2.) Collect your data in the tables below and determine the weight ( = spring force)
Rubber Band
Mass
(kg)
FSP = FG
(N)
Initial L (xo)
(m)
Final L (x)
(m)
x
(m)
FSP = FG
(N)
Initial L (xo)
(m)
Final L (x)
(m)
x
(m)
FSP = FG
(N)
Initial L (xo)
(m)
Final L (x)
(m)
x
(m)
FSP = FG
(N)
Initial L (xo)
(m)
Final L (x)
(m)
x
(m)
P4
3.) Make a separate XY scatter Graph of Force vs. Stretch for each spring and/or rubber band and be sure title
each one with the type of object used as well as the variables force and stretch (Note: you should remember how
to tell which one is the y value based on the vs terminology, look it up if you forgot). MAKE A SEPARATE
GRAPH FOR EACH SPRING on its own page. Be sure to put a best fit line or curve on the graph. NOTE: if
the best fit is a curve, which it probably will be for some of them, put this best fit curve in, and then after you
print the graph, draw a linear straight line to represent a representation of the average slope of the graph if the
relationship were linear. This is very important and is what you will use to find the spring constant for a graph
that is naturally curved and not linear. Some of your data might be naturally linear and not have this problem.
Make the graph sized at least a half of a piece of paper. You can copy and paste the graph from
excel into word in order to do this.
4.) Below each graph, pick appropriate points and find the slope of the graph to determine the spring constant.
Be sure to indicate which points you are using and circle them on your graph as well. (Note: DO NOT PICK
POINTS from the graph and plug into F=kx, and dont average individual k values either. Rather
you should be finding the slope to get the spring constant).
5.) Below each graph, state whether or not the spring constant is actually constant for the spring or shows
variation based on the stretch and explain how you make this conclusion.
6.) Use each graph to determine the amount of work that would be done by the spring as mass was added. Use
the lowest amount of attached mass as the starting point and determine the work done as the spring was
stretched from this position to the final largest stretch position recorded. Clearly show your answers below each
graph and explain how you found the work in each graph.
Part 2 - The diagram below represents the motion of the spring in Part 2 of the lab. It started at rest at
position A and then was dropped until it stretched and reached position B where it momentarily stopped again.
(starting position)
\
/
\
A
hA
\
/
\
/
\
For this part of the analysis, we are going to assume that when
the spring reached position B, the max stretch, it was at a height
of zero h = 0
B (Max stretch)
(c) How should the results to parts (a) and (b) compare to each other. Explain in detail why they should be this
way and comment on how your results compare to what you would expect.
P5
P6
ConservationofMomentuminCollisions
NAME: _______________________________
Q1
Therearetwocarts;theyarelabeledonthesideasthedynamicscartandthecollisioncart
PerfectInelasticCollision
The dynamics cart should have both the spring loader and the Angle Indicator attached to it which is used
to break the laser of the photogate. If they are not attached ask your teacher.
____ 1) Measure the length of the narrow middle part of the Angle Indicator (as shown in the diagram below)
Record the measured length here:
Length L = __________ m
L
____ 2) The dynamics cart should be placed on the track, with the spring launcher inserted into the black end
stop and the spring uncompressed. With the cart in this location, put one of the photogates about 10 cm away
from the front of the cart. Then put the second photogate about 50 cm away from the first photogate
(see figure 1 below)
____ 3) Adjust the height of each photogate so that the thin middle part of the Angle Indicator will be the part
that breaks the laser as the Angle Indicator moves through each photogate. You can see the location of the laser
sensor on the photogate by inspection. You must carefully set its height so that the Angle Indicator will not hit
the photogate and so that only the thin middle part passes by the laser sensor
____4) Using one of the scales in the classroom, record the mass of the Dynamics Cart. Also find the mass of
the Collision Cart and add extra 20 and 50 gram masses so that it has nearly the same mass as the dynamics
cart. Record the total masses below.
Dynamics Cart mass
m1 = ___________ kg
m2 = _____________ kg
____ 5) Place the Collision Cart about 30 cm away from the first photogate. The location should be such that
when the dynamics cart is launched it will pass through the first photogate by itself; then collide with the Collision
Cart, and the two of them will then pass through the second photogate together.
