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A football is kicked straight up into the air; it hits the ground 4.8 seconds later. What was the greatest height reached by the ball? With what speed did it leave the kicker's foot?
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Need help finishing energy lab
Lab
Assignment 5: Energy
Instructor’s Overview
Energy is a key concept in physics. In this lab ...
Need help finishing energy lab
Lab
Assignment 5: Energy
Instructor’s Overview
Energy is a key concept in physics. In this lab we will explore the concepts of
potential and kinetic energy and energy conservation. We’ll first examine a hypothetical roller
coaster design to learn more about the interplay of potential and kinetic
energy. In the second part of the lab,
we will use a rubber “popper” to directly experiment with energy.
This activity is based on Lab 11 of the
eScience Lab kit.
Our lab consists of two main
components. These components are
described in detail in the eScience manual.
Here is a quick overview:
In the first part of the lab, you will be
presented with a diagram of a rollercoaster. Based on your knowledge of potential and
kinetic energy and energy conservation, you will answer a series of
questions on the design. This
activity dovetails well with the Instructor’s
Commentary on roller coasters.
In the second part of the lab, you will work with
a rubber popper to explore concepts such as potential energy, kinetic
energy, and energy conservation.
Take detailed
notes as you perform the experiment and fill out the sections below. This document serves as your lab report. Please include detailed descriptions of your
experimental methods and observations. Record all of your data in the table that is provided
in this document.
Experiment Tips:
·
Place
the popper on a smooth flat surface like a linoleum floor. I recommend placing the popper on the floor
since it travels a good height. When I
initially ran the experiment on my kitchen table, the popper hit the ceiling.
·
I
recommend recruiting a lab assistant when you run the popper experiment. When you turn the popper inside out and place
it on the ground, it takes off in short order.
I recommend having another person set the popper up while you time its
flight and measure its maximum height.
Date:
Student:
AbstractBackroundOverviewHypothesis
Introduction
Material and Methods
Results
Data tables for the popper experiment:
Maximum height test
Trial
Height
(meters)
1
2
3
4
5
6
7
8
9
10
Average
Standard
Deviation
Flight time test
Trial
Total
flight time (seconds)
1
2
3
4
5
6
7
8
9
10
Average
Standard
Deviation
Analysis and Discussion
Roller coaster exercise
Consider the
following roller coaster layout taken from the eScience manual:
[img width="475" height="221" src="file:///C:/Users/srarin/AppData/Local/Temp/msohtmlclip1/01/clip_image002.jpg" alt="Description: RollerCoasterDiagram" v:shapes="Picture_x0020_1">
Based on your
understanding of energy concepts, please answer the following questions. Make sure to include detailed physical
arguments.
· What happens to the roller coaster’s
kinetic energy between points B and C? What
happens to its potential energy between these points?
· Why is it important for A to be higher
than C?
·
125
· If the roller coaster starts at point A,
can it ever go higher than this point? What causes the roller coaster train to
lose energy over its trip?
· List the points in order of greatest
potential energy to least.
Popper energy experiment
Based on your
results from the popper energy experiment, please answer the following
questions:
1. What is the gravitational potential energy
of the popper at its average measured maximum height?
Use g = 9.8 m/s2,
and a mass of 0.01 kg.
Potential energy = mgh =
2. Use the following kinematic 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 h0 = 0 after the popper travels up and down over
your measured time t.
3. 127
4. Use the calculated value for the initial
velocity to find the kinetic energy of the popper right as it “pops” up.
5. Compare your answers for potential energy
and kinetic energy. Are they the same,
or close to the same?
6. Is the energy stored in the popper rubber
before it “pops” more or less than the energy the popper has at its total
height? Why?
Conclusions
References
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The Simple Pendulum Lab 10
Lab Assignment 10: The Simple PendulumInstructor’s Overview
The pendulum is an excellent illustrative example of simple ...
The Simple Pendulum Lab 10
Lab Assignment 10: The Simple PendulumInstructor’s Overview
The pendulum is an excellent illustrative example of simple harmonic motion.
Walker's Physics has a great anecdote of Galileo's observation of oscillating
chandeliers and his subsequent experiments on the simple pendulum. In this
lab, we will replicate Galileo's experiment to gain insight into the physics of the
pendulum. We'll improve on the accuracy of his results by using a stop watch
instead of our pulses to measure the period of the pendulum!
This activity is not based on an eScience experiment, although we will some
material from the kit for the experiment. For further background on the
pendulum, refer to Walker's Physics, Section 13-6.
Lab Instructions
1.
2.
3.
4.
5.
6.
7.
8.
Cut a one meter length of fishing line.
Tie six washers onto the end of the fishing line.
Tie the other end of the line to a feature attached to a ceiling such as a
stationary ceiling fan. If this is not available, you can recruit an assistant to
hold the line in a very stable fashion.
Measure the distance from the holding point to the center of the washers.
This is the effective length of the pendulum. Record this value in the table
below.
Move the weights no more than 20 degrees from equilibrium and let go.
With a stopwatch, time 10 periods (complete oscillations).
Divide the total time by 10 to get the average period for this pendulum.
