...Name: Julius Tubbs Date: March 20, 2015 Instructor’s Name: Mohamad Termos Assignment: SCI103 Phase 5 Lab Report TITLE: Potential and Kinetic Energy INSTRUCTIONS: Enter the Virtual Lab and conduct the experiments provided. Please type your answers on this form. When your lab report is complete, submit it to the Submitted Assignments area of the Virtual Classroom. Part I – Answer the following questions while in the Phase 5 lab environment. Section 1 – From the left of the screen to the right, the red balls have a center of mass placed at 20 feet, 15 feet, and 10 feet high respectively. 1. Suppose each red ball weighs 20 lbs. Find the potential energy (PE) for each ball on each ramp. In this lab mass is given in pounds and height is in feet, so use 32.2 ft/sec2 as the gravitational constant. Your answer will be in foot-pounds since US units are being used. PE = m g h where g = 32.2 ft/sec2 Ramp 1: 12880 Ramp 2: 9660 Ramp 3: 6440 2. Predict the maximum speed (velocity) of each ball on each ramp. How would this speed change if each ball’s mass was doubled? ASSUMPTION: assume there is no friction and that all the potential energy you calculated in question 1 is transformed into kinetic energy – PE = KE. Use the following equation. KE= ½ m v2 You want to calculate v maximum speed v = [KE/ ½ m]½ This means divide the KE by half the mass and then take the square root. | Max v for 20 lb. ball | Max v for 40 lb. ball...
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...Physics Lab 4 Part 1: Friction Parabola Track 3a. Kinetic energy is the highest when the skate board has reached its lowest point. 3b. Kinetic energy is the lowest when in the middle of the drop. 4a. Potential energy is the highest when the skate board has reached the highest point. 4b. Potential energy is lowest when in the middle of the drop. 5a. Total energy is the highest when potential energy is at its highest point. 6. The value of thermal energy is 0 only when potential energy is highest. David Del Rio Physics PH 2530 Lab 4 Energy 04/06/2015 Part 1: Loop Track 8. When a skateboarder moves, what happens to the kinetic and potential energy? Conservative (closed) or non-conservative (open) system? - Kinetic energy rises as the skateboarder moves downward. -potential energy rises as the skateboarder moves up. - Non-Conservative 9. Where is the skateboarder at on the ramp when he reaches the maximum point of potential energy? 4546.93 11. m = 76./kg The skateboarders mass = 76 kg 12a. calculated mass = 76 kg 12b. Actual mass 75 kg 12c. Comparison = .98% 13. When the coefficient is adjusted half way the kinetic energy decreases to 0 as to the potential energy decreases and finally stabilizes. - This is a closed system. Part 2: Friction Parabola Track 2a. kinetic energy is highest when the skaters’ board is at the lowest point 2b. in the middle of the drop the kinetic energy is highest. 3a. potential energy is the highest when the skaters’...
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...Lab Report Name: ____________________ Section: ___________________ Electric Fields In step 9 you are asked to draw the conductors’ locations on the graph paper and label them with the voltage readings of your voltmeter. In step 10 you are asked “How far does this path go? Sketch this pattern on your graph paper and label the line with the voltage you chose” In step 12 you are asked to predict the path it would take by drawing a line with your colored pen or pencil. Questions: A. What generalizations can you make from this exploration? B. Where would a positive test charge have the least potential energy? A positive test charge would have the least potential energy next to the conductor at 0 volts. C. How much energy must you add to the system to move 1 electron 1 m in a direction along one of the equal potential lines? No work is needed to move 1 electron 1m in a direction along one of the equal potential lines D. If lightning strikes a tree 20 m away would it be better to stand facing the tree, your back to the tree, or your side to the tree? Assume your feet are a comfortable shoulder width apart. Explain your answer. If the person stood with the side facing the tree, the feet would be at different potentials and a dangerous shock could occur. If the field around...