Angle Indicator
Photogate 1
End Stop
Photogate 2
extra masses
Dynamics Cart
10 cm
Collision Cart
30 cm
50 cm
___6) Turn on, Reset the photogates, and make sure they are in gate mode
Q2
___7) Pull back on the spring launcer to compress the spring fully and release to fire the Dynamics Cart forward.
It should pass through the first photogate, collide and STICK TO the Collision cart and then both of them should
pass through the second photogate. MAKE SURE THAT THE CARTS DO NOT BOUNCE OFF THE SECOND
END STOP AND COME BACK THROUGH THE PHOTOGATES.
___8) Record your Data as follows: be sure to read carefully.
a) The time listed on the photogate at the end of the experiment is the time it took the Angle Indicator (length L)
to pass through the first photogate. We will call this t1. Record this time in the chart on the next page.
b) The photogates also record the total time that both photogates were active for (t1+t2) which can be seen by
clicking down to the read setting on the silver lever switch marked memory on the photogate (be aware that
clicking this lever will permanently erase the first time and only show the total ). This total time (t1+t2) is not
relevant to us, rather we want just time t2 (time for the Angle Indicator to pass through the second photogate).
So take the total time and subtract the first reading (t1) to get the time t2 and record it in the attached chart.
c) The velocity of each part can be found by using v= d / t with the d being the length L of the angle indicator
and the time being the individual times t1 or t2 for each photogate
___ 9) Each lab table has a series of long and short bar masses on them. Use the scales in the classroom to
determine the masses of each of these bars
Bar Masses
short _______ kg
long _______ kg
___10) Remove the small extra masses added to the collision cart previously. Add the bar masses to the carts in
different variations to create more collision trials with varying amounts of mass in each cart. Record your data
and complete the attached table with a variety of trials. (Be sure to subtract off the small mass values when
recording total mass of the collision cart)
___ 11) Determine the percent error using the initial momentum as the actual value.
Q3
Recorded Data
Trial
Total Mass
Number
(m1) of
Dynamics
Cart (kg)
Sample Calculations
Total Mass
(m2)
of
Collision
Cart (kg)
Length (L)
of Angle
Indicator
(m)
Photogate
Time (t1)
prior to
collision
(sec)
Photogate
Time (t2)
after
collision
(sec)
Calculations
Velocity (v1)
Velocity (v2)
of Dynamics of Combined
Cart prior to
Carts after
collision
collision
(m/s)
(m/s)
Total
Momentum
(p1) Before
Collision
(kg m/s)
Total
Momentum
(p2) After
Collision
(kg m/s)
Percent
Error of
Momenta
Questions
1.) Give reason for error in this experiment
2.) Did momentum conservation seem to hold true? Explain, and comment on which types of trials seem to
conserve momentum the best.
3.) (a) For trial number 1, use the recorded cart masses and initial velocity v1 of the dynamics cart to determine a
theoretical value for final velocity of the combined masses after the collision. (This calculation should be done
without the measured time t2, rather should be based on physics principles of solving collision problems) (b)
Determine the percent error of this calculated velocity vs. the measured experimental v2 from the lab data.
Q5
Q6
Name:
2.) Use your test to determine the sign (+/-) of the materials below
(a) Vinyl strip (white) rubbed with fur
(b) The fur from (a)
(c) Acetate strip (clear) rubbed with cotton felt
(d) Glass rod rubbed with silk
(e) A pen stroked on your hair.
R1
(a) Use your results from PART A (Polarity test) of this lab to positively charge an object. Charge the pith ball
positively by contact. Bring a negative charge near it and then a positive charge but do not allow the charge to
touch the ball. Describe and explain the results?
(b) Discharge the pith ball completely by holding it in your hand and letting your body act as a ground. In terms
of movement of electrons, explain what happened when you touched the ball.
- Bring a negative charge near the neutral pith ball but dont let it touch.
- Bring a positive charge near the neutral pith ball but dont let it touch.
What results do you observe? Why does this happen?
