...Costa-Spencer Partners: Wilhelm, Kahea, Kaiana November 23, 2015 Pd. 4 Kumu Keiki Intro: This lab shows the relation between elastic and inelastic collisions and to help understand momentum in one dimension. With weights our group was able to apply them to the plastic carts to understand momentum with different force. Our group used our data to check if it was compatible with the law of conservation with momentum. Our group measured before and after the carts were adjusted with the weights and our group calculated if they were compatible with the law of conservation with momentum. Materials: 1. 1– Track 2. 2– 250g Cart/PasCar (Frictionless) 3. 2– Bar masses (each bar has the same mass as a...
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...Franke Horstmann Lab Report—Momentum Lab Survey Physical Science 09/09/2014 Abstract This experiment helped validate the law of conservation of momentum. The test was done by conducting two experiments with car A and car B, car A’s mass being known and car B’s mass unknown. Experiment A was done by sticking the cars in the center of the track and setting off the puncher then recording the car velocity. Experiment B was done by placing car B in front of the second photogate and car A at the start of the track, again the trigger of car A was set off and it collided with car B and the car velocity was recorded. Our results show momentum and kinematics methods show highly accurate results. Introduction Newton’s 3rd Law states that for every action there is an equal and opposite reaction. There were two experiments conducted in order to validate the law of momentum conservation. This law states that when there is a collision of two objects the total momentum of the two before the collision should be equal to the total momentum of the two objects after the impact. Materials * Car track with slots * 2 rolling cars * 2 Photogates * Weights * Data Acquisition Board * Computer with measurement software * 2 picket fences * Ruler * Balance scale Procedure In order to perform the experiment the car track and balance scale were checked in order to make sure they were well-adjusted so that the results were accurate. Next...
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...Mode of Delivery: Lecture, Tutorial, Practical 8. Assessment System and Breakdown of Marks: Continuous assessment: 50% - Theoretical Assessment (Tests/Quizzes/Case Studies) (30%) - Practical Assessment (Lab reports/Lab tests) (20%) Final Examination 9. 10. 50% Academic Staff Teaching Unit: Objective of Unit: The aims of this course are to enable students to: • appreciate the important role of physics in biology. • elucidate the basic principles in introductory physics enveloping mechanics, motion, properties of matter and heat. • resolve and interpret quantitative and qualitative problems in an analytical manner. • acquire an overall perspective of the inter-relationship between the various topics covered and their applications to the real world. • acquire laboratory skills including the proper handling and use of laboratory apparatus and materials. 11. Learning Outcome of Unit: At the end of the course, students will be able to: 1. Identify and practice the use of units and dimensional analysis, uncertainty significant figures and vectors analysis. 2. Apply and solve problems related to translational and rotational kinematics and dynamics in one and two dimensions. 3. Apply and solve problems related to the conservation of energy. 4. Identify and compare the state and properties of matter, and fluid mechanics with various related principles, and kinetic theory of gases. 5. Identify the difference in temperature scales and solve...
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...One copy of the lab report Physics 1030L/ Section 2 Conservation of Momentum Lab performed: 2/18/13 Report submitted: 2/20/13 Sample Calculations Results The magnitudes of the masses for the gliders before the collision were: mass XA1 is equal to 0.107m, and mass XB1 is equal to 0.101m. The magnitudes after the collision of the masses were: mass XA2 equal to 0.0890m, and mass XB2 equal to 0.0820m. The momentum of the masses before collision were: mass PA1 equal to 0.3737 (kg m/s), and mass PB1 equal to 0.3551(kg m/s). The momentum after collision of the masses were: PA2 equal to 0.3109 (kg m/s), and mass PB2 equal to 0.2886 (kg m/s). When considering the direction of the vectors the area of uncertainty is small when considering the area of both parallelograms of uncertainty, because the overlapping of the parallelograms is only a small portion of each. The momentum was partially conserved within the error range of the parallelograms, or the portion where they overlap. Conclusions 1. It is necessary that they glide on a cushion of air, so that they can avoid any friction which would slow down their movement and could possibly keep them from colliding. The friction would differ for each mass, and would change all the predicted values. If the masses were not on an air cushion, it is impossible to predict that the two masses would ever collide because of the differing frictions for each mass. 2.If the masses were...
