A1 Conceptual Physics Lab Manual
Lab #1: Jogging Lab
PURPOSE: To calculate speed using simple data collected for distance and time. To use positiontime graphs to identify the average velocity of the person
Procedures: Groups of 6:
1 – Walker/ Jogger
3 – Timer at 20 m
5 – Timer at 40 m
2 – Timer at 10 m
4 – Timer at 30 m
6 – Timer at 50 m
Each person will walk at a steady pace for 50 m. At the end of the Jog – 1 takes the place of 6 (Timer
at 50m) 6 takes the place of 5 (Timer at 40m) etc. 2 becomes the Walker/Jogger. Rotate through until
you have all your data. Each timer is responsible for taking the correct time. Record YOUR time.
Perform analysis on all 4 sets of data.
OBSERVATIONS:
Copy into your Notebook (25 pts)
Person 1 - Name:
Person 2 – Name: Speedy Gonzales
Distance
Walking
∆tw
Jogging
∆tj
Distance Walking
∆tw
Jogging
(m)
Time
(sec)
Time
(sec)
(m)
Time (sec)
(sec)
Time (sec)
(sec)
(sec)
0
XXXX
0
XXXX 0 m
0
0
0m
10.41
3.65
10 m
10 m
21.38
6.53
20 m
20 m
32.53
9.47
30 m
30 m
44.04
12.94
40 m
40 m
57.94
16.38
50 m
50 m
Person 3 – Name: Tina Turtle
Person 4 – Name: Gretna Goose
Distance
Walking
∆tw
Jogging
∆tj
Distance Walking
∆tw
Jogging
(m)
Time
(sec)
Time
(sec)
(m)
Time (sec)
(sec)
Time (sec)
(sec)
(sec)
0
XXXX
0
XXXX 0 m
0
XXXX
0
0m
8.47
3.88
7.88
3.75
10 m
10 m
17.03
6.72
15.84
6.34
20 m
20 m
25.81
10.03
24.79
9.88
30 m
30 m
34.47
13.04
33.47
13.44
40 m
40 m
42.80
16.50
42.31
16.75
50 m
50 m
CALCULATIONS: (40 pts)
1. USING GRAPH PAPER make 2 separate graphs
a) a position-time graph for the walking data (4 lines!) (10 pts)
b) a position-time graph for the jogging data. (4 lines!) (10 pts)
 Draw the best fit line for each data set.
 Make sure to clearly label which line belongs to who.
2. Using the data for one person, calculate the velocity for each 10 meter interval (0-10m,
10-20m, etc…) and the whole 50 meters (total trip). Show your calculations in
Notebook. (10 pts)
3. Using slope formula – calculate the Walking Slope and Jogging Slope for one person. (10
pts)
ANALYSIS: (3 x 5 = 15 pts)
1. Compare your average speed for the whole 50 m with the average speed for each 10 m
interval. Discuss why they are the same or different.
Which one is a more accurate representation of your instantaneous velocity? Why?
2. What does the slope of the position-time graph represent? How do you know?
3. If you were to determine your instantaneous velocity at any point along your "walk/jog,"
would it be the same as your average velocity for the total trip? Explain your answer.
CONCLUSION: (20 pts)
Page 45
∆tj
(sec)
XXXX
∆tj
(sec)
XXXX
A1 Conceptual Physics Lab Manual
Lab #2: 2 Stage Rocket Lab
Question:
How do you describe the motion of a two-stage rocket?
Purpose:
To conduct a complete conceptual and mathematical analysis of the motion of two-stage rocket
including slope and area calculations for the various stages and the no-fuel stage.
Sketch the graph for your rocket's motion (as displayed on the screen). Be
accurate and show strategic coordinates - for example, at the end of stage 1 and stage
2 and at the rocket's peak position. These coordinates can be read off the screen by
moving your mouse over the graphical display.
End of stage 1: (t, v) =
End of stage 2: (t, v) =
When crossing axis: (t, v) =
At explosion time: (t, v) =
Include a Chart:
Slope of VT Graph
Area of VT Graph
End of Stage 1
End of Stage 2
At Peak of Motion
At Explosion
Post-Lab Questions:
1. Compare the rocket’s motion during the first stage to its motion during the second stage. When is it
moving faster? What is it accelerating at a greater rate?
2. Is the rocket ever moving in one direction (up or down) and accelerating in the opposite direction
(down or up)? If so, when does this occur (list some times)? And what does it mean to be accelerating
in the opposite direction of the motion?