(c) Based on the results above, which is better proof of a charged object, attraction or repulsion? Explain by
using your results from (a) and (b)
R2
Note: When charging the electroscope by contact, it helps to rub the charged rod back and forth on the top plate
(a) Use the rubber rod and rabbit fur to negatively charge an electroscope by contact. Explain the electron flow
between the three objects (fur, rod, electroscope) that allows the electroscope to become charged
(b) Use your results from PART A (Polarity test) of this lab to positively charge an object. Bring the positively
charged object, near but not touching the negatively charged electroscope. Record your observations and
explain what you observe.
Part D Charging by Induction
(a) Discharge the electroscope completely by using your body as a ground. Bring a charged negative rod near
but not touching the electroscope. By not touching the electroscope, no charges will be transferred from the rod.
Describe and explain the results in terms of electron flow?
(b) Move the rod away. What does the position of the pin indicate about the charge on the electroscope and why
does this happen?
R3
(c) READ THE WHOLE STEP BEFORE PROCEEDING. Bring the charged rod near again. While it is near one side
of the electroscope touch the other side with your finger. Keep your finger on it and the rod nearby. Remove
your finger from the scope first, and then remove the rod. You have now induced a charge on the scope and
should see deflection of the needle.
(d) Perform a test to determine the polarity (charge) of the electroscope. Describe what happened when you
performed this test and why this showed you what sign the charge on the electroscope was?
(e) In step C the electroscope was charged by induction. Create diagrams of each step in this process and
explain what is happening in each step in terms of electron flow.
R4
SimpleCircuitInvestigationLab
Name:_______________________________
IntroductoryNotes:
ConnectingVoltmeter
Whenhookingupvoltmeterstomeasurevoltage,beawareofthefollowing:
1)Putthemeterinparallel(around)thedevicebeingmeasuredasshownbelow.
2)ConnecttheplugsonthemeteritselfsothatoneispluggedintotheCOMportandtheothertotheVport
3)SetthemetertoDCVoltagesettingontheturndial.
ConnectingAmmeter
Whenhookingupammeterstomeasurecurrent,beawareofthefollowing:
1)Putthemeterinseries(nextto)thedevicebeingmeasuredasshownbelow.
2)ConnecttheplugsonthemeteritselfsothatoneispluggedintotheCOMportandtheothertothe10Aport
3)Setthemeterto10Asettingontheturndial.
V1
LabProcedure/Analysis
1)Drawaschematicofasinglebulbinserieswithabatteryandanammeterandvoltmeterconnectedtomeasure
currentandvoltageofthebulb.
2)Setupthemultimeterasdescribedonthepriorpagetofunctionasavoltmeter.(besuretoconnecttheplugs
properlyandsettheturndial)
3)SingleBulb:Connectasinglebulbtothebattery;thenconnectthemultimeter(voltmeter)tomeasurethe
potentialofthebulbasshownonthepriorpage.Recordresultsonthetableonthenextpage.
4)Disconnectthemultimeterandsetitupasdescribedonthepriorpagetofunctionasanammeter(besureto
movetheplugsandsettheturndial).Connecttothesinglebulbandrecordthemeasuredcurrentinthedatatable.
5)Bulbsinseries:Addasecondbulbtothecircuitinseries.Setupthemultimeterasavoltmeter(besuretomove
theplugsandsettheturndial),andmeasurethevoltagedirectlyfromthebatteryanddirectlyfromeachbulb.Then
setupthemultimeterasanammeter(besuretomovetheplugsandsettheturndial)andmeasurethecurrent
directlyaftereachdevice(battery,bulb1,bulb2).Recordresults.Disconnectyourwiresandmovetostep6.
6)Bulbsinparallelareslightlyhardertoconnect.Tomakemeasurementsthe
easiest,itsbesttocreateajunctionwithyourwiressotheammeterisveryeasily
movedthroughthecircuit.Youwillhavetoclipmultiplewiresontoeachotherto
createthesejunctions,seethediagram(thewireshavebeennumberedforyou)
andconnectthebulbsasindicated.
7)Setupyourmultimetertofunctionasanvoltmeter(besuretomovetheplugsandsettheturndial)
8)Afterassemblingyourcircuit,clipthemultimeter(setasavoltmeter)directlyinparallelwiththebatterytorecord
thetotalvoltageofthebattery.Thenmovethevoltmetertoeachbulbtomeasurethevoltageacrosseachbulband
recordresults.