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...Mode of Delivery: Lecture, Tutorial, Practical 8. Assessment System and Breakdown of Marks: Continuous assessment: 50% - Theoretical Assessment (Tests/Quizzes/Case Studies) (30%) - Practical Assessment (Lab reports/Lab tests) (20%) Final Examination 9. 10. 50% Academic Staff Teaching Unit: Objective of Unit: The aims of this course are to enable students to: • appreciate the important role of physics in biology. • elucidate the basic principles in introductory physics enveloping mechanics, motion, properties of matter and heat. • resolve and interpret quantitative and qualitative problems in an analytical manner. • acquire an overall perspective of the inter-relationship between the various topics covered and their applications to the real world. • acquire laboratory skills including the proper handling and use of laboratory apparatus and materials. 11. Learning Outcome of Unit: At the end of the course, students will be able to: 1. Identify and practice the use of units and dimensional analysis, uncertainty significant figures and vectors analysis. 2. Apply and solve problems related to translational and rotational kinematics and dynamics in one and two dimensions. 3. Apply and solve problems related to the conservation of energy. 4. Identify and compare the state and properties of matter, and fluid mechanics with various related principles, and kinetic theory of gases. 5. Identify the difference in temperature scales and solve...
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...Physics Lab Report Sample Table of Contents CHAPTER 1 OBJECTIVE …………...……...………...............................3 | | CHAPTER 2 THEORY …………………………………………………...4 | | CHAPTER 3 PROCEDURE ……………………………………………...7 | | CHAPTER 4 4.1 DATA TABLE ………………………………………...9 | | 4.2 GRAPH ………………………………………………..10 | | CHAPTER 5 ANALYSIS …………………………………………………15 | | CHAPTER 6 ANSWERS AND COMMENTS …………………………..19 | | CHAPTER 7 CONCLUSION……………………….…………………….20 | | REFERENCES …………………………………………….21 | | LAB REPORT RUBRIC …………………………………..22 | | Chapter 1 Objective To determine the motion of the cart as it travels down the inverted ramp though the influence of gravitational attraction alone by plotting the velocity per unit-time graph. Chapter 2 Theory Motion: In physics, motion is a change in position of an object with respect to time. Motion is typically described in terms of velocity, acceleration, displacement, and time. Motion is observed by attaching a frame of reference to a body and measuring its change in position relative to another reference frame. A body which does not move is said to be at rest, motionless, immobile, stationary, or to have constant (time-invariant) position. An object's motion cannot change unless it is acted upon by a force, as described by Newton's first law. An object's momentum is directly related to the object's mass and velocity, and the total momentum of all objects in...
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...|Lesson Synopsis: | This unit develops an understanding of electrostatics by the use of demonstrations, simulations, and modeling. The general theme is that the current model of matter consisting of electrically neutral atoms composed of charged particles is integral to the understanding of electrical forces. The lesson begins with traditional activities of charging objects by friction and comparing electrostatic forces to magnetostatic forces. The traditional experiments are explained in terms of the model of an atom, and the “attract and repel force rules” are explored and expanded. Devices to create, store, and measure charge are utilized in experiments. The formal theory of Coulomb’s law is introduced, and problems are assigned utilizing that theory. Elements of the historical development of electrostatics and planetary model of the atom are researched, and students have an assignment describing contributions of historically important scientists. Additional concepts of electric fields, potential difference, and properties of conductors and insulators are developed through experiment, demonstration, and discussion. TEKS: |P.5 |The student knows the nature of forces in the physical world. The student is expected to: | |P.5A |Research and describe the historical development of...
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...CONTENTS 1 2 3 4 5 6 Abbreviations/Definitions Code of Conduct and Ethics for Students Important Academic Rules Scheme of Studies Important Notes Detailed Syllabus 1 2 3 17 19 20 Lingaya’s University, Faridabad ABBREVIATIONS/DEFINITIONS "AC" means, Academic Council of the University. "BOM" means, the Board of Management of the University. "BOS" means, the Board of Studies of the Department. “CAU/AUC-option” CAU/AUC means change from Credit to Audit option / change from Audit to Credit option "Class/Course Committee" means, the Class/Course Committee of a class/course. "Course" means, a specific subject usually identified by its course-number and course-title, with a specified syllabus / course-description, a set of references, taught by some teacher(s) / course- instructor(s) to a specific class (group of students) during a specific academic-semester / semester. “Course Instructor" means, the teacher or the Course Instructor of a Course. "Curriculum" means the set of Course-Structure and Course-Contents. "DAA" means, the Dean of Academic Affairs. “DAAB” means Departmental Academic Appeals Board. “DEC/PEC” means Dissertation Evaluation Committee / Project Evaluation committee. “Department” means a group in the University devoted to a specific discipline also called a School. Department and School are used interchangeably. "DSA" means, Dean Student Affairs. “ESE” means End-Semester Examination “EYE” means End-Year Examination. "Faculty Advisor/Class Counsellor”...