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...Conservation of Energy: The Inclined Plane Background: In the absence of friction, the work done to pull an object up an incline plane is equal to the work done to lift the object up the same vertical distance. That is, the change in gravitational potential energy is independent of the path taken to get to the height. When lifting an object straight up, work is only done against gravity. The work done by the moving force is equal to the change in gravitational potential energy if the object is moving at a constant speed. In order to move an object up an inclined plane, work must be done against the gravitational force AND friction on the inclined plane. The work done by the pulling force will be equal to the negative work done by friction, if the object is moving at a constant speed. Objective: To verify the law of conservation of energy Materials: Inclined plane, smooth wood block, spring scale, meter stick Set up: [pic][pic] Procedure: 1. Make sure the incline plane and block are clean. 2. Set the incline so that the block just slides down. Measure the length of the incline and the height of the incline. Record in the data table. 3. Place the block at the bottom of the incline. 4. Hook the spring scale to the block and pull the block up the plane at a constant velocity. Read and record the force measured by the spring scale. (This force is equal to the component of the weight directed down the incline plus the frictional force acting...
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...Assignment: SCI103 Phase 5 Lab Report TITLE: Potential and Kinetic Energy INSTRUCTIONS: Enter the Virtual Lab and conduct the experiments provided. Please type your answers on this form. When your lab report is complete, submit it to the Submitted Assignments area of the Virtual Classroom. Part I – Answer the following questions while in the Phase 5 lab environment. Section 1 – From the left of the screen to the right, the red balls have a center of mass placed at 20 feet, 15 feet, and 10 feet high respectively. 1. Suppose each red ball weighs 20 lbs. Find the potential energy (PE) for each ball on each ramp. In this lab mass is given in pounds and height is in feet, so use 32.2 ft/sec2 as the gravitational constant. Your answer will be in foot-pounds since US units are being used. PE = m g h where g = 32.2 ft/sec2 Ramp 1: Potential energy is 541.21 Ramp 2: Potential energy is 406.21 Ramp 3: Potential energy is 271.10 2. Predict the maximum speed (velocity) of each ball on each ramp. How would this speed change if each ball’s mass was doubled? ASSUMPTION: assume there is no friction and that all the potential energy you calculated in question 1 is transformed into kinetic energy – PE = KE. Use the following equation. KE= ½ m v2 You want to calcu-late v maximum speed v = [KE/ ½ m]½ This means divide the KE by half the mass and then take the square root. Max v for 20 lb. ball Max v for 40 lb. ball Ramp 1 25.38 17...
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...Conservation of Energy Lab Purpose: To explore what happens to the gravitational potential energy, kinetic energy, and total mechanical energy of a cart as it rolls down a ramp. Hypothesis: As a cart rolls down a ramp, then its kinetic energy increases because the cart gains speed. As a cart rolls down a ramp, then its gravitational potential energy decreases, because it gets closer to earths surface. As a cart rolls down a ramp, then its mechanical energy is constant, because the increase of kinetic energy and decrease of gravitational energy cancels each other out. Materials and apparatus: * Eye protection * Ramp * 3-4 textbooks or wood blocks * Meter stick * Motion sensor * Laboratory cart Procedure: 1) Propped up one end of a ramp using textbooks or wood blocks. Used a meter stick to measure the length of the ramp (L) and the height of the ramp (H). 2) Placed the motion sensor at the top of the ramp, directed toward the bottom. Released the cart from a position near the motion sensor. Obtained the position time graph of the cart as it rolled down the ramp away from the motion sensor. 3) Chose one point on the position-time graph near the end of the run. The position coordinate for this point represented the final position d2 and the reference point that was used to determine the height of the cart. This point did not change throughout the experiment. 4) The ramp itself formed a larger triangle and the displacement...
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...Write-Up for Lab 11.2: Popper Physics SCI121 Week 4 Notes: To figure out the average height for the table below, add up the three heights and divide by 3. To figure out the average time add the 4 time measurements and divide by 4. Table 1: Popper physics data Trial Number Maximum Height (m) 1 1.1 2 1.3 3 1.32 Average: 1.24 Trial Number Time in Air (s) 1 0.90 2 1.18 3 0.97 4 1.03 Average: 1.02 Questions: 1. What is the gravitational potential energy your popper has at its maximum height you measured? Use g = 9.8 m/s2, and a mass of 0.01 kg. Note: For question 1, use the equation for Potential Energy listed below; your potential energy is equal to 0.01 kg times 9.8 m/sec squared times the average height (in meters) The answer is in the units of joules. PE = mgh = PE mgh (0 .01 kg x 9 .8 m /s2 x 1 .24 m) PE 0 .12152 Joules 2. Use the following kinematics equation to calculate the initial velocity of the popper based on how long it is in the air: H = h0 + v0t – ½ gt2 where the final height h = 0 and initial height ho = 0 after the popper travels the total time up and down over your measured time t. Note: For question 2, use the equation initial velocity = ½ gt - this is how the equation rearranges when the two heights = zero. So, multiple ½ times 9.8 (the value for g) times your average time is seconds from Table 1. Your answer will be in m/sec) 3. Use this value for the initial velocity to find...
