web viewlab 12—cpo energy lab. this is a very straight forward lab that is designed to get...

Lab 12—CPO Energy Lab

This is a very straight forward lab that is designed to get students to understand energy conservation. As the name of the lab would suggest, it does utilize the CPO equipment and a single photogate at the bottom.

To do the lab, set a CPO car and ramp system at an angle and put two photogates at the bottom. Drop the car from four different angles and measure the velocity at the bottom. Measure the time three times for each angle and then find the average time. Finish off by turning times into velocity by dividing the distance/time. When using one photogate, make students use the distance the photogate is blocked as the distance (for CPO equipment, that distance is .05m) Before dropping the cart, make sure you measure the height from which the car is dropped. After all your trials, have each lab group record the mass of their lab cart.

Sample answers:1. The car with the highest height move the fastest since it had the most energy.2. Graphs will vary3. The line shouldn’t be straight since comparing v to h is a quadratic relationship4-5. The numbers should be very close. Make sure students are careful to use m and kg when plugging into the energy equations

Name: ______________________

Period: _____Physical Science—CPO Cart Energy Transformation

Questions:Does increasing the height of a lab cart increase the energy at the bottom?

Research and necessary equations:GPE= mass * gravity (9.8 m/s/s) *height (m)KE= ½ mass * velocity (m/s) *velocity (m/s)The CPO lab cart will block the timer for .05 m.

Hypothesis (create a hypothesis):

Will there be more or less energy at the bottom of the path?

Procedure:1. Set up a CPO track and lab cart system.2. Place a single photogate at the bottom of the track. Make sure the photogate is high up

enough that the cart can stop it3. Release the carts from the top of the track. DO NOT STOP THE CART WITH YOUR

HAND! Let it hit the rubber stopper on the bottom.4. Measure the time three times and find an average.5. Finally, take .05 m and divide it by the average time. This is the velocity of the car.6. Measure the height off the ground you released the carts.7. Repeat the experiment for five different heights

Data table:Height Released t1 t1 t1 taverage

velocity

MASS OF CAR: ___________

Analysis:1. Which car moved the fastest? Why do you think that was? Your answer should have the

word energy in it.

2. Graph Starting Height (dependent) and velocity (independent) for each trial.

3. Do you have a straight line? Should you? Why or why not?

4. For your second trial. Calculate the GPE at the beginning of the trial and calculate the KE at the end of the trial. How do these numbers relate.

5. Do the same thing (calculate GPE and KE) for you third trial. How do the numbers relate this time?

Conclusions:Write 2-4 sentences that discusses your answers to the questions.

Lab 13—Tennis Ball Lab

This is a difficult lab to accomplish but easy to set up. The idea is quite simple: bounce a tennis ball and see how much energy is lost in each bounce. The calculations are straight forward. As a note, if students are having trouble understanding the law of conservation of energy, this might not be the best lab as it shows the loss of energy in a system.

To do the lab, drop it from a certain height. Have each lab partner keep track of how high each progressive bounce goes. I suggest having each lab partner use a hand to mark where the ball goes up to. Each group might have to try several trials just to get one data trial. After each trial, have students calculate the PE for each height. You will need to measure the mass of a ball in order to do this!

Sample answers:1. Answers will vary2. Graphs will vary3. The line shouldn’t be straight since comparing v to h is a quadratic relationship4. Set PE = KE and use the equation KE = ½ mv2 to solve for v5. Solve for each loss in energy by subtracting columns 2 and 86. The energy will transfer from one ball into the other

Name: ______________________

Period: _____Physical Science—Loss of Energy lab

Questions:Does increasing the height of a lab cart affect how much energy it loses?

Research and necessary equations:GPE= mass * gravity (9.8 m/s/s) *height (m)KE= ½ mass * velocity (m/s) *velocity (m/s)The CPO lab cart will block the timer for .05 m.