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...Simple Harmonic Motion Aston University Engineering and Applied Science – Physics Lab Report 01/11/2014 Determination by simple harmonic motion of the acceleration due to gravity Introduction: A system undertaking simple harmonic motion (SHM) can be restrained very accurately. The period of the SHM depends both on the mass of the system and the strength of the force tending to restore the system to its equilibrium state). Oscillations are a common part of life, for instance the vibrations of a musical instrument which helps make sounds or the foundations of a car suspension which are assisted by oscillations. The main aims of this experiment was to determine if the oscillation of a mass which hung vertically from a spring; this oscillating system was used to measure the acceleration of earth due to gravity and to determine the accuracy of experimental results precisely. (http://www.pgccphy.net/1020/phy1020.pdf Theory: | | | Acceleration due to gravity The value of 9.8m/s/s acceleration is given to a free falling object, directing downwards towards Earth. Any object moving solely under the influence of gravity is known as acceleration of gravity and this vital quantity is denoted by Physicians as the symbol g. (http://www.physicsclassroom.com/class/1DKin/Lesson-5/Acceleration-of-Gravity) Simple harmonic motion This is everyplace where the acceleration is proportional and opposite to displacement to the continuous amplitude from the position...
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...CHAPTER 0 Contents Preface v vii Problems Solved in Student Solutions Manual 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Matrices, Vectors, and Vector Calculus Newtonian Mechanics—Single Particle Oscillations 79 127 1 29 Nonlinear Oscillations and Chaos Gravitation 149 Some Methods in The Calculus of Variations 165 181 Hamilton’s Principle—Lagrangian and Hamiltonian Dynamics Central-Force Motion 233 277 333 Dynamics of a System of Particles Motion in a Noninertial Reference Frame Dynamics of Rigid Bodies Coupled Oscillations 397 435 461 353 Continuous Systems; Waves Special Theory of Relativity iii iv CONTENTS CHAPTER 0 Preface This Instructor’s Manual contains the solutions to all the end-of-chapter problems (but not the appendices) from Classical Dynamics of Particles and Systems, Fifth Edition, by Stephen T. Thornton and Jerry B. Marion. It is intended for use only by instructors using Classical Dynamics as a textbook, and it is not available to students in any form. A Student Solutions Manual containing solutions to about 25% of the end-of-chapter problems is available for sale to students. The problem numbers of those solutions in the Student Solutions Manual are listed on the next page. As a result of surveys received from users, I continue to add more worked out examples in the text and add additional problems. There are now 509 problems, a significant number over the 4th edition. The instructor will find a large...
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...PHYSIC AL CONSTANTS CONSTANT Speed of light Elementary charge Electron mass Proton mass Gravitational constant Permeability constant Permittivity constant Boltzmann’s constant Universal gas constant Stefan–Boltzmann constant Planck’s constant Avogadro’s number Bohr radius SYMBOL c e me mp G m0 P0 k R s h 15 2p"2 NA a0 THREE-FIGURE VALUE 3.003108 m/s 1.60310219 C 9.11310231 kg 1.67310227 kg 6.67310211 N # m2/kg 2 1.2631026 N/A2 1H/m2 8.85310212 C 2/N # m2 1F/m2 1.38310223 J/K 8.31 J/K # mol 5.6731028 W/m2 # K4 6.63310234 J # s 6.0231023 mol21 5.29310211 m BEST KNOWN VALUE* 299 792 458 m/s (exact) 1.602 176 4871402 310219 C 9.109 382 151452 310231 kg 1.672 621 6371832 310227 kg 6.674 281672 310211 N # m2/kg 2 4p31027 (exact) 1/m0c2 (exact) 1.380 65041242 310223 J/K 8.314 4721152 J/K # mol 5.670 4001402 31028 W/m2 # K4 6.626 068 961332 310234 J # s 6.022 141 791302 31023 mol21 5.291 772 08591362 310211 m *Parentheses indicate uncertainties in last decimal places. Source: U.S. National Institute of Standards and Technology, 2007 values SI PREFIXES POWER 1024 1021 1018 1015 1012 109 106 103 102 101 100 1021 1022 1023 1026 1029 10212 10215 10218 10221 10224 THE GREEK ALPHABET PREFIX yotta zetta exa peta tera giga mega kilo hecto deca — deci centi milli micro nano pico femto atto zepto yocto SYMBOL Y Z E P T G M k h da — d c m μ n p f a z y Alpha ...
