name: washingtonville high school regents …_____ washingtonville high school regents physics lab...

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Name:________________________ Washingtonville High School

Regents Physics Lab Mr. Morgante

Laboratory Work Table of Contents

# DATE

( _/_/_)

TITLE COMMENT GRADE

1 Linear Measurement

2 Displacement Vector Lab I

3 Displacement Vector Lab, Part II

4 Acceleration of Freefall

5 Projectile Motion Lab

6 Hooke’s Law

7 Newton’s Second Law

8 Minilab – Force of Friction

9 Centripetal Force & Motion

10 Momentum Changes in an

Explosion

11 NOVA Series – Car Crash Video

12 Pendulum Lab

13 Static Electricity

14 Series & Parallel Circuits

15 Waves on a Spring

16 Reflection & Refraction

17 Particle Adventure

18 Regents Lab Practical

19

20

21

22

23

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LAB REPORT STYLE: REG EN TS P HY S I CS

1. TITLE & DATE

→ Complete appropriately

2. PURPOSE

→ State the objective(s) of the lab concisely.

3. Materials & PROCEDURE

→ List lab equipment used in performing the lab. List numerically the

steps used in completing the gathering of the data required for the lab.

4. DATA

→ List and label all data taken to perform the lab. Make sure units are

clearly labeled for all measurements and contained in your data table.

5. CALCULATIONS & GRAPHING

→ Show all formulas used for each trial, make substitutions with units

and perform calculation(s). This section also includes all graphs and

charts when required. This section will also contain the error

calculation(s) when appropriate.

6. ANALYSIS

→ Answer questions in full sentences and give reasons for Yes or No

answers. If the question posed requires a calculated answer, be sure to

show all equations, substitutions with units and calculations.

7. CONCLUSION

→ Explain if the objective(s) was/were met. Describe a problem with

the lab and how this could be remediated.

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NAME________________________________DATE________SCORE________

Regents Physics Lab WHS Mr. Morgante

Linear Measurement

Objective: Review linear measuring devices, calculations, relations.

Materials:

1. Use your Regents Reference Table to complete the following:

Prefix Symbol Notation Prefix Symbol Notation

mega milli

kilo micro

centi nano

2. Measure your pen/pencil to the nearest millimeter:_______________

1a. convert this measurement to a cm reading:_______________

1b. convert this measurement to a m reading:_______________

3. Measure your height to the nearest 1/10th of a meter:.________________

4. Review: Complete the blanks below. Show calculations

________ mm = 1 cm

________ m = 1 km

________ m = 5,000 cm

5. Measure the line below to the nearest 1/10th of a cm: ________

______________________________________________________

(over)

4

2. Measure your height and place your information on the white board. Heights can be

measured using the white marks that are found on the door of Room 352. Take all the

information down and then find the average height.

Your Height (m):_______________

Other Student’s height (m): _____________ _____________ __________

__________ _____________ _____________ __________

__________ _____________ _____________ __________

__________ _____________ _____________ __________

__________ _____________ _____________ __________

Average Student Height: _____________

3. Measure your mass using the scale and place your information on the white board. Take

all the information down and then find the average height.

Your Mass (kg):_______________

Other Student’s mass (kg): _____________ _____________ __________

__________ _____________ _____________ __________

__________ _____________ _____________ __________

__________ _____________ _____________ __________

___________ _____________ _____________ __________

Average Student Mass: _____________

1. Measure the dimensions of the Room 311 door and write the answer below:

Height (m):_________ Width (m):_____________

2. Measure the length & width of the Physics book provided to you and find the cross sectional

area:

Length (m):____________ Width (m):_____________

Cross Sectional Area (m2):_________

5

Name _____________________________Due Date__________ Score___________

Regents Physics WHS Mr. Morgante

Displacement Vector Lab I

Objective: Review of displacement vectors, resultants, vector terminology, trigonometry, graphical analysis of vectors.

Materials: Meter stick, string, protractors, graph paper, clipboards, calculators.

Procedure: Follow the instructions for each leg of travel. Ask Mr. Morgante for clarification if necessary.

N(90o)

W(90o) E(90o)

S(90o)

Exercise #1 Sketch

leg 1 move 1 m North leg 2 move 2m East

Total Distance from start __________

Total Displacement from start __________ magnitude

_________ direction (from North)

Exercise #2 Sketch

leg 1 move 2 m South

leg 2 move 3 m West

leg 3 move 4 m North

Total Distance from start _________

Total Displacement from start _________ magnitude

_________ direction (from North) (OVER)

Exercise #3 Sketch

leg 1 move 2.5 m Northeast

leg 2 move 2.5 m Northwest




6

Exercise #4 Sketch

leg 1 move 2 m East


leg 3 move 4 m West

leg 4 move 5 m South




Exercise #5 (CHAELLENGE PROBLEM) Sketch


leg 2 move 1.5 m Northwest

leg 3 move 1 m West

leg 4 move 1 m UP From Floor




_________ direction (from Floor)

7

NAME________________________________DATE________SCORE________


Displacement Vector Lab, Part II

Objective: Review of displacement vectors, resultants,vector terminology,

Trigonometry, graphical analysis of vectors.

