Experiment: Go-Kart Challenge
Research Question
Does mass affect the acceleration of a rider?
Hypothesis
I predict that as we increase the mass of a rider the acceleration of the rider will (increase,
decrease, remain the same). Explain your hypothesis. Why do you believe the acceleration will
increase, decrease, or remain the same?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Procedure
1. Predict which student in your class will have the greatest acceleration. Provide an
explanation and justify your reasoning.
2. Mark off 10 meter intervals for a total distance of 50 m.
3. Place a timer at each of the ten meter intervals.
4. Time how long it takes a heavy, a medium, and a light rider to reach each point from the
beginning.
5. Complete the analysis questions.
6. Plot a graph of 2d vs. t2 for the light rider, medium and heavy rider.
7. Highlight your 2d vs. t2 data then select “Insert” then choose “Scatter” and select the 1st
subtype as shown below.
8. Under “Chart Tools” click on “Layout.” Click on “Chart Title” and label the graph as
Distance vs. Time. Click on “Axis Titles” and label the x and y-axes appropriately. Click on
“Legend” then click on “None.” Click on “Gridlines” and make sure “Major Gridlines” are
selected for both axes. Finally, right click on a data point in your graph and select “Add
Trendline.” Place a check mark in the bottom two boxes: “Display equation on chart” and
“Display R2 value on chart.” Remember that the R2 value represents the correlation
coefficient and indicates how closely your data falls on the displayed trendline.
Heavy Rider
0m
10 m
20 m
30 m
40 m
50 m
0m
10 m
20 m
30 m
40 m
50 m
0m
10 m
20 m
30 m
40 m
50 m
Trial 1
Time
Trial 2
Time
Trial 3
Time
Average
Time
Medium Rider
Trial 1
Time
Trial 2
Time
Trial 3
Time
Average
Time
Light Rider
Trial 1
Time
Trial 2
Time
Trial 3
Time
Average
Time
Analysis
1. Fill out the table below from the class calculations.
Light Rider
t2 (seconds2)
2d (meters)
0
0
20
40
60
80
100
Medium Rider
t2 (seconds2)
0
Heavy Rider
t2 (seconds2)
0
Acceleration (m/s2)
0
2d (meters)
0
20
40
60
80
100
Acceleration (m/s2)
0
2d (meters)
0
20
40
60
80
100
Acceleration (m/s2)
0
Conclusion
1. A constant slope (straight-line) would give a constant acceleration. Does your data support or not
support this? What does the data indicate about the acceleration of the light, medium and heavy
riders?
2. What conclusion can you make about the relationship between mass (light, medium, and heavy)
and acceleration? Cite several examples from your data table to support your answer.
3. Describe how each of the following could be a source of error in this lab and how each source
would affect the results of the collected data:
 Friction
 Measurement of displacement
 Measurement of time
Rubric – Go-Kart Challenge
Honors Physics
Heading
(1 pt.)
Research Question
(2 pts.)
Hypothesis
(5 points)
Sketch & Description
(5 pts.)
Data Tables & Graph
(25 pts.)
Student labels the date in the upper
left hand corner and title of lab in all
CAPS in lab notebook.
Student states the research question
of the lab as a statement.
Student states hypothesis and
explains their prediction.
Student sketches materials used in
lab and a brief description of what
they did.
Student uses a ruler to create a data
table of distance, time and speed with
the correct labels and calculations for
each measurement.
Student plots a x-y scatter graph of
2d vs. t2 using Microsoft Excel, labels
axes with units, displays R2 value and
trendline.
Conclusion
(10 pts.)
Bonus
(2 pts.)
Total =
/50 points
Student proves if mass affects the
acceleration of a rider by citing data
collected in the data table AND
graph. Student completely explains
how each source of error would affect
their results.
Student discusses the findings of
Galileo’s leaning tower of pisa
experiment and includes a sketch of
the experiment.
Performance Assessment
Honors Physics
Option 1:
What understandings or goals would be assessed through this task?
• Students will identify the forces acting on a self-propelled vehicle and explain how the motion
of the vehicle demonstrates Newton’s laws.