Procedure:1. Hold a tennis ball a set distance off the ground. Measure that distance.2. Drop the tennis ball straight down and let it bounce.3. Have one partner determine the maximum height after one bounce.4. DO NOT STOP THE TENNIS BALL! Allow it to bounce twice more.5. Have each lab partner keep track of how high the ball went. 6. Measure the height off the ground for each trial and record that in the white sections of

your data table7. Repeat the experiment for three different starting heights.8. Calculate the PE of each height by calculating PE = m *g * h

Data table:Height Release

dPE 0 Bounce

1 PE 1 Bounce 2 PE 2 Bounce

3 PE 3

Analysis:1. For you last data trial, how much energy was lost between the start and bounce 1? (Take

column 2 and subtract column 4) How much energy was lost between bounce 1 and bounce 2? ( Take column 4 and subtract column 6)

2. Create a line graph of potential energy (the grey boxes) on the dependent and trial number (0,1,2,3) on the independent for each trial. YOU SHOULD HAVE 3 LINES!

3. Do you have a straight line? Should you? Why or why not?

4. Since PE turns into KE on the ground. Calculate a velocity of one of your trials from the height released height

5. During which trial was the most energy lost? Prove it by showing calculations for the total energy lost of all 3 of your trials.

Conclusion6. If you drop two tennis balls from waist high, they both hit the ground, and only one

bounces back up, why will it bounces twice as high as it was released

Lab 14—Food Drop Lab

This is a fun lab that is messy and gets students into energy! This is an outdoor lab that you can use to get kids into energy conservation.

To do the lab, you need a long tape measure, a supply of eggs, a large tarp and some stopwatches. Find a large outdoor staircase (such as bleachers) and lay a tarp underneath it. Measure the distance from various points on this staircase to the bottom and have students drop eggs from each height. Make sure you time the egg’s drop. This lab does make a mess but students enjoy senseless destruction!

Sample answers:1. Graphs will vary2. Answers will vary. The units will be J/s.3. The numbers should be the same for each trial4. The PE should go up for each trial5. The energy would be larger but the time would be the same to the bottom!7.

Name: ______________________Period: ____

Physical Science—Food Drop Lab

Questions: Does a heavy object have more or less kinetic energy as a light object dropped from the

same height? How does increasing the height affect dropping velocity?

Research and necessary equations:GPE= mass * gravity (9.8 m/s/s) *height (m)KE= ½ mass * velocity (m/s) *velocity (m/s)ME = KE + GPETo turn time into velocity at the bottom, use the following equation

vf = time (9.8 m/s/s) Hypothesis (create a hypothesis):

How does increasing the height affect dropping velocity?

Part I (Egg Drop):1. As a class pick six different heights. (wait until we are out there!)2. Mass an egg. Record that mass in the data table3. The class will have several rolls (circle your roll):

a. Massers b. Droppers c. Measurers d. Recorders e. Timers4. Climb the stairs and aim the egg to drop onto a tarp.5. Count down: “3 … 2… 1… DROP”. Have the timers start their stopwatches and stop

them when the egg hits the ground.

Data table:Height Released (h)

Potential( m* (9.8) * h)

Time to bottom (t)

Velocity (v) (time * 9.8)

Kinetic Energy(.5 *m *v2)

Mass of an egg: ______

Analysis:1. Graph potential energy (dependent) and time (independent) for the data. Then, with a different

color, graph kinetic energy (dependent) versus time (independent).

2. What is the slope of both of your lines? (You will need two numbers!)

3. How does the KE and PE relate for any trial?

4. How does the PE change for each of the trials?

Analysis5. How would the time to the bottom change if you used a more massive object?

Lab 15—Pendulum Lab

This is pretty easy lab that does a good job of exploring the relationship between PE and KE. Because this lab is easy but very important, it is a great lab to use while review for the EOC. It both has a graph as well as a KE/PE calculation.

To do the lab, you simply need stopwatches, string (I suggest fishing line as it is strong and not elastic), and mass. Hang a mass on the string and let it go for five full swings. Make sure students know a swing is a down and back, not just reaching the top point of the trip. After one trial, divide the time by five to get the overall period.