8)Setthemultimetertoammeteroperationandconnectitfirstdirectlyinserieswiththebattery,thendirectlyin
serieswitheachbulbandmeasureallthreecurrentsandrecordtheminthetablethatfollows.
V2
SimpleCircuitLabResults
Name:_______________________________________________
DATA
Device
Voltage(V)
Current(A)
Voltage(V)
singlebulb
series(2bulbs)
parallel(2bulbs)
battery
battery
bulb1
bulb1
bulb2
sumbulb1+2
bulb2
sumbulb1+2
Current(A)
Questions/Calculations
1)Referringtotheresultsabove,dotherulesforcurrentand
voltageseemedtobeverifiedforseriescircuits?explain
(forthisquestiononly,ignoreslightvariationsinthedata)
2)Referringtotheresultsabove,dotherulesforcurrentand
voltageseemedtobeverifiedforparallelcircuits?explain
(forthisquestiononly,ignoreslightvariationsinthedata)
3)Justifyanyslightvariationsthatyoumayhaveseeninvoltagesduringthelabandinrelationtoquestions1&2astohowthe
datacomparestoexpectedresultsforcurrentandvoltageinseriesandparallelcircuits.
V3
Recopyyourdatafrompageoneintothischart.
DATA
Device
singlebulb
Voltage(V)
Current(A)
Voltage(V)
series(2bulbs)
battery
bulb1
bulb2
sumbulb1+2
Current(A)
parallel(2bulbs)
battery
bulb1
bulb2
sumbulb1+2
4)Fromthestandpointoftheoverallcircuitasawhole(equivalentresistance),comparethetotalcurrentflowingfromthebattery
withthesinglebulb,tothetotalcurrentflowingfromthebatterywhenbothbulbswereconnectedinseries,explaintheresults.
5)Answerquestion#4fortheparallelconnection
6)Inthespacebelow,calculatetheresistanceofeachbulbfor
eachsetup(showyourworkonlyforthesinglebulbcalculation)
Singlebulb
BulbResistance
Seriesbulbs
Bulb1Resistance
Bulb2Resistance
Parallelbulbs
Bulb1Resistance
Bulb2Resistance
7)Referringtotheresultsfromquestion6,doestheresistanceof
thebulbremainconstantregardlessofhowitwasconnected?
Justifyandexplainyourresults.
V4
Name:
Pendulum
A pendulum swings back and forth. The motion repeats with each
swing. The concepts of cycle, period, and amplitude are used to
describe repetitive motion.
The clamp allows you to easily change the length of the string.
Extra weight can be added to the pendulum as you choose.
The angle of release (amplitude) can be measure and changed with a protractor
When timing pendulum swings to find the Period of motion (time for 1 swing), be sure to
use at least 10 swings back and forth to get a more accurate result
Which of the three things (length, weight, and angle) do you think has the biggest effect
on the Pendulum?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Y1
String length
_____________________
Weight of Bob
Amplitude
_______________________
Time For Ten Cycles
(seconds)
Period
(seconds)
Graph your data: Make sure that the scale on your x and y axis is appropriate (do not make your scale
over a very short range, rather use a normal number scale). Be sure to title it and label everything.
Also, remake this graph using Excel and attach it (you will have to adjust the axis max and min scale setting).
The second experiment looks at whether changing the amplitude of the swing
changes the period. Keep the string length and weight constant.
String length
_____________________
Amplitude
(degrees)
Weight of Bob
________________
Time For Ten Cycles
(seconds)
Period
(seconds)
Graph
Also, remake this graph using Excel and attach it (you will have to adjust the axis max and min scale setting).
Y3
The third experiment looks whether changing the length of the string changes the period.
Keep the weight and amplitude constant.
Amplitude
_____________________
String Length
(cm)
Weight
________________
Time For Ten Cycles
(seconds)
Period
(seconds)
Graph
Also, remake this graph using Excel and attach it (you will have to adjust the axis max and min scale setting).
Questions
Y4
2.) Explain the actual physics reasons why each factor had or did not have an effect on the period. Do not simply
state that the factor is not in the formula, rather give actual physical reasons for each effect based on forces,
masses and the motions themselves.
Y5
T = 2
l
g
Chose 1 set of results and calculate an experimental value of g based on the length of the string in that setup.