3. What is the line on the graph doing as the rocket reaches the peak of it trajectory? What is the
velocity value at the peak? What is the acceleration value at the peak?
Lab Notebook: The Data section should include a velocity-time graph; strategic coordinates (at the
end/beginning of stages, the peak of the trajectory and at the instant it explodes) should be listed on
the graph. Coordinate values are used to calculate the slope and areas; work is shown and organized;
units are listed. Results of calculations are summarized in the provided table. The
Conclusion/Discussion should include a summary of your analysis and a response to the provided
post-lab questions.
Rubric:
-1 for Sentence fragments, ‘It’, contractions, slang
Title (5 pts)
Purpose (10 pts)
Data (Graph and Chart) ( 25 pts)
Page 46
Analysis (Calculations) (25 pts)
Analysis Questions ( 5 each = 15 pts)
Conclusion (20)
A1 Conceptual Physics Lab Manual
Lab #3: Speed of Car: 2 Ways
Question:
What is the speed of an object as determined by a meter stick and a stopwatch, a ticker tape timer and
a meter stick and a motion detector? How do the three methods of determining speed compare in
terms of their accuracy and precision?
Purpose:
To determine the speed of an object using two different methods and to compare the accuracy and
precision of the results of each method.
Data:
Meterstick Method
Distance
Time
(m)
(s)
Speed =
Distance/Time
(m/s)
Ticker Tape Method
Time between Dots: ______________
Total
#
Total
Speed = Total
Distance
Dots
Time
Distance/ Time
(m)
(s)
(m/s)
Trial 1
Trial 2
Trial 3
Average
A complete lab write-up includes a Title, a Purpose, a Data section, a Conclusion, and a Discussion of
Results. The Data section should include an organized and labeled record of the measurements
resulting from each of the three methods of measuring speed – stopwatch and meter stick method and
ticker tape and meter stick method. Both measured and calculated data should be listed; work should
be shown. The Conclusion/Discussion should identify the speed values determined from each method.
An error analysis should be performed; the accuracy and precision of each method should be
compared; reasons for such conclusions should be explained.
Analysis Questions:
1. How close were your calculations?
2. What were some of the variables you found within the Ticker Tape Measurement?
3. What were some of the variables you found within the Meterstick method?
1
Error Analysis: Use 𝑉𝑎𝑣𝑒𝑟𝑎𝑔𝑒 = [𝑉𝑡𝑖𝑐𝑘𝑒𝑟 𝑡𝑎𝑝𝑒 + 𝑉𝑚𝑒𝑡𝑒𝑟 𝑠𝑡𝑖𝑐𝑘 and : %𝐸𝑟𝑟𝑜𝑟 =
2
|
𝑉𝑡𝑖𝑐𝑘𝑒𝑟 𝑡𝑎𝑝𝑒 − 𝑉𝑚𝑒𝑡𝑒𝑟 𝑠𝑡𝑖𝑐𝑘
𝑉𝑎𝑣𝑒𝑟𝑎𝑔𝑒
| 𝑥100%
Rubric:
-1 for Sentence fragments, ‘It’, contractions, slang
Title (5 pts)
Purpose (10 pts)
Data Chart with at least 3 tries each ( 20 pts)
Page 47
Analysis (Calculations) (10 x 3 = 30 pts)
Analysis Questions ( 5 each = 15 pts)
Conclusion (20)
A1 Conceptual Physics Lab Manual
Lab #4:Vector Treasure Hunt Lab
Objectives: Students will: add and subtract vectors through the tip-tail method and calculate and
distinguish displacement and distance
Outline:
 Students will form teams of 3-4.
 Each team will be given a meterstick and a treasure item (Post it).
 The team will decide on a hidden location in the room where the item is to be placed.
 The team will then plan a route to take to the treasure; this route will be written down as 1) a
list of directions and 2) as a map to scale.
 Once every team has complete this task, the class will leave the room and one by one an
individual member of each team will enter the room and place their treasure card in their
hiding place.
 After that, teams will randomly trade (That is – I will assign!) their list of directions (not
their map) with another group, and each group will try to find the other team’s treasure.
TO BE TURNED IN AS A GROUP (50% of Grade)
 A list of directions to your team’s hidden treasure.
 A vector map (labeled and neat) for finding your hidden treasure including:
o The distance traveled to get to your treasure
o The displacement of your treasure to the reference point.
o The reference point
 A list of direction to the other team’s hidden treasure.