Sample answers:1. Graphs will vary2. The mass shouldn’t change anything. The length should change the period.3. It is much more accurate4. PE= m *g * h5. Set the PE= ½ mv2… 6. Max PE are at the two edges. The Max KE is the very bottom of the path

Name: ___________________________

Period:____

Physical Science—Pendulum LabPurpose:

To observe the laws governing simple harmonic motion

Safety/background:Make sure the mass is securely attached to the pendulum so it does not swing off

Make sure the pendulum is attached to the lab station so it does not fling off

Hypothesis:As the mass is increased, will the pendulum swing faster/slower/ the same?

As the distance of the string is increased, will the pendulum swing faster/slower/the same?

Procedure:1. Create a pendulum by attaching 10 cm of string to the top of a ring stand. Attach a 100

gram mass to the end of the pendulum 2. Let the pendulum go (from a 90 degree angle) and measure the amount of time it takes to

swing back and forth 5 times. Record this time 3. Find overall period of oscillation by dividing by 5.4. Change the mass on the pendulum and repeat the process.5. Change the length of the pendulum and repeat the process.

Data: Length of Pendulum Mass on Pendulum Period for 5 oscillations Oscillating time

Analysis:1. Create a bar graph of oscillating period on the y axis and the trial type on the x axis (you

will have four bars). You should think of a creative way to color and key your graph!

2. How did changing the mass effect the swing? The length of the string?

3. Why is measuring five swings of the pendulum better than measuring one swing?

4. Calculate the maximum PE of your second trial.

5. Given the PE in your previous trial, solve for the velocity at the bottom of the swing.

Conclusion6. On the picture below, circle points of the highest KE. Color in the points of highest PE.

Lab 16—Ramp Lab

This is a lab that is always surprisingly hard for students to understand but the principle is straight forward. The idea is to show that a tool does not change “the work”. This lab utilizes the CPO equipment and spring scales. Any tool of measuring force will work however. Although it takes a bit to set up, this lab does a great job of driving home the point that machines do not change the work done!

To do the lab, students will be lifting a lab cart 30 cm off the ground. This is important to understand, since students will not change the height the car increases each trial. However, for trials other than the first one, they will include a ramp and increase the distance over which you have to pull up the cart (increasing the distance traveled, but not the height!). Have students pull the cart slowly up the ramp (or off the ground for trial one) and determine the force and the distance over which they pull the cart. Record that information in the data table. If all goes as planned, the work done (force x distance) should be the same for each trial.

Sample answers:1. They require the same work since a ramp doesn’t change the work!2. Graphs will vary3. Slope will vary. Units are J/degree4. It increases the distance so decreases the force you need to apply5. screw—decreases the distance so increase the force applied

lever—increases the distance so decreases the force you have to apply

Name: ______________________

Period: _____Physical Science—Ramp Lab

BackgroundW =Fd Work is measured in Joules, Force in Newtons, and distance in meters.

Hypothesis: Does moving a car up a ramp increase or decrease the work done on the car?

Procedure:The car should start from rest on the ground and end at the height of the ramp. Part 1: Without the Ramp

o Measure the distance from the floor to the top of the ramp and record in the data table.o Using the spring scale, lift the car straight up through the air (not along the ramp) and record the

force measured by the spring scale.o Calculate the work done to lift the car to this position and record in the data table. Remember,

work is force times distance, when force and distance are in the same direction!Part 2: With the Ramp

o Measure the distance along the ramp and record in the data table.o Using the spring scale, pull the car up along the ramp and record the force measured by the

spring scale.o Calculate the work done to lift the car to this position and record in the data table. Remember,

work is force times distance, when force and distance are in the same direction!o After you do this, try putting the ramp at different angle and increase the amount of track you use.

Make sure however that you go up to the same height each time

Data:Angle: Distance Traveled

(m)Force (N) Work (J)

0˚ (no ramp) . 3 m

(with Ramp)

(with Ramp)

(with Ramp)

Analysis:1. Which would require less work to lift an object to the same height – a longer ramp or a shorter

ramp? Why?