Compare (% error) the calculated value of g to the actual known value. Be sure to explicitly state which
measured values you are using and show all work and substitution when solving for the unknown.
Y6
NAME: ______________________
Purpose:
The purpose of this lab is to demonstrate resonance of sound waves and determine the speed of sound traveling
in air.
Equipment
Resonance tube (graduated cylinder and inner glass tube), water, tuning forks, meter stick,
Procedure:
Velocity
elocity of sound in air
1) Fill the 1 liter graduated cylinder to within two inches from the top with water. Place the inner tube inside the
graduated cylinder.
2) Choose a tuning fork and record its frequency.
f =_________________ Hz
3) Strike the tuning fork with hard rubber and hold the tuning fork horizontally, with its tines one above the other
about 1 cm above the open end of the inner tube. Move both the inner tube and the fork up and down together
to find the air column length that gives the loudest sound. Measure the distance from the top of the resonance
tube to the water level.
Length of the resonance tube = _______________ m
4) Record the diameter of the resonance tube.
5) The air which vibrates and makes sound actually extends slightly beyond the length of the tube itself and we
therefore need to make a correction to find the actual length of air vibrating. This correction is made by adding
0.4 times the diameter of the tube to the measured length of the air column.
Corrected Length = _______________m
6) The vibrating air creates a fundamental standing wave in an open/closed pipe. As such,
the length of the tube measured only holds of the wavelength of the wave (see diagram).
Using this fact, determine the wavelength of the sound
(be sure to use the corrected length when doing this).
READ THIS STEP CAREFULLY, READ IT AGAIN TO
BE SURE YOU UNDERSTAND WHAT IT IS SAYING.
Wavelength = _______________m
7) Determine the velocity of sound and record.
show work.
AA1
The accepted value for the speed of sound in air is 332m/s at 0C.
The speed of sound in air increases by 0.6m/s for each degree C above zero.
Using the temperature of the room today, compute the accepted value for the speed of sound at room
temperature.
Calculate the percentage difference between this and the average of your two measured values.
AA2
NOTE TO TEACHER:
Graph Paper works
much better for this
lab
NAME: ___________________________________
AB1
Materials
Handheld Laser
Ruler
Protractor
Semi-Circular dish
paper
laser
QUESTION:
Do you see refraction when the laser enters the dish in the configuration, explain?
AB2
7.) Using the same setup as before, change the laser orientation so that it is angled to the flat side of the dish
and hits the midpoint of the dish (see diagram). Again hold the laser slightly above the paper surface.
dish
paper
laser
QUESTION:
Do you notice refraction when the laser enters the water, explain?
8.) We are going to make 3 dots to show the path of the laser beam. Using a pencil:
1 - Place a dot (1) at the tip of the laser where the light beam originates,
2 Place a dot (2) where the beam first hits the flat side of the dish.
(MAKE SURE THE DOT IS PLACED EXACTLY ON THE TRACED LINE, AND NOT ABOVE OR BELOW)
3 Place a dot (3) where the beam exits the water dish
dot 3
dot 2
dot 1
9.) Remove the laser and dish and USE A RULER to connect the dots with arrowheads to show the path of the
light.
10.) Repeat so each lab partner has their own paper.
AB3
dot 2
AB4
dish
paper
laser
In this part of the lab, the laser should always be exactly perpendicular to the curved surface.
3.) Move the laser right next to the curved surface of the dish, holding it slightly off the paper, and hold it so that
the laser light is perpendicular to the surface of the dish. Notice the light ray moving through the water and also
notice a second ray exiting the water into air at the flat side. If you cannot see the exiting ray, put something a
few centimeters behind and to the side of the flat side of the dish so you can see a dot showing where the exiting
laser goes.
4.) Slide the laser from its current position along the curved face always keeping it perpendicular to and touching
the dish, and pay attention to the ray exiting at the flat side of the dish, see diagram. The laser should be
hitting the flat side at the midpoint. Continue to move the laser until the exiting ray no longer exits the
water, but all reflects back inside, this is the critical point for total internal reflection. Slide the laser beam back
and forth to verify you have found the exact position of total internal reflection
5.) We will again make dots to mark the position of the light ray. Make one dot at the tip of the laser where the
ray enters the water, make a second dot where the laser hits the flat part of the dish, and make a third dot
where the reflected ray comes back to the curved surface
dot 2
dot 3
dot 1
6.) Remove the laser and dish, and USE A RULER, to draw the rays. Repeat for other lab partners.