Record this value in the table below.
Repeat steps 4-7 for four other lengths. Suggested lengths: 100 cm, 80
cm, 60 cm, 40 cm, 20 cm. It is good experimental practice to randomize your
trials. For example, you could run in this order: 80 cm, 40 cm, 100 cm, 20
cm, 60 cm.
Take detailed notes as you perform the experiment and fill out the sections
below. This document serves as your lab report. Please include detailed
descriptions of your experimental methods and observations.
Date:
Student:
Abstract
Introduction
Material and Methods
Results
Data Table
Length
(meters)
Average period, T
(sec)
Average period squared, T2
(sec2)
Plots/Analysis
Create a plot of length (x-axis) versus average period (y-axis). You can use a
program such as Excel to generate your plot. Make sure to clearly label your
axes and indicate units.
Create a plot of length (x-axis) versus (average period)2 (y-axis). Use Excel to
add a linear trend line. Record the slope of the best fit line.
Recall that the period of an ideal simple pendulum is given by the following
relation:
Squaring both sides of the equation gives us this relation:
Using the slope of your T2 versus L plot, determine the acceleration due to
gravity.
Based on your results, please answer the following questions:
1.
2.
3.
4.
How close is your experimentally determined gravitational acceleration to
9.81 m/s2? What are potential sources for error in the experiment?
For small angles, does the pendulum's period of oscillation depend on the
initial angular displacement from equilibrium? Explain.
Why is it a good idea to use a relatively heavy mass in this experiment?
What would you say to a colleague that wanted to use only one washer as the
pendulum mass?
Use the relation of the period of an ideal simple pendulum, , to calculate
the ratio of the periods of identical pendulums on the Earth and on Mars.
Note: The gravitational acceleration on the surface of Mars is approximately
3.7 m/s2.
Conclusions
References
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Most Popular Content
Need help finishing energy lab
Lab
Assignment 5: Energy
Instructor’s Overview
Energy is a key concept in physics. In this lab ...
Need help finishing energy lab
Lab
Assignment 5: Energy
Instructor’s Overview
Energy is a key concept in physics. In this lab we will explore the concepts of
potential and kinetic energy and energy conservation. We’ll first examine a hypothetical roller
coaster design to learn more about the interplay of potential and kinetic
energy. In the second part of the lab,
we will use a rubber “popper” to directly experiment with energy.
This activity is based on Lab 11 of the
eScience Lab kit.
Our lab consists of two main
components. These components are
described in detail in the eScience manual.
Here is a quick overview:
In the first part of the lab, you will be
presented with a diagram of a rollercoaster. Based on your knowledge of potential and
kinetic energy and energy conservation, you will answer a series of
questions on the design. This
activity dovetails well with the Instructor’s
Commentary on roller coasters.
In the second part of the lab, you will work with
a rubber popper to explore concepts such as potential energy, kinetic
energy, and energy conservation.
Take detailed
notes as you perform the experiment and fill out the sections below. This document serves as your lab report. Please include detailed descriptions of your
experimental methods and observations. Record all of your data in the table that is provided
in this document.
Experiment Tips:
·
Place
the popper on a smooth flat surface like a linoleum floor. I recommend placing the popper on the floor
since it travels a good height. When I
initially ran the experiment on my kitchen table, the popper hit the ceiling.
·
I
recommend recruiting a lab assistant when you run the popper experiment. When you turn the popper inside out and place
it on the ground, it takes off in short order.
I recommend having another person set the popper up while you time its
flight and measure its maximum height.
Date:
Student:
AbstractBackroundOverviewHypothesis
Introduction
Material and Methods
Results
Data tables for the popper experiment:
Maximum height test
Trial
Height
(meters)
1
2
3
4
5
6
7
8
9
10
Average
Standard
Deviation
Flight time test
Trial
Total
flight time (seconds)
1
2
3
4
5
6
7
8
9
10
Average
Standard
Deviation
Analysis and Discussion
Roller coaster exercise
Consider the
following roller coaster layout taken from the eScience manual:
[img width="475" height="221" src="file:///C:/Users/srarin/AppData/Local/Temp/msohtmlclip1/01/clip_image002.jpg" alt="Description: RollerCoasterDiagram" v:shapes="Picture_x0020_1">
Based on your
understanding of energy concepts, please answer the following questions. Make sure to include detailed physical
arguments.
· What happens to the roller coaster’s
kinetic energy between points B and C? What
happens to its potential energy between these points?
· Why is it important for A to be higher
than C?
·
125
· If the roller coaster starts at point A,
can it ever go higher than this point? What causes the roller coaster train to
lose energy over its trip?
· List the points in order of greatest
potential energy to least.
Popper energy experiment
Based on your
results from the popper energy experiment, please answer the following
questions:
1. What is the gravitational potential energy
of the popper at its average measured maximum height?
Use g = 9.8 m/s2,
and a mass of 0.01 kg.
Potential energy = mgh =
2. Use the following kinematic 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 h0 = 0 after the popper travels up and down over
your measured time t.
3. 127
4. Use the calculated value for the initial
velocity to find the kinetic energy of the popper right as it “pops” up.