 A vector map (labeled and neat) for the other team’s hidden treasure.
o The distance traveled to get to your treasure
o The displacement of your treasure to the reference point.
o The reference point
INDIVIDUALLY TURN IN A LAB PAPER (50% of Grade)
 Define and explain why the following are needed to find a treasure.
o Vector
o Displacement
o Distance
o Reference point
o Resultant
 Compare vectors to scalars. (How they are similar and how they are different.)
 Explain how you add vectors together.
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A1 Conceptual Physics Lab Manual
Lab #4M: Makeup Vector Map Lab
On the map below draw the vectors needed to travel form Point A to the exit using heads and labels
for each vector. Vectors directions should be north-south or east-west. Follow the instructions on the
back to find the resultant. (Scale: 1 box = 0.5 meters) Vector List – Create a vector list from Point A
to the exit
North
South
East
West
Find the resultant by answering the following questions:
1. Add all the north direction vector lengths together. Add the south direction vector
lengths together and find the difference between the north and the south.
Total: addition of all north direction vector lengths __________
Total: addition of all south direction vector lengths __________
Difference between north and south vector lengths__________
Direction of resulting motion (North or South) ________
2.
Add all the east direction vector lengths together. Add the west direction vector
lengths together and find the difference between the east and the west.
Total: addition of all of the east direction vector lengths ________
Total: addition of all of the west direction vector lengths _______
Difference between east and west vector lengths________
Direction of resulting motion (East or West) ______
3.
Draw the vector components to scale by using your answers to questions 1 and 2.
Calculate the magnitude (size) of the displacement (resultant) by using the
Pythagorean Theorem or your measurements. Measure the resultant’s angle and
direction.
4.
Draw to scale on a sheet of graph paper, the vectors and the resultant in meters.
Label the each vector with size and direction.
5. How can you figure out the resultant vector’s size and direction when you
travel around a building in a path that involves north-south and east-west
vectors? Use what you learned during this activity.
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A1 Conceptual Physics Lab Manual
A
Exit
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A1 Conceptual Physics Lab Manual
Lab #5: Free Fall Ticker Tape Lab
PROBLEM: When an object is in free-fall, what happens to the acceleration and speed of that
object?
MATERIALS: A 500 g or 1,000 g mass, Tick timer, Ticker tape, meter stick, tape
PROCEDURE:
1. Setup the ticker tape through the tick timer as shown by the teacher.
2. Place a mouse pad on the floor below the mass to absorb the force.
3. Turn on the timer and drop the mass. BE CARFUL OF THE FALLING MASS.
4. Repeat procedure until every one in group has the own ticker tape strip.
5. Obtain the position and time information from your ticker tape for every 5 ticks, and record
in Data Table 1. Measure from the 1st tick to the 5th tick, then measure from the 1st tick to
the 10th and so on.
6. Create a graph of position vs. time on Graph 1.
7. Measure the distance (displacement) between every 5 ticks and find the velocity for the
“middle tick” for every measurement. Velocity is equal to distance/tick number. (For
example – The distance between the 1st five tick is equal to 4-cm. Middle tick number for
those 5 ticks is number 3. So you would divide 4 by 3.) Record this data on Data Table 2.
8. Calculate the velocity for each pair and record in Data Table 2. Create a graph on Graph 2 of
the Velocity vs. time (middle tick no.) of the falling object.
DATA TABLE 1 (10 pts)
DATA TABLE 2 ( 10 pts)
Time
Position
Distance
Time
Velocity
(tick)
(cm)
(cm)
(middle tick (cm/tick)
no.)
1st – 5th
1st – 5th
1st – 10th
6th – 10th
1st – 15th
11th – 15th
etc…
etc …
Attach Ticker Tape in notebook when you are complete.
QUESTIONS:
Graph 1
1. What shape does the position/time graph take? Why?
2. Why does the distance between ticks increase s the object falls?
3. From the position/time graph find the average velocity of the weighty by calculating
the slope of the line? Show Calculations
Graph 2
4. What shape does the velocity/time graph take?
5. What is the relationship between the velocity of an object in a fall and the time of
the fall?
6. Does the velocity/time graph show accelerated motion? Why or why not?
7. From the velocity/time graph find the average acceleration of the object? Show
calculations of the slope of the line.