Materials: Meter sticks, string, protractors, graph paper,clipboards, calculators, Rolatape

device.

Procedure: Follow the instructions for each leg of travel. Ask Mr. Blon for

Clarification if necessary. The starting point for the lab is the exit door for Room

352, which points due North.

Note: Scale drawing must be done on graph paper.

Exercise #1

Leg 1 move 2 m North

Leg 2 move 10 m West

Leg 3 move 37.5 m South

Leg 4 move 1.5 m East

Leg 5 move 1.5 m South

Total Distance from start ________

Total Displacement from start ________ magnitude

________ direction (from North)

Location: ________________________________________________________

Exercise #2


Leg 2 move 6 m West


Leg 4 move 2.3 m North, 31 below horizontal(floor)

Leg 5 move 1.6 m North




Location: ________________________________________________________

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Exercise #3


Leg 2 move 30 m East





Location: ________________________________________________________

Exercise #4



Leg 3 move 2.5 m up from the floor

Leg 4 move 1.7 m North




Location: ________________________________________________________

Exercise #5

Leg 1 move 2 m North Leg 6 move 56 m West

Leg 2 move 10 m West Leg 7 move 2 m South

Leg 3 move 37 m South






Location: ________________________________________________________

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Name: __________________ Date:__________ Score________


Acceleration of Freefall

Procedures:

1. Using a free-fall timer, and a meter stick drop the ball from 15

different heights three times each and record the times.

2. Take the average time for each height.

3. Calculate the acceleration for each height using (dy = ½ g t2)

4. Calculate the final velocity for each height using

Vf2 =Vi

2 + (2)(9.81)( dy)

5. Calculate the average velocity for each height using

Vave = (Vf + Vi)/2

6. Graph distance vs. time, Final Velocity vs. time, and average

velocity vs. time with time on the X axis. On each graph get

the best fit line and its slope (trendline with equation

displayed).

Questions:

1. Which graph Vf or Vave. vs. time gives you the correct

slope?(9.81m/s2) Why?

2. Find the area under your curve for time interval of t = 0 to

t = 0.4 seconds of the velocity vs. time graph which you

chose in question 1. What is it?

3. Using your distance vs. time graph at t = 0.4s , what is the

total distance traveled?

4. Do a percent difference of question 2 and 3 and use question

3 as the actual, what did you get?

5. Do a percent error for all of your individual accelerations

calculated using 9.81 m/s2 as the accepted. (A)At what

height(s) did you find your most error? (B)Why do you

think that is so?

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Name:____________________ Date:_____________

Regents Physics Mr. Morgante

Projectile Motion Lab

Objective: Examine and understand the projectile path of an object and the physics equations

that govern.

Sketch the Path of the projectile below:

Launched horizontally

+y

Table

+x

Launched at an angle

+y

Θ

Table Table

+x

Experiment Methodology (Explain exactly what you did to conduct the experiment: ___________ ___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

OVER

11

Procedures:

1. Set up a cannon to a desk with a table clamp.

2. Shoot the cannon horizontally (0) three times.

3. Measure the height of the barrel of the cannon and the range from the bottom of the floor to impact.

4. Calculate the time in the air. 5. Calculate Vx.

6. Vx = Vi

Data:

Trial Height

(dy)

Range

(dx)

Time in air calculated Initial velocity calculated

1

2

3

Average initial

Velocity

Show all calculations:

Using your initial velocity average from above as the initial velocity for the cannon below.

Now shoot your cannon at 15 , 40, 60 and record the dx(range). Make sure you shoot and land on a surface at the

same elevation.

Calculate the range and compare. Do a % error.

Trail Angle Height

(dy)

Range

measured

(dx)

Range

calculated

(dx)

Initial

velocity

Vx Vy %

Error

1

2

3

Show all calculations:

Now you are ready to shoot for your grade. Your teacher will select the angle ______ to shoot your cannon. Using your

previous data calculate the range it should land. Show all of your work.

Questions: 1. At what angle should you get the farthest range: _________

2. At what angle should you get the longest hang time: ______

Accuracy Score: _________ Teacher validated: _______________ Date: ________

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Name____________________________________Date_______ Score_________


Hooke’s Law

Purpose: To verify Hooke’s law and determine the spring constant for springs and a rubber band.

Equipment: Stand

3 different springs

Rubber band

Masses Meter stick

Discussion: When a weight (force) is placed on a spring it will stretch the spring an amount that will be

proportional to the distance of stretch. F = kx (Hooke’s Law) where k is the spring constant. In this

lab you will place equal intervals of masses on a spring, 2 springs in series, and a rubber band. After

graphing force vs. stretch (a.k.a. elongation) you will be able to take the slope of the best fit line to determine the spring constant of each case.