5. Compare your answers for potential energy
and kinetic energy. Are they the same,
or close to the same?
6. Is the energy stored in the popper rubber
before it “pops” more or less than the energy the popper has at its total
height? Why?
Conclusions
References
21 pages
BIODEGRADABLE Plastics
Biodegradable plastic is plastic that has been treated to be easily broken down by microorganisms and return to nature. Ma ...
BIODEGRADABLE Plastics
Biodegradable plastic is plastic that has been treated to be easily broken down by microorganisms and return to nature. Many technologies exist today that allow for such treatment. Currently there are some synthetic polymers that can be broken down by microorganisms such as polycaprolactone, others are polyesters and aromatic-aliphatic esters, due to their ester bonds being susceptible to attack by water.
5 pages
Cell Biology
Cell biology has helped in providing insights on the prerequisites of human cells and the differentiation of bacteria cell ...
Cell Biology
Cell biology has helped in providing insights on the prerequisites of human cells and the differentiation of bacteria cells. The procedures have led ...
Why do you think type 2 diabetes occurs so much more often than other inheritable diseases, biology homework help
Why do you think type 2 diabetes occurs so much more often than other inheritable diseases? Propose a hypothesis for why t ...
Why do you think type 2 diabetes occurs so much more often than other inheritable diseases, biology homework help
Why do you think type 2 diabetes occurs so much more often than other inheritable diseases? Propose a hypothesis for why this allele has not been eliminated by natural selection.Which type of species best describes a mouse: opportunistic or equilibrium? Explain why a mouse or rat population would continuously grow while other mammals (cheetahs) are nearly extinct.
5 pages
Coclusion
The objectives of this experiment are to gain a better understanding of enthalpy of combustion, make connections between t ...
Coclusion
The objectives of this experiment are to gain a better understanding of enthalpy of combustion, make connections between the number of carbons and the ...
The Simple Pendulum Lab 10
Lab Assignment 10: The Simple PendulumInstructor’s Overview
The pendulum is an excellent illustrative example of simple ...
The Simple Pendulum Lab 10
Lab Assignment 10: The Simple PendulumInstructor’s Overview
The pendulum is an excellent illustrative example of simple harmonic motion.
Walker's Physics has a great anecdote of Galileo's observation of oscillating
chandeliers and his subsequent experiments on the simple pendulum. In this
lab, we will replicate Galileo's experiment to gain insight into the physics of the
pendulum. We'll improve on the accuracy of his results by using a stop watch
instead of our pulses to measure the period of the pendulum!
This activity is not based on an eScience experiment, although we will some
material from the kit for the experiment. For further background on the
pendulum, refer to Walker's Physics, Section 13-6.
Lab Instructions
1.
2.
3.
4.
5.
6.
7.
8.
Cut a one meter length of fishing line.
Tie six washers onto the end of the fishing line.
Tie the other end of the line to a feature attached to a ceiling such as a
stationary ceiling fan. If this is not available, you can recruit an assistant to
hold the line in a very stable fashion.
Measure the distance from the holding point to the center of the washers.
This is the effective length of the pendulum. Record this value in the table
below.
Move the weights no more than 20 degrees from equilibrium and let go.
With a stopwatch, time 10 periods (complete oscillations).
Divide the total time by 10 to get the average period for this pendulum.
Record this value in the table below.
Repeat steps 4-7 for four other lengths. Suggested lengths: 100 cm, 80
cm, 60 cm, 40 cm, 20 cm. It is good experimental practice to randomize your
trials. For example, you could run in this order: 80 cm, 40 cm, 100 cm, 20
cm, 60 cm.
Take detailed notes as you perform the experiment and fill out the sections
below. This document serves as your lab report. Please include detailed
descriptions of your experimental methods and observations.
Date:
Student:
Abstract
Introduction
Material and Methods
Results
Data Table
Length
(meters)
Average period, T
(sec)
Average period squared, T2
(sec2)
Plots/Analysis
Create a plot of length (x-axis) versus average period (y-axis). You can use a
program such as Excel to generate your plot. Make sure to clearly label your
axes and indicate units.
Create a plot of length (x-axis) versus (average period)2 (y-axis). Use Excel to
add a linear trend line. Record the slope of the best fit line.
Recall that the period of an ideal simple pendulum is given by the following
relation:
Squaring both sides of the equation gives us this relation:
Using the slope of your T2 versus L plot, determine the acceleration due to
gravity.
Based on your results, please answer the following questions:
1.
2.
3.
4.
How close is your experimentally determined gravitational acceleration to
9.81 m/s2? What are potential sources for error in the experiment?
For small angles, does the pendulum's period of oscillation depend on the
initial angular displacement from equilibrium? Explain.
Why is it a good idea to use a relatively heavy mass in this experiment?
What would you say to a colleague that wanted to use only one washer as the
pendulum mass?
Use the relation of the period of an ideal simple pendulum, , to calculate
the ratio of the periods of identical pendulums on the Earth and on Mars.
Note: The gravitational acceleration on the surface of Mars is approximately
3.7 m/s2.
Conclusions
References
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