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...Name _________________________________________________ SC ______-_______ Date ____________ EXPERIMENT 5: Electrolysis of Water and Reaction of Hydrogen & Oxygen Aim: Which are stronger bonds… those in two water molecules or those in the elements that make up water? Which is a better energy source… water or a mixture of hydrogen and oxygen? Part 1: Electrolysis of water demo |Equipment: |DC power supply or 6 volt battery, Electrolysis (Hoffman) apparatus or | | |Two test tubes, trough, electrodes with wires | |Materials: |0.1 M sodium sulfate | |Two test tubes are marked with even graduation marks. |[pic] | | | | |Two test tubes are filled with 0.1 M sodium sulfate, Na2SO4, and inverted in a | | |pool of the solution and clamped in place. | ...
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...Write-Up for Lab 11.2: Popper Physics SCI121 Week 4 Notes: To figure out the average height for the table below, add up the three heights and divide by 3. To figure out the average time add the 4 time measurements and divide by 4. Table 1: Popper physics data |Trial Number |Maximum Height (m) | |1 |1.1 | |2 |1 .3 | |3 |1 .32 | |Average: |1 .24 | |Trial Number |Time in Air (s) | |1 |0 .90 | |2 |1 .18 | |3 |0 .97 | |4 |1 .03 | |Average: |1 .02 | Questions: 1. What is the gravitational potential energy your popper has at its maximum height you measured? Use g = 9.8 m/s2...
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...Write-Up for Lab 11.2: Popper Physics SCI121 Week 4 Notes: To figure out the average height for the table below, add up the three heights and divide by 3. To figure out the average time add the 4 time measurements and divide by 4. Table 1: Popper physics data |Trial Number |Maximum Height (m) | |1 |.2286m | |2 |.2032m | |3 |.2032m | |Average: |.4826m | |Trial Number |Time in Air (s) | |1 |.18s | |2 |.11s | |3 |.23s | |4 |.19s | |Average: |.5675s | Questions: 1. What is the gravitational potential energy your popper has at its maximum height you measured? Use g = 9.8 m/s2...
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...science students D. Timeframe for entire lesson: 3 classroom sessions of 55 minutes E. Abstract This lesson will provide students with an opportunity to understand energy and electricity basics such as energy conservation, energy metrics and ways of minimizing electricity waste around the house. On the first day students will learn about various electrical appliances and their associated electricity consumption. Students will learn how to read and interpret appliance energy labels to extract information such as appliance wattage. Students will have access to a variety of electrical appliances such as laptop, toaster, microwave, fridge, desktop computer, coffee maker, paper punch, kettle, projector, desk lamp and variety of bulbs. On the second day students will learn the differences between plug loads and phantom (vampire) loads. These differences are necessary to understand the level of electricity waste associated with human activities such not unplugging appliances when not in use. Moreover, students will brainstorm on ways to save electricity around the house or in school. Students will also carry out a survey of electrical appliances found around the house and in the classroom. On the third day students, will learn how to carry out energy audit surveys. Energy audit will include measuring electricity using energy meters such as commercially available Kill-a-Watt meters. After collecting electricity data from actual appliances, student will engage in data analysis activities...