Procedure:

1. Hang a spring from the support. Measure the length of the spring. This is the spring’s equilibrium length. Record.

2. Now place a mass on the spring so that it stretches a few centimeters. Record that length. Then

subtract the equilibrium length from it. Record this is as the amount of stretch.

3. Repeat step (2) using different masses to fill data chart. (Make sure you do not over stretch the

spring, thereby keeping the elastic limit of the spring intact.) Try to get at least 5 data points

from 5 different masses.

4. Repeat the above procedures for two springs in series and a rubber band. (Note: place 20 grams

on the rubber band to start and call this the equilibrium position.) 5. Graph all of the cases and provide best fit lines on a single set of axes. Calculate the slope

values of each of the cases.

Questions: 1. What does the slope value of the Force vs Stretch graph yield? (Hint: Do dimensional analysis)

2. How is the value of k related to the relative stiffness of the spring?

3. For all of your springs, why were all of your graphs straight lines?

4. How does the spring constant of two springs in series compare with the same individual single spring values?

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Stretch Law Experimentation of Hooke’s Law

Data

Table

Equilibrium

Position: Stretched position:

Elongation mass Force

m m m kg N

Spring

Springs

in

Series

Rubber

band

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Name:_________________ Date:__________ Score:____________


Newton's Second Law

Introduction:

You will investigate Newton's Second Law applied to a system moving in one dimension subject to multiple forces. In particular, you will study the motion of a cart moving along a horizontal track connected by a string over a pulley to a hanging mass. A sketch of the system is shown in Figure 1

below. The string connecting the cart and hanging mass remains under tension and does not stretch or

compress significantly. It follows that, even though the cart moves horizontally and the hanging mass

moves vertically, the cart and hanging mass have velocities and accelerations of the same magnitude. We can therefore treat this as a one dimensional system. We will work in a coordinate system in which

the positive direction corresponds to motion of the cart toward the pulley and downward motion of the

hanging mass

Materials: air track & cart, masses, photogate or stopwatch if photogate use is not feasible

Procedure 1. Study the Figure 1 sketch. Set the photogate to PULSE mode if feasible. Arrange the two photogates a distance d apart, then allow the glider to start at do such that it triggers the photogate

immediately after launch.

Part I. 2. Apply the accelerating force (m2g) using 10g, 20g, 30g, 40g, 50g respectively and calculate the

glider's acceleration from the recorded time. Run the cart for 5 trials, changing the accelerating force

only.

Part II. 3. Record the mass of the "empty" glider and calculate its acceleration from the recorded time using an

accelerating mass of 10g. Run the cart for 5 trials, changing the mass of the cart only in increments of

50 g.

f T

m1

T

m2

m2g

15

Analysis 1. Plot graphs of

(a) accelerating Force (y-axis) vs. acceleration (data from Step 2) (b) acceleration (y-axis) vs. mass of glider (data from Step 3)

2. Calculate the slope of graph (a). What should the slope represent?

3. What mathematical relationship is shown in graph (b) between acceleration and mass?

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Name:______________________ Date:__________ Score:___________


Minilab - Force of Friction

Vector Diagrams & Coefficient of Friction

Purpose. Determine several coefficients of friction and some factors that affect the force of friction.

Materials: Wooden block, Spring Scale, Mass, Tape

Procedure: Since the minilab will be performed on a horizontal surface only, the normal force will

always be the force of weight.

1. Weigh (Fg) the block of wood with the spring scale (Fg=FN). Drag the block of wood across the desktop on its largest surface at a constant speed so you get a constant force reading on the

spring scale. Do this several times to get an accurate measurement of the force needed to

overcome friction (Ff). In the block diagram below, draw ALL the vector’s associated with the

Free Body Diagram. Record the FN and Ff, then calculate the kinetic coefficient of friction (µk).

FN=__________ Ff=____________ µk=________

2. Place a 0.5 kg mass on top of the block and add this value to the mass of the block. Repeat procedure 1 above by dragging the block several times across the desktop. Record the proper values and calculate the kinetic coefficient of friction in this situation.

FN=__________ Ff=____________ µk=________

3. Repeat procedure 1. again (without the 0.5 kg mass on top) across a new surface (suggestion; the floor or a wooden lab table or any other surfaces Mr. M provides). Again, draw the vector

diagram, record the appropriate data and perform the proper calculations.

FN=__________ Ff=____________ µk=________

17

4. Again repeat procedure 1. on the desk top, except this time with the block on one thin edge. Be sure to drag the block several times across the table top at a constant speed carefully reading the

scale and average your results. Draw, record and calculate below similar to #1-3.

FN=__________ Ff=____________ µk=________

5. Finally repeat Procedure 1. with the block on its largest surface but determine the force required to just start moving the block. Be sure to do this several times and accurately read the scale.

Draw, record and calculate below. Use this information to calculate the static coefficient of

friction.