Rubric:
-1 for Sentence fragments, ‘It’, contractions, slang
Title (2.5 pts)
Analysis (Calculations) (9 pts)
Purpose (2.5 pts)
Analysis Questions ( 3 each = 21 pts)
Data Tables ( 10x 2 = 20 pts)
Conclusion (20 pts)
Graph ( 2x10 = 20 pts)
Ticker Tape Attached (5 pts)
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A1 Conceptual Physics Lab Manual
Lab #6: Discovering Newton’s Laws Lab
If you are at least Level 5 in Inertia Club – You are EXCUSED (Automatic 100) from this
writeup! However, you still must participate in class.
PROBLEM:
Part A: What factors cause a change of motion of an object?
Part B: What is the effect of mass on an object’s acceleration?
Part C: How does the acceleration of two objects change as they act on each other?
MATERIALS:
3 masses 1 kg each
dynamics cart with spring
Stopwatch
Beaker
Index card
set of masses (20g-100g)
coin, such as a quarter
paper towels
Track with pulley and car
Dynamics cart
Human figure doll or toy
water
Cord
Rubber bands
PROCEDURES:
PART A – An object at rest
1. Carefully fill the beaker about half-full with water. Wipe the lip and the
outside of the beaker with a paper towel.
2. Place an index card on top of the beaker so that the card covers the
opening of the beaker. Place the quarter on top of the card.
3. Remove the index card by pulling it quickly away. Make sure you pull
the card perfectly horizontally.
PROCEDURES:
PART B – An object in motion
1. Choose a location where you can push a dynamics car so that it
rolls for a distance without hitting any obstacles or obstructing
traffic and then hits a wall or other hard surface.
2. Place the toy or doll on the cart and place the cart about 0.5-m
away from the wall.
3. Push the cart and doll forward so that they run into the wall.
What happens to the doll when the cart hits the wall.
4. Place the cart at the same starting place, about 0.5-m away from the wall. Return the doll to the
cart, and use a rubber band to hold the doll securely in the cart.
5. Push the cart and doll forward so that they run into the wall. Observe what happens to the doll
when the cart hits the wall.
PROCEDURES:
PART C: Newton’s Second Law
1. Perform this part of the lab using an air track and car or a dynamics
track and car. Place the car on one end of the track with the pulley
securely clamped to the other end of the track.
2. Securely attach one end of a cord to the car and the other end to a
small mass (about 20 g). Thread the cord through and over the
pulley wheel at the end of the air track or dynamics track. The car
should be held securely in place at the opposite end of the track
3. Make sure that the mass will be able to fall about 1-m without hitting any obstacles. If you are
using the air track, turn on the air track and release the car at the same moment. If you are using
the dynamics track, release the car. The mass will fall straight down, and the car will move
along the track. Be ready to catch the car when it reaches the end of the track.
4. While the car is moving, make careful observations. Try to determine whether the car moves
with constant velocity or whether it accelerates.
5. Replace the mass with a larger mass, and repeat steps 2-4. Carefully observe the motion of the
car.
6. Repeat several times using different masses. Do not excel 300-g. As you change the mass,
watch the motion of the car for observable patterns.
PROCEDURES:
PART D – Newton’s Third Law
1. Set up two dynamics carts as shown. Choose a location
where each cart will be able to move at least 1.0-m on a
smooth horizontal surface away from obstacles and
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A1 Conceptual Physics Lab Manual
2.
3.
4.
5.
6.
traffic. Compress the spring mechanism and place the carts so that they are touching, as shown.
Quickly release the spring, and observe the two carts. If you are working on a lab table, do not
allow the carts to fall off the table.
Return the carts to the original position and compress the spring mechanism. Add a 1-kg mass
to the cart with the spring.
Quickly release the spring and observe the two carts.
Return the carts to the original position and compress the spring mechanism. Add a second 1-kg
mass to the cart with the spring. Release the spring, and observe the two carts.
Return the carts to the original position and compress the spring. Add a 1-kg mass to the second
cart so that the mass on the first cart is twice the mass on the second cart. Release the spring and
observe the two carts.
ANALYSIS:
PART A
1) What happened to the coin when the card was pulled out from underneath?
2) Is this what you expected to happened? Explain why or why not.
3) What would happen to the coin if the card were pulled out very slowly?
PART B
4) What happened to the unsecured doll when the cart hit the wall?
5) What happened to the doll secured with the rubber band when the cart hit the wall?
6) How did the rubber band change the result of the experiment? Explain why this happened.