Through what authentic performance task will students demonstrate understanding?
Task overview:
You will design, build, and test a self-propelling vehicle that can travel a minimum distance of
one meter. When designing the vehicle, sketch a diagram showing how it will be propelled
(balloon, rubber band, mousetrap, etc.) and the forces that act on the vehicle when it is stationary
and moving. After building and testing the vehicle, write an essay explaining how your vehicle
demonstrates Newton’s three laws of motion.
What student products and performances will provide evidence of desired understandings?
Self-propelling vehicle prototype
• Vehicle schematic showing propulsion mechanism and forces acting on vehicle
• Essay detailing how the vehicle demonstrates each of Newton’s laws
PERFORMANCE ASSESSMENT:NEWTONIANVEHICLE
PERFORMANCE LEVELS
CRITERIA FOR
SUCCESS
5
4
3
Isaac Newton
Ranked
Pretty Decent
2
Better keep the
pads
1
Crash and Burn
Vehicle is selfpropelled and
moves 1-meter
Vehicle is selfpropelled and
moves less than
0.75 meters.
Vehicle is selfpropelled and
moves less than
0.50 meters.
Vehicle is selfpropelled and
moves less than
0.25 meters.
Vehicle does not
move.
No mistakes
1 mistake
2 mistakes
3 mistakes
4 mistakes
Newton’s 1st Law
Fully explained
and relevant to
stunt(s)
Partially
explained and
relevant to
stunt(s)
Explanation
incorrect or not
relevant to stunt(s)
Explanation
incorrect and not
relevant to stunt(s)
Explanation
missing
Newton’s 2nd Law
Fully explained
and relevant to
stunt(s)
Partially
explained and
relevant to
stunt(s)
Explanation
incorrect or not
relevant to stunt(s)
Explanation
incorrect and not
relevant to stunt(s)
Explanation
missing
Newton’s 3rd Law
Fully explained
and relevant to
stunt(s)
Partially
explained and
relevant to
stunt(s)
Explanation
incorrect or not
relevant to stunt(s)
Explanation
incorrect and not
relevant to stunt(s)
Explanation
missing
Vehicle
Constructed
Accuracy of
Scientific Terms
Option 2:
You are a skateboarder who has been asked to compete at the state x-games by your skater
buddies and will be wowing the world with your fearless feats. When you take the x-games cup,
your buddies want explanations for your gravity defying performance. Write an e-mail
describing the stunts used during your competition. Explain how you used Newton’s laws of
motion to ace each stunt. Include five stunts identifying at least one Law per stunt. All three
laws must be used.
PERFORMANCE ASSESSMENT: EXTREME GAMES
PERFORMANCE LEVELS
CRITERIA
FOR
SUCCESS
Number of
Stunts
Explained
Accuracy of
Scientific
Terms
Newton’s 1st
Law
Newton’s
2nd Law
Newton’s 3rd
Law
5
Tony
Hawk
5 fully
explained
4
Ranked
4 fully
explained
No mistakes 1 mistake
Fully
explained
and
relevant to
stunt(s)
Fully
explained
and
relevant to
stunt(s)
Fully
explained
and
relevant to
stunt(s)
Partially
explained
and
relevant to
stunt(s)
Partially
explained
and
relevant to
stunt(s)
Partially
explained
and
relevant to
stunt(s)
3
Pretty
Decent
2
Better
keep the
pads
1
Crash and
Burn
3 fully
explained
2 fully
explained
1 fully
explained
2 mistakes
3 mistakes
4 mistakes
Explanation
incorrect or
not relevant
to stunt(s)
Explanation
incorrect or
not relevant
to stunt(s)
Explanation
incorrect or
not relevant
to stunt(s)
Explanation
incorrect
and not
relevant to
stunt(s)
Explanation
incorrect
and not
relevant to
stunt(s)
Explanation
incorrect
and not
relevant to
stunt(s)
Explanation
missing
Explanation
missing
Explanation
missing
The Coefficient of Friction
Honors Physics
Theory
When an object is in motion along a rough surface, the force of friction acts opposite to the
direction of the object’s motion. The coefficient of friction depends on:
a) the force between the two surfaces,
b) the roughness of the two sliding surfaces.