FN=__________ Ff=____________ µs=________

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Name:______________________ Date:__________ Score:___________


Centripetel Force & Motion

Objective If an object moves in a circular path there must be a Centripetal Force acting on it. This experiment determines this Centripetal Force and compares it with the balancing force of gravity on a hanging

object.

Equipment All data and calculations can be recorded using these sheets and your handout.

Definition According to Mr. Isaac Newton, an object's "natural state of motion" is to stay at rest if it's already at rest or to continue in linear, uniform motion unless it's subjected to a net, external force. This means

that if an object is moving at constant velocity (or speed) in a straight line, it will continue to move in a

straight line, at that same velocity, unless some outside force changes its motion in some way.

So in order for an object to move in a circular path, some force is needed to pull it away from the straight-line trajectory it "wants" to follow (i.e., its natural state of motion). Some force needs to pull

the rotating object in at every single point along its circular path in order for it continue moving in a

circular fashion (instead of allowing it to follow its natural state of motion).

For example, imagine a stopper attached to a string that's rotating on a table. The stopper "wants" to continue in a straight line. But a force, transmitted via the string, pulls it in to the center at every point

along its circular path. This force is called the centripetal force and is symbolized as Fc and is equal to

the tension in the string. Mathematically, this force is equal to Fc = mv2/r, where m is the mass of the

rotating stopper, v is the stopper's linear velocity (or speed), and r is the radius of its circular orbit.

Now, imagine the string that's connected to the stopper goes through a hole in the table and connects

directly to a mass that simply hangs there. What forces act on the hanging mass? The acceleration due to gravity causes a downward force on the hanging mass; this downward force on the hanging mass is

commonly called its weight. Weight is different from mass. The weight of an object is equal to its mass

times the acceleration due to gravity which can be written mathematically as: Fg = mg.

The tension in the string (which is equal to the centripetal force) is now produced by this force of gravity on the hanging mass. This force is applied by the string and is supplied by the tension due to

the weight of the hanging mass (which is simply the force due to gravity on the hanging mass). In this

lab experiment, you will calculate the centripetal force (Fc) a rotating stopper feels; then, you'll compare this centripetal force to the weight of the hanging mass (Fg = mg) to see if they truly are equal

(in essence, you're determining if the centripetal force the stopper feels is produced by the force of

gravity, or weight, of the hanging mass).

Materials:

Plastic handle Washers Rubber stopper Paper clips

String Stopwatch

Graph paper Scale to mass washers

Mass(4Washers):

____________

massRubberstopper:

____________

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Procedures:

1. Mass a washer and mass of rubber stopper, record.

2. Measure the length of string from the top to the center of the stopper. 3. Put on safety goggles.

4. Place intervals of 4 washers on the bottom spin till the height of the system remains unchanged.

5. Time 5 revolutions.

6. Repeat and put your data into the data table.

Data: Sample Chart

Questions:

1. In which direction is the velocity of the rubber stopper directed?

2. In which direction is the ac of the rubber stopper directed?

3. In which direction is the Fc of the rubber stopper directed?

4. Draw a 2-dimensional diagram of the rubber stopper carving out the circular path being sure to

label the v, ac and Fc appropriately.

5. What is the relationship between the length of the radius and ac? What effect does doubling the

radius have on the centripetal acceleration? What effect does doubling the velocity have on the

centripetal acceleration?

6. What is the relationship between the length of the radius and Fc? What effect does doubling the

mass have on the centripetal force? What effect does halving the radius have on the centripetal

force?

7. Does the weight of the washers equal the centripetal force? Why or why not (think tension in

string)?

8. % Error: Do a % error for the weight of the washers vs. the centripetal force and include results

in your data chart.

Length (m)

Number of

washers

Washer weight

(N)

Time for 5 rev.

(s)

Average Time

(s)

Total distance traveled

in 1 rev.(m)

Tangential velocity

(m/s)

Ac

(m/s2) Fc

(N)

4

8

12

16

20

20

Name:_______________________ Date:__________ Score:_____________


Momentum Changes in an Explosion

A bullet fired from a rifle and a railway locomotive both have large moment values. Although the mass of the bullet is small, it has a large velocity. The locomotive’s velocity is small, but it has a large mass. Both of these objects have a large momentum because momentum is defined as the product of the mass of an object times its velocity. Momentum is a vector quantity, therefore magnitude and direction are important.

In this laboratory we will examine the momentum of two objects that begin at rest but are suddenly forced apart by an explosion. We will examine the momentum of the system of the two objects both before and after they are forced apart to determine what changes in momentum, if any, have occurred.

Place two laboratory dynamics carts next to each other with the compressed exploder of one touching the end of the other cart. Arrange two barriers at a minimum separation of 50 - 60 cm from each end of the carts. You can increase this distance if you find it necessary. A diagram appears below.