7) Compare the experiment with the doll and cart with the experiment with the card and coin.
Explain how the results of the two are similar.
PART C
8) What caused the car to start moving?
9) Did the car move with a constant velocity or was it accelerating?
10) How did the size of the falling mass affect the motion of the car? Explain.
PART D
11) What happened to the two carts when the spring was released?
12) Compare the motion of the carts for each trial. Describe the motion in terms of the cart’s
acceleration from rest when:
a) the carts have equal mass (no mass added)
b) one cart has 1-kg mass added
c) one cart has 2-kg mass added
d) one cart has 2-kg mass added and the other cart has 1-kg mass added
13) What is the relationship between the mass of a cart and its acceleration when the spring is
released?
Rubric:
-1 for Sentence fragments, ‘It’, contractions, slang
Title (5 pts)
Purpose (5 pts)
Page 53
Analysis Questions ( 13 x 5 each = 65 pts)
Conclusion (20 pts)
Ticker Tape Attached (5 pts)
A1 Conceptual Physics Lab Manual
Lab #7 Momentum
MATERIALS:
2 plunger collision car
“frictionless” track
2 masses 500 g each
Stopwatch
Caution: NEVER let car roll off the table onto the floor.
measuring tape
Triple beam balance
PROBLEM: 1. How do you calculate the momentum of a moving object?
2. How does a collision between two moving objects affect the total momentum of the system
before and after the collision in an elastic collision?
3. How does a collision between two moving objects affect the total momentum of the system
before and after the collision in an elastic collision?
PROCEDURE:
PART 1: Momentum of each cart
1. Find the mass of the empty car and each mass (label them) and place car with one mass with
cocked plunger against rail stop.
2. Mark out start and stop tapes in the track about 20 cm from the start point and another 20 cm
farther. (Do not put tape in the track where wheels must go.)
3. Release the car. Measure the time needed to go between the two marker tapes. Record.
Repeat
4. Add a second mass, and repeat the above.
5. Add a third mass and repeat above
PART 2: Elastic Collision - Momentum
1. Find the mass of each empty car and the weight, and place plunger car (A) with weight and
cocked plunger against rail stop. (Non-plunger car carries no weights)
2. Mark out start and stop tapes in the track about 20 cm or so from the start point and another
20 farther. (Do not put tape in the track where wheels must go.)
3. Mark a collision point with tape about 40 cm from the plunger car and put the second car (R)
there. (Do not put tape in the track where wheels must go.)
4. Mark out start and stop tapes in the track a foot or so beyond the collision point and 20 0or
30 cm apart. The Velcro should not allow the cars to join. (Cars bounce apart after
collision)
5. Release the plunger car ‘A’ without the second car present, measure the time needed for the
first car to go between the two marker tapes. Record the time and distance. Repeat several
times to get repeatable results.
6. Note: The second reactive non-plunger car ‘R’ does not move before the collision, but
calculate and record its momentum anyway.
7. Repeat step 4 above with the second car present and recording the time taken by the first car
to cross the tapes after the collision.
8. Repeat step 6 above, but record the time taken by the second car to cross the tapes instead.
PART 3: Inelastic Collision - Momentum
1. Find the mass of each empty car and the weight, and place plunger car (A) with weight and
cocked plunger against rail stop. (Non-plunger car carries no weights)
2. Mark a collision point about a foot from the plunger car and put the second car (R) there.
3. Mark out start and stop tapes in the track a foot or so beyond the collision point and a foot or
two apart. (Do not put tape in the track where wheels must go) The Velcro should allow
the cars to join. (After the collision they are joined)
4. Release the plunger car ‘A’ without the second car present, measure the time needed for the
first car to go between the two marker tapes. Record the time and distance. Repeat several
times to get repeatable results.
5. Note: The second reactive non-plunger car ‘R’ does not move before the collision, but
calculate and record its momentum anyway.
6. Repeat step 4 above with the second car present and recording the time taken by the two
joined cars to cross the tapes after the collision.
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A1 Conceptual Physics Lab Manual
Part 1 (Momentum) DATA:
Mass (kg)
Distance (m)
between tapes
=0.2m
plunger car
without
added
weight
plunger car
+ 1 weight
Time (s)
between
tapes
1
2
3
4
Calculated
Speed (m/s)
Avg
Avg.
Calculated
Momentum
(kg·m/s)
1
2
3
4
Avg.
plunger car
+ 2 weights
Avg.