AB5
AB6
ANALYSIS
Part 1 - Refraction
1.) Using your sketch from part 1, USE A RULER and draw a normal line at the flat surface and label the incident
and refraction angle on the diagram, make the normal line long so you will be able to measure the angles
properly. Accurately, measure incident and refraction angles with a protractor and use the table below to record
them. Also label them on the diagram itself.
2.) Using the angles above and the situation shown in the diagram, calculate a value for the index of refraction
of water. Show all formulas and work.
3.) Compare your value of nwater with the best known value nwater = 1.33. What is the % difference? Show formula
and work.
AB7
REVISED (2013)
Part 2 Total Internal Reflection
1.) Using your sketch from part 2, USE A RULER and draw a normal line at the flat surface and label the incident
and REFLECTION angle on the diagram, make the normal line long so you will be able to measure the angles
properly. Accurately, measure incident and reflection angles with a protractor and record them in the chart
below, also record them on the diagram itself.
i = c
2.) Based on the values from the chart, is the Law of Reflection verified, explain?
3.) The incident angle measured in step is the critical angle (i = c) determined experimentally since it was just
at the point where total internal reflection occurred. We are looking at the point where the laser was in
the water and was trying to get into the air, so this is the medium boundary you should be looking
at (water to air). Calculate a theoretical value for the critical angle based on the medium conditions water-air.
4.) Compare your measured experimental value of the critical angle to the theoretical actual one found in part 3,
compute a percent error and state justifications for possible error.
AB8
BuoyancyLab
Name:__________________
Purpose:
Investigationofdensity,specificgravityandbuoyancy.
Procedure:
PartI
1.)Foreachprovidedmetalcube,usethedigitalscalestodeterminethemasses.
2.)Measurethedimensionsanddeterminethevolumeofeachcube.
3.)Calculatethedensityofeachcubeinkg/m3 andalsodeterminethespecificgravityofeach.Makeatable
belowtoholdyourvalues.Alsoshowasamplecalculation.(youmightnotuseeverycolumn)
AD1
PartII
1.)Usingtheprovidedwaterbathandspringscale,determinetheactualweightofeachcube,theapparent
weightofeachcubeinwater,andthebuoyantforceactingoneachobject.
2.)Usingtheknownvalueforthedensityofwaterandonlythevaluesfoundabove,determinethevolume,
densityandspecificgravityofeachobject.
Makeatabletoholdyourvalues.Alsoshowsamplecalculations. (youmightnotuseeverycolumn)
Determineapercenterrorbetweenthetwospecificgravityresultsfrompart1and2foreachcube.
AD2
NewtonsLawsSuperLab
Name:____________
PartIStaticFriction2ways.
Note:Boxedsectionsshouldbecompletedtoday.
A.)ForceScale
1.) Usingthedigitalbalance;determinethemassofthecartandblockseparately,thenputthewoodblock
withthesoftvelcofacingupintothedynamicscart.Recorddatahere:
mcart=____________, mblock=____________
2.) TurnthecartandblockupsidedownonthetracksothatthesoftVelcrotouchesthetrack.
3.) Puta1kghexmassontopoftheupsidedowncart...listnewtotalmasshereMtotal=_______________
4.) Usingaforcescale,determinethestaticfrictionmaximum,repeattoverify,recorddatahere:
fs(max)=___________
DeterminethecoefficientoffrictionfromthevaluesinpartA,showwork:
B.)AngleofRepose(Theangleofreposeistheangleatwhichanobjectfirstbeginstoslip)
1.)Usethesamesetupasabove,except,ratherthanusingtheforcescale,slowlyinclinethedynamicstrackuntil
thecartbeginstoslide,repeattoverifyyourresultsandrecordtheangle:
=__________
DeterminethecoefficientoffrictionfromthevaluesinpartB,showwork:
CompareyouranswerstoAandBandcommentontheresults
AE1
PartIITensioninaRope.