M1 Books M1 M2 Barrier Cart A Cart B Barrier Strike the trigger of the exploder to release it and observe the manner in which the carts strike the barriers. Arrange the starting position of the carts before explosion so that the carts strike the barriers at the same time. Mark this starting position with a piece of tape.

To analyze the situation let us mass each of the carts and determine the mass in kilograms. Let us call the time it takes from the explosion to the instant the carts hit the barriers one “second”. The distance each traveled divided by one “second” will then be the average velocity. This means that the distance each cart traveled in reaching the barrier is its average velocity. Measure this distance in meters. The momentum of each cart can be found by multiplying its mass by its average velocity. Repeat the experiment using additional mass on one of the carts. Make sure to add the additional mass to the mass of the cart and record this value. Adding even more mass, take data for four more situations. Do not put all of the mass on one of the carts. Try to keep the mass distributed (albeit unequally) between the carts.

Report: Construct a table showing the mass, velocity, momentum of each cart in the system and the total momentum of the system for each of the 5 trials. An example of the headings on the chart appears below.

Questions: 1. What is the momentum of each of the carts before the explosion occurs? What is the

momentum of the system at this time? Explain. 2. What was the momentum of each of the carts after the explosion occurred? What was the

momentum of the system after the explosion occurred? Explain. 3. State Newton’s Third Law Of Motion and apply it to the situation involving the two carts. 4. State the law known as the Law Of Conservation Of Momentum.

21

NAME________________________________DATE________SCORE________

Regents Physics WHS Mr Morgante

NOVA Series Car Crash Video

1. Autobahn crash – opening sequence: Determine crash times and distances, comments

Road

Impact #1 time_______ Impact #3 time_______

vf =____

Impact #2 time________ Impact #4 time _______

vi= ______

Ingo says:_______________________________________________________________

Briefly sketch and describe the “rollover bar-survival space” concept:

2. Safety glass

Benedictis solution (sketch&describe) Col. J.P. Stapp, MD, USAF Ret. says

3. The Strange Case of Louie Zito + Cornell Crash Test Labs

Sketch and calculations: Vertical displacement: ____ft=______meters

Assume free-fall, g = 9.8m/s2, vf (ground) =______

Using Impulse knowledge, how did L.Z. survive this fall?_________________________

_______________________________________________________________________

What sound does the egg make when it collides with the elastic material?____________

Describe what happens to unrestrained passengers in a collision or rapid deceleration:

22

4. Nils Bohlin and the 3 –point system/ Heppy eggs and others

1959:_________________________ 1970’s “Belt someone, USA”____________

Why is the 3-point restraint system so effective?

What is “submarining”?

5. Crumple Zones and Ingo, Berreni

Sketch and describe the basic ideas behind the crumple zone, survival space, etc.

Describe:

6. Thorax impact test and big expensive anthropomorphic collision test devices

Sketch and label thorax impact test Sketch and label neck flexion test

/\/\

What energy conversion occurs in the thorax impact test?_________________________

7. The Air bag: history,technical aspects, fatal results, the future:

timeline date: ________ ________ ________ ________ ________

event: ______________ ________ ________ ________ ________

technical data:

How and why did fatal accidents happen with airbag deployments?

Briefly outline coming developments in airbag technology:

23

Name:_________________ Date:__________ Score:__________ Regents Physics WHS Mr. Morgante

Pendulum Lab - SHOW ALL WORK!!! Objective: To determine the conversion of PE & KE in a pendulum system Materials: Stopwatch, string, mass pendulum hook on ceiling. WORK & ENERGY SOLUTION:

1. Height of Pendulum from the Floor at Lowest Point = _________________m

2. Height from Floor Pendulum is raised to = __________________m

3. Mass of object hanging from pendulum = ________kg

4. Time to travel from Raised height in #2 to lowest height #1 = _______secs.

5. Potential Energy of Pendulum at Raised Height in #2 = ____________J (Show sketch & work below)

6. Calculate Kinetic Energy of pendulum at Lowest Point in Path of Travel based on information

from #4 above= ___________J (Show sketch & work below)

7. Calculate Maximum Velocity of pendulum during path of travel from #5 above

= ___________m/s (Show work below)

8. Change the mass on the pendulum but keep the length of the string the same. Does this effect the time it takes to get from the maximum to lowest height?

9. Change the length of the string, but keep the same mass in #8 above. Does this effect the time it takes to get from the maximum to lowest height?

24

Name:______________________ Date:_______ Score:__________


E l e c t r o s t a t i c s L a b

Materials: Styrofoam cups Styrofoam plates PVC Rod Fur Scotch Tape

Procedures: You will be investigating charging object by friction. When you are asked to write your observations, please do so in a clear, complete manner.

1. Tape a piece of string to a Styrofoam cup and hang it from the edge of the desk so that it can move freely.

Rub the outside of the cup with fur. Rub a PVC rod with fur and bring it near the hanging cup.