1
2
3
4
Avg.
Avg.
Part 2: Before Collision: (Procedure Steps 1 through 6)
Car Mass (kg)
D i s t a n c e ( m ) Time (s)
Calculated
b e t w e e n t a p e s between tapes
Speed
(m/s)
A
plunger car
1
+ 1 weight
2
3
4
Avg.
Avg.
B
non-plunger 0
--0
car with no
weight
Calculated Momentum
(kg·m/s)
Total momentum (A+B) before collision
Part 2: After Collision: (Procedures Steps 7 and 8)
Car
Mass (kg)
Distance (m) Time (s)
between
between tapes
tapes
A
plunger car +
1
1 weight
2
3
4
Avg.
b
non-plunger
1
car with no
2
weights
3
4
Avg.
Total momentum (A+R) after collision
Page 55
Calculated
Speed (m/s)
Avg.
Avg.
Calculated Momentum
(kg·m/s)
A1 Conceptual Physics Lab Manual
Part 3 (Inelastic Collision) DATA:
Before Collision (Procedure Steps 1 through 6)
Car
Mass (kg)
Distance (m)
Time (s)
between tapes
A
plunger car + 1
1
weight
2
3
4
Avg.
B
non-plunger car 0
--with no weight
Calculated
Speed (m/s)
Calculated
Momentum (kg·m/s)
Avg.
0
Total momentum (A+B) before collision
After Collision
Car
Mass (kg)
Total
momentum
(A+B)
joined
Distance (m)
Time (s)
Calculated
Speed (m/s)
Calculated
Momentum
(kg·m/s)
1
2
3
4
Avg.
Avg.
Part 1 QUESTIONS: (Momentum)
1. Are the momentum answers for the three parts of this lab the same (or at least within 20%)?
Explain what factors might have caused any differences in your answers.
2. Your family is buying a car and the salesman points out that your family would be safer in an
accident if you bought the Ford truck instead of the Ford Focus car. Does the salesman
understand the physics of momentum and collisions? Explain.
3. Why is it important to calculate the speed and momentum of each car to understand the effect
of each car during a collision?
4. Draw a picture to explain what momentum is and how it is calculated.
Part 2 Questions: (Elastic Collision)
5. Use the Law of Conservation of Momentum formula and your number from before and after
the collision to prove if momentum was conserved.
(ma vIa) + (mb vIb) = (ma vIa) + (mb vIb)
6. During a collision, if you found out that momentum was not conserved, what factors might
have affected your results?
Part 3 Questions: (Inelastic Collision)
7. Use the Law of Conservation of Momentum formula and your number from before and after
the collision to prove if momentum was conserved.
(ma vIa) + (mb vIb) = (ma + mb) + (vf both)
8. Ignoring outside forces, create a problem that illustrates the Law of Conservation of
Momentum. Draw diagrams of the collision. Show how to solve the problem and label the
answer.
Rubric:
-1 for Sentence fragments, ‘It’, contractions, slang
Title (5 pts)
Purpose (5 pts)
Data Tables (25 pts)
Conclusion (20 pts)
Analysis Questions ( 8 x 5 each = 40 pts)
Ticker Tape Attached (5 pts)
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A1 Conceptual Physics Lab Manual
Lab #8 Step Up the Work & Power Lab
How are work and power affected when walking or running up the stairs?
bathroom scale, stopwatch, ruler, staircase, calculator
PROBLEM:
MATERIALS:
PROCEDURE:
1. Choose 1 person to be the stair stepper. Determine their weight using a scale
2. Record the stair stepper’s weight in the data table in Newtons.
3. Measure the height of one step in centimeters and convert to meters.
4. Count the number of steps and multiply by step height to determine the total Distance
traveled. Record the value in the data table.
5. Using a stopwatch, time the stair stepper as he/she walks up the stairs. Record in the data
table.
6. Repeat step 4 and average the times. Record in the data table.
7. Using a stopwatch, time the stair stepper as he/she runs up the stairs.
8. Repeat step 6 and average the times. Record in the data table.
DATA & OBSERVATIONS:
Force: _______ lbs X 1 kg/2.2 lbs
x 9.8 m/s2 = ___________Newtons.
Height of one step in centimeters and convert to meters.
Total Distance traveled. Step height X Number of steps = Total Distance
TRIAL
FORCE
DISTANCE
TIME
AVERAGE
Work
Power
(N)
(m)
(s)
TIME
(J)
(J/s)
WALK 1
WALK 2
RUN 1
RUN 2
CALCULATIONS:
Show your setup!!!!!