1.) Usingtwoforcescalesandthehexmass,setupthediagramshownbelowwithtwodifferentangles;
Recordthereadingsonbothforcescales,theangles,andthevalueofthehangingmassdirectlyonthe
diagram:
1
2
Determineatheoreticalvalueofthetensionintheropesbasedon
thevalueoftheattachedmassand
theangles
PercentError:
Findapercenterrorbetweenthetheoreticalandexperimentaltensions
AE2
PartIIINewtonsSecondLAW.
IntroductiontoPhotogates.
Aphotogateisalasertimingdevicethatlookslikethis
Whenanobjectpassesthroughthelaser,thephotogatewillrecordtheamount
oftimethatittakesthelengthofthatobjecttopassthrough.Usingv=d/twe
laser
canthendeterminethevelocityoftheobjectasitpassesthroughthephotogate.
ThisiscalledGateModeonthephotogatetimer.Thedinthisscenarioisthe
lengthofobjectbreakingthelaser
IMPORTANT:Ingatemode,bothtimesarestoredinmemoryinastrangefashion...Whenreadingthe
valuesfromthetimerdisplay,thefirsttimelistedwillshowthetimeittooktopassthroughthefirst
gate;thenifyouthenclickthetimertotheREADposition,itwillshowthesumofbothtimesfromeach
gatesoyouhavetosubtractthefirsttimevaluegiveninordertofindthetimeforthesecondgate.
Alternately,twophotogatescanbeusedwhenthephotogatetimerissettoPulseMode.Inthismode
thephotogateswillrecordthetimeittakestopassfromonephotogatetoanothergivingyouthetotal
timeittakestocoverafixeddistance.Thedinthisscenarioisthespacingofthephotogates.
Procedure:
Setuptheapparatusshownbelowusingtwophotogates.
Putthephotogateconnectedtothemaincontrolboxasthefirstonenexttothecart.Use'GATE'mode
Puttheanglefinderinthecartasshownandadjusttheheightofthephotogatessothatonlythe
centeroftheangleindicator(markeddinfigure)passesthroughthephotogatelaser(note:thelaser
locationcanbeseenbylookingatthelightontheoutsideofthephotogateneartheopening).
MeasureandrecorddistancesLanddonthediagrambelow.
AngleIndicator
Cart (M2)
Photogate1
Photogate2
HangingMass
M1
Experiment
Use100gofmassformassM1(thehangingmass)fortheentireexperiment
Putavarietyof100and200gmassesintothecart(makesuretheyareontheirsidesotheydontdisruptthe
photogatelaser)
Releasethehangingmassandrecordthetimesfrombothphotogates1andphotogates2inthedatatable
(remember,youhavetosubtractthesecondreadingfromthefirsttogetthetimeforthesecondphotogate,
seeinstructionsfromintroduction)
AE3
Continuallyremovemassesfromthecartandrepeattheexperimenttoobtainvarioustrials.
DataTable:AllDatashouldberecordedbelow.
Note:ExperimentalAccelerationisnottechnically'data'asyouwillhavetocalculateit
Hanging
Mass
M1
(kg)
Angle
finder
distance
"d"
(m)
Distance
between
gates "L"
(m)
Cart +
Masses
M2
(kg)
Gate 1
time - t1
(s)
Gate 2
time - t2
(s)
Experimental
Acceleration
(m/s2)
SampleCalculation:Showasampleofhowexperimentalaccelerationiscalculatedusingthedistancesandtimes
recordedfromthetable.
GraphCreateagraphoftotalmass(M1+M2)vs.experimentalaccelerationonafullpageatattachittothelab.
Sincethehangingmasswaskeptconstant,thisgraphwillbeagraphshowingtherelationshipbetweenmass
andaccelerationwhentheforcecausingtheaccelerationremainsconstant.Onthegraph,specificallycomment
abouttherelationshipshownandwhetherornotitmakessensebasedonthesecondlawequationand
predictionofexpectedresults.
AE4
TheoreticalAccelerationUsingtheidealizeddiagramofthesetupbelowandtherecordedmassesfromrow1
ofthelab(andassumingnofriction),determineatheoreticalvaluefortheaccelerationofthesystemshowing
allwork.
Cart(m2)
hangingmass(m1)
PercentError:
Findapercenterrorbetweenthetheoreticalaccelerationandexperimentalacceleration,commentonsources
oferror.
AE5