A. Observations: B. How does the distance between the PVC rod and the cup affect the results you observe?

2. Take the PVC rod and rub it with fur. Bring the fur near the suspended cup. A. Observations:

B. What might you conclude with your observations? 3. The forces between charged objects are called electric forces. When a charged object is brought close to the

hanging cup, the cup is acted on by three forces: gravitational force pulling down, the string tension pulling up along the string, and the electrostatic force. A. Can you keep the hanging cup in a stable position with a single charged cup or PVC?

B. Can you keep the hanging cup in a stable position with two or more objects? C. Sketch force diagrams showing all of the forces acting on the hanging cup for at least two different

situations.

4. Hang two cups next to each other and see what happens?

5. Bring the PVC rod near the hairs on your arm. What happens? 6. Charge two plates with fur. Try floating one on top of another. Can this work? Why or why not? Explain.

7. Take approximately 15 cm of scotch tape and hang it from the desk so that it isn’t clinging to anything and it

is free to swing. Rub the PVC Rod with fur and bring the PVC near the tape what happens? Why? 8. Now bring the fur near the tape what happens? Why?

9. Take two more pieces of tape off and fold over 3 cm of the edge and make a tab. Now place one on the desk

sticky side down. Write B on that tab. Now place the other piece of tape on top of it sticky side on top of

the “B” tape. Write T on this tape’s tab. Lift the tape off the desk and gently rub the tapes to get rid of their charges. This quickly separate the tapes.

10. Bring the T tape next to the hanging tape. What happens? Explain. 11. Bring the B tape near the other piece of tape. What happens? Explain.

12. Hang the tapes from the desk and bring the PVC rod near the tapes. Using the concept that like charges

repel and the PVC rod has a negative charge, what is the charge on each of the tapes? Explain.

13. Construct & place your electrophorus (see image below) on top of the Styrofoam plate. Bring the charge

PVC rod near the tin but do not touch it. Now touch your finger to the pie tin. You should get a spark.

25

Electrophorus Apparatus

14. Test to see the charge on the pie tin. What is the charge on the pie tin?

15. How did it get that charge? Explain on a molecular level.

E l e c t r o s t a t i c s L a b

Questions for discussion: 1. Before you pulled the two tapes apart, was there any charge on them?

2. When you pulled the tapes apart, where did the charge on each tape come from?

3. What is happening on a molecular level as you rub the PVC and the fur?

4. In a normal atom how many electrons are there compared to the number of protons?

5. Your body has billions of billions of electrons and protons in it. Why don’t we all repel or stick to each

other?

6. What is the mass of a proton? An electron? Which has more mass?

7. Is the electron in a hydrogen atom the same as an electron in a uranium atom?

Notes and Sketches:

26

Name_______________ Date:________ Score:_____________


Series and Parallel Circuits Lab

OBJECTIVE:

1) Draw and construct a Series circuit. Measure the current and voltage across each resistor and the complete circuit. 2) Draw and construct a Parallel circuit. Measure the current and voltage across each resistor and the complete circuit.

APPARATUS: circuit board, jumper wires, ammeter, voltmeter, power supply.

PROCEDURE: I. Design and sketch a three light bulb series circuit controlled by a switch. Use the grid and power supply below. Label bulbs as R1, R2, R3.

DC, B Range

Power Supply Instructor check _______

1) Using the textbook and notes, outline the Voltage, Current, and Resistance

relations in a series circuit. ________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

2) Measure the Voltage and Current in each resistor (bulb). Sketch the location of the ammeter and

voltmeter on your above cirucit.

The Ammeter is placed in _____________ with a resistor.

The Voltmeter is placed in_______________with a resistor.

Bulb # Voltage (V) Current (I) Resistance (Ω)

1

2

3

Total

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II. Design and sketch a three light bulb parallel circuit controlled by a switch. Use the grid and power supply below. Label bulbs as R1, R2, R3.

DC, B Range

Power Supply

Instructor Check___________

1) Outline the Voltage, Current, & Resistance relations in parallel circuits.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

2) Measure the Voltage and Current in each resistor (bulb). Sketch the location of the ammeter

and voltmeter in a parallel circuit.

The ammeter is placed in _______________________ with a resistor.

The voltmeter is placed in ______________________ with a resistor.

Bulb # Voltage (V) Current (I) Resistance (Ω)

1

2

3

Total

Summary: Do your results support the rules for series and parallel circuits? Explain your answer

below.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

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Name ________________ Date: _____________ Score:___________


Waves on a spring

Purpose: In this activity you will be measuring the speed of a wave two different ways.

Part 1: Measure the speed of a longitudinal wave. Stand 3 to 5 meters apart. Pull the coils toward you and release. The pulse will travel to the other end and reflect back to

you.

Measure the distance.

Time the travel for 5 round trips.

Calculate the speed of the pulse.

Part 2: Measure the speed of a transverse wave. Measure the length of the spring.

Have on person shake the spring side to side in order to get one complete loop. Keep the amplitude of the wave constant for all trials. About ½ meter at most.