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...Joel Schwartz Final Paper - Draft 7/16/12 Professor Hoge English 1020 Animal Rights Activism: A Domestic Terror Threat Throughout the past two decades, extreme animal rights groups have claimed responsibility for hundreds of crimes and acts of terrorism, including arson, bombings, vandalism, burglary, animal release, and harassment. These crimes have caused damage costing more than one hundred million dollars. While some activists have been captured, animal rights terrorism cells, are extremely difficult to identify and most of the attacks remain unsolved. Although it has been overshadowed by Islamic terrorist threats since September 11, animal rights terrorism still remains one of the United State’s most active terrorist movements. This paper intends to explore the Animal Rights terrorist movement and prove that Animal Rights activists pose a significant domestic terror threat. An increasing number of terrorist activity in the United States has been carried out in the name of animal protection. Although no one has been killed in an attack, the increasingly violent nature of attacks suggests that someone will be proclaimed dead before long. Beginning in the 1970s, hundreds of groups in the United States have advocated for much stricter legal protection for animals. Change has been slow but incremental. Some activists have become frustrated by the pace of legislation, and have become violent. This violence has created an underground terrorist movement...
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...restaurants, and college campuses across the country had stopped selling Coca-Cola 3 and only six weeks into his new role as CEO, Gupta was embroiled in a crisis that threatened the momentum gained from a highly successful two-year marketing campaign that had given Coca-Cola market leadership over Pepsi. On August 5th, The Center for Science and Environment (CSE), an activist group in India focused on environmental sustainability issues (specifically the effects of industrialization and economic growth) issued a press release stating: "12 major cold drink brands sold in and around Delhi contain a deadly cocktail of pesticide residues" (See Exhibit 1). According to tests conducted by the Pollution Monitoring Laboratory (PML) of the CSE from April to August, three samples of twelve PepsiCo and Coca-Cola brands from across the city were found to contain pesticide residues surpassing global standards by 30-36 times including lindane, DDT, malathion and chlorpyrifos (See Exhibit 2). These four pesticides were known to cause cancer, damage to the nervous and reproductive systems, birth defects, and severe disruption of the immune system. 4 In reaction to this report, the Indian government banned Coke and Pepsi products in Parliament and state governments launched independent investigations, sending soft drink samples to labs for testing. The Coca-Cola Bottling Company (Coke) stock dipped by five dollars on the New York Stock Exchange from $55 to $50 in the six sessions following the August 5 disclosure...
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...restaurants, and college campuses across the country had stopped selling Coca-Cola3 and only six weeks into his new role as CEO, Gupta was embroiled in a crisis that threatened the momentum gained from a highly successful two-year marketing campaign that had given Coca-Cola market leadership over Pepsi. On August 5th, The Center for Science and Environment (CSE), an activist group in India focused on environmental sustainability issues (specifically the effects of industrialization and economic growth) issued a press release stating: "12 major cold drink brands sold in and around Delhi contain a deadly cocktail of pesticide residues" (See Exhibit 1). According to tests conducted by the Pollution Monitoring Laboratory (PML) of the CSE from April to August, three samples of twelve PepsiCo and Coca-Cola brands from across the city were found to contain pesticide residues surpassing global standards by 30-36 times including lindane, DDT, malathion and chlorpyrifos (See Exhibit 2). These four pesticides were known to cause cancer, damage to the nervous and reproductive systems, birth defects, and severe disruption of the immune system.4 In reaction to this report, the Indian government banned Coke and Pepsi products in Parliament and state governments launched independent investigations, sending soft drink samples to labs for testing. The Coca-Cola Bottling Company (Coke) stock dipped by five dollars on the New York Stock Exchange from $55 to $50 in the six sessions following the August 5 disclosure...
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...Holding Co., Ltd. Corporate Sustainability Report 2011 Report Profile Reporting Period: January 1 to December 31, 2011 Date of Most Recent Previous Report: June 2011 Reporting Cycle: Annual Defining Report Content Global Reporting Initiative (GRI) principles such as materiality, stakeholder inclusiveness, sustainability context, and completeness, were used in this report to analyze key sustainability-related issues in business operations and identify major stakeholders. Huawei Investment & Holding Co., Ltd. (hereinafter referred to as “the company” or “Huawei”) hired a third-party organization to survey stakeholders and collect information on stakeholder expectations and requirements. Huawei’s CSR Committee studied, assessed, and selected the key items and indicators disclosed in this report. The performance indicators and management approaches discussed in this report cover all entities that Huawei either has control of or a significant influence over in terms of financial and operational policies and measures. These same performance indicators and management approaches are also consistent with the scope of Huawei’s annual financial report. Report Assurance Method Core indicators and additional indicators from the GRI G3.0 Guidelines were applied to compile the report and the application level is B+. To ensure the reliability, fairness, and transparency of this report, Huawei engaged TÜV Rheinland to verify the report. The verification statement is included in...
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