Materials
spring scale
wooden block
set of masses
sand paper
mirror
Procedure
1. Use the spring scale to measure the weight of the wooden block. Make sure you measure
the weight in Newtons. Record the Weight of Block for all four trials in Data Table1.
2. You will be adding weight to the top of the block. Weights such as 1 N, 2N, 3 N, etc.
work well. Choose some additional weight and place it on the block. Record this under
Added Weight in Data Table 1.
3. Add the weight of the block and the added weight. Record this under Total Weight in
Data Table 1.
4. You will be pulling your block along a horizontal surface, so the total weight (mg) will
be equal to the normal force. Copy the total weight value to the FNormal value in Data
Table 1.
5. Place the wooden block on your lab table. Using the spring scale pull it at a constant rate.
Measure the applied force (read it off the spring scale in Newtons). Record this under
Fapp = Ffriction in Data Table 1.
6. You now have all your information for Trial 1. Repeat steps 2 – 5 using different added
weights each time.
7. Choose a different surface and repeat steps 2 – 6. Put your values in Data Table 2. Be
sure to record what your surfaces are!
8. Choose a final surface in the lab room (its up to you!). Complete the third data table.
Data
Table 1
Trial
Surface:
Weight of
Block
(N)
Added
Weight (N)
Total
Weight (N)
FNormal
Fapp=Ffriction
μk
FNormal
Fapp=Ffriction
μk
FNormal
Fapp=Ffriction
μk
1
2
3
4
Table 2
Trial
Surface:
Weight of
Block
(N)
Added
Weight (N)
Total
Weight (N)
1
2
3
4
Table 3
Trial
1
2
3
4
Surface:
Weight of
Block
(N)
Added
Weight (N)
Total
Weight (N)
Analysis
1. Sketch the setup of the experiment.
2. Label the free body diagram
3. Solve for μk in the equation Ffr = μk • FN
Algebraic Approach
4. Using your equation for μk from step 3, fill in the last column in the data tables.
5. Calculate the average μk for each surface
a) Surface 1:
b) Surface 2:
c) Surface 3:
Graphical Approach
6. Graph Ffriction vs. FNormal for the 3 different surfaces on the same graph. Connect the
points for the same surface with a STRAIGHT LINE. You will have 3 separate lines.
(FNormal on x-axis, Ffriction on y-axis)
7. You can use the slope of your graph to find the coefficient of friction for the different
surfaces. Find μk for the 3 surfaces.
a) Surface 1:
b) Surface 2:
c) Surface 3:
Conclusions
1. Record the coefficients of friction using the different approaches.
Surface
μk
μk
using algebraic approach
using graphical approach
2. Which surface had the smallest coefficient of friction between the two surfaces?
3. Which surface had the largest coefficient of friction between the two surfaces?
4. How did the coefficient of friction relate to the types of surface you used?
5. What happened to the friction when you increased the weight on the block?
6. What happened to the coefficient of friction when you increased the weight on the
block?
7. Propose several (at least 3) ways to reduce the amount of friction.
8. List two sources of error in this experiment and explain in detail how these sources of
error would affect the results of your experiment.
Rubric – Coefficient of Friction
Honors Physics
Mechanics
(2 pts.)
Research Question
(2 pts.)
Sketch & Description
(5 pts.)
Data Tables & Graph
(25 pts.)
Student makes no grammatical
errors in the lab report.
Student states the research question
of the lab as a statement.
Student sketches materials used in
lab and a brief description of what
they did.
Student uses Microsoft Excel or
similar program to create data tables.
Student plots a x-y scatter graph of
Ffriction vs. Fnormal using Microsoft
Excel, labels axes with units, displays
R2 value and trendline.
Conclusion
(16 pts.)
Total =
/50 points
Student answers questions in
complete sentences and references
data tables and evidence to support
each conclusion. Student completely
explains how each source of error
would affect their results.