Time 10 complete cycles (to and fro).

Now increase the speed to get two loops and repeat.

Continue …

Data Table

Longitudinal Pulse

Length Total Distance =

length x 10

Time for 5 round

trips Speed

trial m m s m/s

1

Transverse Wave

# loops # of

waves wavelength

time for 10 cycles

period Frequency Speed

m s s Hz m/s

1 0.5

2 1

3 1.5

4 2

5 2.5

6 3

Ave speed->

Part 3: Graph wavelength (y-axis) vs. frequency (x-axis).

Definitions: Define the following words:

Wave, pulse, longitudinal wave, transverse wave, period, frequency, amplitude.

29

Questions:

1. How did the speed of the wave pulse compare with the average speed measured using standing waves?

2. What kind of relationship does the wavelength vs. frequency graph give you?

3. A 1200 Hz note is played on a flute. What is the wavelength of the note?

4. A 6.4 x 10-7 m ray of light is incident upon a photocell. What color, think frequency, is this light ray? (Use

reference table.)

5. How would the speed of a wave be affected if the spring was oscillating in a different medium such as water?

Explain.

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Name_______________ Date:________ Score:_____________


Reflection & Refraction

Part 1: Reflection/Refraction with Pins

Reflection:

Outline the front of your mirror

Using two pins place them to the left side of the middle of the mirror (see Figure 20.1).

Then look from the right side of the mirror and line up two pins images with each other and place a

pin on the right side so that the pin blocks out the image of the two pins. Then place another pin

behind that pin that blocks out the pin in front of it and the two images. Circle the holes in your paper

and connect the dots and draw it to the front side of the mirror. Draw a normal line where the two lines meet the mirror. Using a protractor measure and record the

angles of incidence and reflection (see Figure 20.2).

Trace the reflected rays.

Using a protractor measure the angle of incidence and reflection. Now rotate the mirror to the right about the normal line. Then place two more pins to the right and

draw that reflected ray. Measure the reflected angle from the previous normal line. Record angles (see

Figure 20.3).

Refraction:

Trace the outline of your block then place two pins at an angle to the block (see Figure 21.1).

Figure 20.1 Figure 20.2

θi θr

Figure 21.1

Figure 21.2

θi θr θr’

α 1. How has the angle of reflection

changed?

2. Explain why the angle of reflection

does not appear to be equal with the

angle of incidence.

3. Using your data determine the

unknown “x” value in the following

expression, θi + xα = θr’

Figure 20.3

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Part 1: Refraction Cont’d Then look through the block from the other side and line up two pins with the pins on the other side of

the block (see Figure 21.2).

Connect the lines to the block. Draw a normal line on each side of the block. Connect the lines across the block and using a protractor measure the angles of incidence and refraction.

4. Calculate the index of refraction for the block.

5. What is the block made out of? Do a % error.

6. Calculate the speed of light in the block.

List your answers to questions # 1 – 6 beside appropriate diagrams. In order to receive full

credit, remember to show your work including formulas and substitutions with units.

Part 2: Reflection/Refraction Additional Questions for Lab: Show all work and box all answers to receive full credit

1. Could you ever have a situation where light travels faster than the speed of light in a vacuum? (Hint: Use the index of refraction formula to guide your thinking.)

2. Describe the relationship between refraction angle, θR, speed of light in a medium, v, and

index of refraction, n.

3. Draw a scaled refraction diagram of light traveling through air incident on flint glass at an

angle of 90˚ to the surface of the boundary. (Verify results via Snell’s Law.)

4. Draw a scaled refraction diagram of light traveling through corn oil incident on glycerol at an angle 60˚ to the normal. (Verify via Snell’s Law/Identify quick solve logic, Hint: use question #2

as a starting pt.)

5. Determine the critical angle, θc, for Zircon (a guy’s best friend). Take medium two, n2, as air.

6. Determine the minimum angle necessary to produce a total internal reflection case for the previous problem. Illustrate the ray diagram.

7. Yellow light, f = 5.09 x 1014 Hz, travels from water into air. (a) With what speed does light travel through air?

(b) Does the frequency value change for the yellow light as it moves from one medium to the next? Explain.

(c) Determine the individual wavelengths of the light in these two media.

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Name_______________ Date:________ Score:_____________


Particle Adventure

http://particleadventure.org/particleadventure/index.html

What is Fundamental?

1. What is the name of this statue? (Good, you are at the beginning!)

2. What were the 4 fundamental “elements”?

3. Experiments helped scientists determine that atoms have what type of core?

4. The term "atom" is a misnomer. Why?

5. Physicists have discovered that protons and neutrons are composed of even smaller particles

called what?

6. The majority of the atom is made up of what?

7. All the known matter particles are composites of quarks and leptons, and they interact by

exchanging what?

8. It is known that the 100s of particles are all made from how many fundamental particles?

9. For how many years have physicists known that there were more than just protons, neutrons, electrons, and photons? 5? 25? 60? 100?