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...Introductory Physics I Elementary Mechanics by Robert G. Brown Duke University Physics Department Durham, NC 27708-0305 rgb@phy.duke.edu Copyright Notice Copyright Robert G. Brown 1993, 2007, 2013 Notice This physics textbook is designed to support my personal teaching activities at Duke University, in particular teaching its Physics 141/142, 151/152, or 161/162 series (Introductory Physics for life science majors, engineers, or potential physics majors, respectively). It is freely available in its entirety in a downloadable PDF form or to be read online at: http://www.phy.duke.edu/∼rgb/Class/intro physics 1.php It is also available in an inexpensive (really!) print version via Lulu press here: http://www.lulu.com/shop/product-21186588.html where readers/users can voluntarily help support or reward the author by purchasing either this paper copy or one of the even more inexpensive electronic copies. By making the book available in these various media at a cost ranging from free to cheap, I enable the text can be used by students all over the world where each student can pay (or not) according to their means. Nevertheless, I am hoping that students who truly find this work useful will purchase a copy through Lulu or a bookseller (when the latter option becomes available), if only to help subsidize me while I continue to write inexpensive textbooks in physics or other subjects. This textbook is organized for ease of presentation and ease of learning. In particular, they are...
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...Experiment #6-FREE FALL FALLING BODIES OBJECTIVES: 1.To describe how the velocity and acceleration of an object change over time when falling under the influence of gravity and to explain why such changes are observed. 2. To determine gravitational acceleration by studying the velocity of a falling object as a function of time. INTRODUCTION: Everything on Earth is under the influence of it’s gravitational field keeping us from jumping of respected measure high.Along with this things that are on Earth,there are objects that are soon to be on Earth’s surface,falling objects have certain interactions with Earth’s gravity.Air resistance is a factor of free-falling objects.Since Earth has an atmosphere,the speed of which objects fall at are not constant. While you are falling, you will probably feel as if you are floating—or not even moving at all. Falling is relational—if there is nothing to fall toward, you may not even be aware that you’re falling. If there is no ground, gravity might be low and you’ll feel weightless. Objects will stay suspended if you let go of them. Whole societies around you may be falling just as you are. And it may actually feel like perfect stasis—as if history and time have ended and you can’t even remember that time ever moved forward. A free falling object is an object that is falling under the sole influence of gravity. Any object that is being acted upon only by the force of gravity is said to be in a state of free fall. ...
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...Abstract Our goal of this experiment is to determine muzzle velocity by two methods: 1) employing uniform linear motion relations, the kinematic equations; 2) using the principles of conservation of energy and momentum. In this paper, we aim to validate the law of conservation of momentum. We do so by comparing results from two experiments conducted with a single ballistic launcher/pendulum apparatus. Hypothesis: The initial velocity of a ballistic pendulum can be determined using the law of conservation of momentum. Momentum should be conserved, based on the law of conservation of energy. If momentum is conserved, the velocity found using the law of conservation of momentum equation should equal the velocity found using projectile motion. Due to the law of conservation of momentum, the total momentum before the pendulum is swung equals the net momentum after the pendulum is swung. Introduction/Purpose The ballistic pendulum is a device where a ball is shot into and captured by a pendulum. The pendulum is initially at rest but acquires energy from the collision with the ball. Using conservation of energy it is possible to find the initial velocity of the ball. In this ball-pendulum system we cannot use the conservation of mechanical energy to relate the quantities because energy is transferred from mechanical to nonconservative forces. In the absence of external forces, the momentum of the system does not change no matter how complicated the collision. The initial momentum...
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...Introduction The String Toy is so old that its beginnings are unknown. It is also called either Thread Spinner or Whirling Button. Fortunately for us, that makes the toy quite easy to make. It is an ancient mechanical device used for ceremonial purposes and as a toy. It is an object in the middle of a cord and can be made to buzz by winding the cord while keeping the end stationary. The object moves by pulling and releasing the tension on the cord. The most common way that it was made was with a large button and some string. History of the toy As children in the 1950's, this was a favorite toy. It is interactive and although it doesn't seem to do much, the hypnotic whirring and the pulling to keep it moving kept us busy for a long time. There are several different kinds of spinning tops. In East Asia the conventional way of spinning the top is by using a string. By the late 16th century, tops like these were being used by adults in Britain. The Museum has a varied collection of spinning tops, humming tops and gyroscopes. A number of optical toys was developed in the early 19th century and it is used as spinning to create moving pictures. One of these is the zoetrope invented in 1834. It consists of a metal drum pierced by a series of thin vertical slots. Paper strips, depicting a moving figure or object, are placed inside. When the child spins the drum and looks through the slots, the pictures appear to move. This is due to the principle of “persistence of vision”; the brain...
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