QUESTIONS:
Explain each answer.
1. Was there a difference in the work done for walking and running? Explain.
2. Was there a difference in the power used for walking and running? Explain.
3. Which activity involved more power? Why?
4. If you walked up the stairs more slowly, how would the amount of work done been affected?
5. If you climbed more slowly, how would the amount of power done have been affected?
Explain.
6. How would your force change if you walked up a long inclined plane from the first floor to
the second floor instead of climbing the steps? How would your work change?
7. How would your force change if you climbed from the first floor to the second floor by
climbing a rope? How would your work change?
8. Illustrate what you discovered in this lab by drawing pictures and giving a short explanation of
what each illustration is showing. Include what you have found out about the relationships between
work, power, force, distance and time.
Rubric:
-1 for Sentence fragments, ‘It’, contractions, slang
Title (5 pts)
Purpose (5 pts)
Data Tables (10 pts)
Page 57
Calculations ( 20 pts)
Analysis Questions ( 8 x 5 each = 40 pts)
Conclusion (20 pts)
A1 Conceptual Physics Lab Manual
Lab #9 When Pigs Fly!
Purpose
To determine the centripetal acceleration when pigs fly.
Equipment and Supplies: Flying Pig
stopwatch
meterstick
Discussion
When an object travels at constant speed along a circular path, we say it has uniform circular motion
(if its speed were changing, then its motion would not be uniform). Any object moving in uniform
circular motion is accelerated toward the center of its circular path. This acceleration is called
centripetal acceleration, and equals v2/r, where v is the speed, and r the radius of the circular path.
Although the net force on any object equals ma, during uniform circular motion the net force, called
centripetal force, equals mv2/r and is directed toward the center. When an object suspended by a
string moves in a circular path the centripetal force creates a conical pendulum. The string of a conical
pendulum sweeps out a right circular cone. In this experiment you will measure the speed of an object
that produces a conical pendulum and show that the net force is mv2/r.
BEFORE YOU BEGIN: In your Notebook:
PreLab 1: Draw the Free Body Diagram of the pig as he/she flies. Ignoring air resistance, note there
are only two forces that act on the pig. One is mg, the force due to gravity, and the other is string
tension, T.
PreLab 2: Does the pig accelerate in the vertical direction?
PreLab 3: Does the pig accelerate in the horizontal (radial) direction? Knowing that the net force in
the radial direction for any object in uniform circular motion is the centripetal force, what does this
tell you about the magnitude of the horizontal component of T and mv2/r?
Tx = ___
Procedure
Step 1: The pig should be attached to the ceiling and able to fly freely.
Be careful not to damage their delicate wings as you click them into their fixed-wing position. Ask
your instructor to check your pivot before switching on to battery power.
Carefully hold the pig by its body and give it a slight shove about 30° from the vertical, just enough so
that the pig “flies” in a circle. The goal is to launch the pig tangent to the circle of flight. It’s better to
launch it too easy than too hard. If the pig does not fly in a stable circle in 10 seconds or so, carefully
grab it and try launching it again.
Step 2: Once the pig is up and flying in a circle of constant radius, measure the radius of the circle as
accurately as you can. Record r in meters.
Step 3: Since the pig flies in a circle, the speed is the circumference (2πr) divided by the time t for
one complete revolution. To make your measurements of t more precise, measure the time it takes the
pig to make 10 revolutions—then divide by 10.
CALCULATIONS: 10t = _ s (for ten revolutions):
One revolution, t = _ s
Step 4 : Using your measurement of r, compute the speed of the pig:
v = d/t = 2πr/t = ___________ m/s
Post-Lab Analysis
1. For uniform circular motion, the tension will always be less than/the same as/greater than the
weight.
2. What do you conclude about the direction of the net force that keeps the flying pig in flying?
3. For uniform circular motion, the centripetal force will always be (less than) (the same as) (greater
than) the tension in the string.
4. How does the pig overcome air friction?
Rubric:
-1 for Sentence fragments, ‘It’, contractions, slang
Title (5 pts)
Purpose (5 pts)
PreLab: (3 x 5= 15 pts)
Data Table (10 pts)
Page 58
Calculations ( 20 pts)
Analysis Questions ( 5x 5 each = 25 pts)
Conclusion (20 pts)