What is the World Made of? 10. For each kind of matter particle there is a corresponding what?

11. What affects matter and antimatter the same way because it is not a charged property and a

matter particle has the same mass as its antiparticle?

12. What behaves just like the electrons but curl in the opposite way because they have the

opposite charge?

13. There are six quarks, but physicists usually talk about them in terms of three pairs, name

them:

14. What are the two lightest quarks called?

15. Which is the most massive quark?

16. What are the two properties of a hadron?

http://particleadventure.org/particleadventure/index.html

http://particleadventure.org/particleadventure/frameless/startstandard.html

http://particleadventure.org/particleadventure/frameless/quarks_leptons.html

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17. What are the two classes of hadrons?

18. What are the two types of Baryons?

19. What is the characteristic of the Meson?

20. Name the 6 types of leptons and their charges?

21. "Lepton" comes from the Greek for "small mass," but this is a misnomer. Why?

22. The heavier leptons, the muon and the tau, are not found in ordinary matter at all, why?

23. List the three lepton families?

24. Which lepton decays are possible? Why or why not?

(A)

(A tau lepton decays into an electron, an electron antineutrino, and a tau neutrino.)

(B)

(A tau lepton decays into a muon and a tau neutrino.)

25. What are protons made of?

26. What are electrons made of?

27. Note that both quarks and leptons exist in three distinct sets. Each set of quark and lepton

charge types is called a what?

28. The most fundamental matter particles are called what?

29. What's the difference between a force and an interaction?

What Holds it Together? 30. List the four forces.

31. All interactions which affect matter particles are due to an exchange of what?

32. The carrier particle of the electromagnetic force is what?

33. What binds the nucleus together?

http://particleadventure.org/particleadventure/frameless/4interactions.html

34

34. How many color-anticolor combinations are there for gluons?

35. What cannot exist individually because the color force increases as they are pulled apart?

36. What is meant by the statement “Color charge is always conserved”? Explain

37. The strong force binds quarks together because quarks have what?

38. What is responsible for the decay of massive quarks and leptons into lighter quarks and

leptons?

39. List the carrier particles of the weak interactions.

40. What is the unified electroweak theory?

41. List the gravity force carrier particle.

42. List four important quantum numbers of particles.

43. At one time, physicists thought that no two particles in the same quantum state could exist in

the same place at the same time. What is this called?

44. Particles that do obey the above principle are called?

45. Particles that do not obey above Principle are called?

46. What is a fermion?

47. What is a boson?

Particle Decays and Annihilations

http://particleadventure.org/particleadventure/frameless/decay_intro.html 48. What is particle decay?

49. The release of energetic particles due to the decay of the unstable nuclei of atoms is called?

50. Name the three types of radiation?

51. List the stopping power material for each of the three types of radiation.

52. What is the residual strong force?

53. How long it would take for half of a given bunch of uranium atoms to decay is called?

54. Where does the missing mass in a radioactive decay go?

55. When a fundamental particle decays, it changes into what two things?

56. What is the Heisenberg Uncertainty principle?

35

57. Only weak interactions can cause the decay of what type of particles?

58. What do Physicists call particle types?

59. What happens when a particle and its anti particle come together?

60. In Neutron Beta Decay what are the three end products?

61. When an electron and a positron collide what are you left with?

62. What do you get when a proton and an antiproton collide?

Unsolved Mysteries 63. Who unified electricity and magnetism?

64. Physicists hope that a Grand Unified Theory will do what?

65. The relationship between matter particles and force carriers is called?

66. What is a type of matter that we cannot see which was inferred from gravitational effects?

How do we know any of this? 67. What did Rutherford conclude?

68. What were the two shapes of the deflected probe?

How Do We Detect What is happening?

69. What do dolphins and bats use to “see”?

70. What is the meaning of the slide wavelength in a cave?

71. How do physicists decrease a particle's wavelength so that it can be used as a probe?

72. How does a physicist wants to use particles with low mass to produce particles with greater

mass?

How Do We Experiment with Tiny Particles?

73. What is the nearest particle accelerator to you right now?

74. How can you create an electron?

75. How can you create a proton?

76. How can you create an antiparticle?

36

77. List the four major accelerators?

78. What Makes a Particle Go in a Circle?

79. If a magnetic field makes electrons go clockwise, in which direction does it make positrons

go?

80. Can an object accelerate while keeping the same speed?

81. What is an event?

How Do We Interpret Our Data?

82. What are the two basic shapes of a detector?

83. Which chambers are electrons and protons detected?

84. In what direction does the path of a neutral particle bend in a magnetic field?

85. On this page http://particleadventure.org/particleadventure/frameless/quiz_track.html list the 6 answers to the pictures?

http://particleadventure.org/particleadventure/frameless/modern_detect.html

http://particleadventure.org/particleadventure/frameless/quiz_track.html

name: washingtonville high school regents …_____ washingtonville high school regents physics lab...

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