2. Create a graph of angle (your x axis) and work on the (y axis).

3. Find the slope of your line

4. How does a ramp make doing the work easier?

5. What properties do the following simple machines have that make work easier? Keep in mind, you can only change Force or distance!

a. a screw

b. a lever

Lab 17—Work and Power Intro Lab

This is a straightforward lab that introduces the concepts of work and power. If the weather is nice, this lab is best accomplished outside on bleachers. However, it can be done just as easily in the staircase of your school. This is one of the longer labs so make sure you plan accordingly.

For the lab you will need stopwatches and meter sticks. Without going into the details of all the steps and procedures, the lab can be summed up easily. PART I: Have students walk/run 2 known distance and time them. PART II: Have students walk for a known time and then measure the distance. Try to have students “walk” at the same speed and “run” at the same speed of the data will get messed up. As a safety concern, make sure the stairs are not slippery and groups are reasonably spread out. Also, prevent asthmatic kids from being the walk/runners for obvious reasons!

Sample answers:PART I:1. 1. Take their mass and convert to kg (lbs / 2.2). Multiply by 9.8 to get their force due to

gravity2. Multiply the distance they walk to get the two works done (answer to #1 x distance for

each trial)3.Take the answers to #2 and divide by the times it took to do the work!

2. The work is the same but running takes more power3. It takes more work to go up higher but the power stays the same

PART II:1. Graphs will vary2. Slopes will vary except the unit will be J/s3. Find the power by doing Work / time4. The numbers should be the same! The units are the same

Name: ______________________Period: _____Physical Science—Work Lab

Questions:How much work does it take to go up and down stairs?How much power does it take to go up and down stairs?

Research and necessary equations (answer the questions):1. What is work defined as?

2. What is power defined as?

3. What are the units for work? What are the units for power?


PART I:Procedure:

1. In your group, assign each person one of these rolls: (circle your roll)1. Climber b. Timer c. Measurer/spotter d. Recorder

2. Estimate or measure the mass of you climber in kg. You may need to convert his/her pounds to kilograms by dividing by 2.2. (2.2 lbs = 1 kg)

3. The measurer should record the height of each stair and then multiply by the number of stairs. In other words, how high up did the walker go? Record this in Table 1.

4. Have the climber walk to the top of the stairs and have the timer record how long it takes to do this. Record the time in the table.

5. Repeat step 4 but run up the stairs.6. Repeat the experiment, but walk up twice as many stairs.

Data table:Mass of climber: ______

Height of the stairs Walking Time Running TimeA

B

Analysis:1. Find the work and power of each trial

1. To walk up the stairs, we do work to counteract the force due to gravity. Remember, the force due to gravity is F = m*g and g= 9.8m/s/s. What is the force of gravity on your climber?

2. Find the work done by your climber by multiplying the force from part A times the distance the climber traveled (column one from your data table). You will have two answers for this part. (distance in meters)

WORK DONE A= _______________ WORK DONE B= _____________

3. Find the power done for both parts of both experiments. To do this, divide the Work (part b) by the time it took to climb the stairs. You will have four answers for this part

POWER EXERTED WALKING A= ____________POWER EXERTED RUNNING A= ____________POWER EXERTED WALKING B= ____________POWER EXERTED RUNNING B= ____________

2. Which took more work, going up the stairs fast or slow? Which took more power?

3. Which would take more work, going up 40 steps or 20 steps? Which would take more power?

PART II (work take 2):Procedure:

1. In your group, assign each person one of these rolls: (circle your roll)a. Walker b. Timer c. Measurer/Spotter d. Recorder

2. Have your walker start walking up the stairs.3. Have your timer tell them to stop at the given time intervals (4s, 8s, 12s, 16s, 20s)4. Have you Measurer/Spotter record how far the walker went.5. Repeat the process from the same starting point until the walker has traveled up all the

time intervals, trying to walk the same speed.4s 8s 12s 16s 20s

Distance Traveled

Work Done

6. Make sure you record your data.

Calculate the work it takes to do each time trial. Remember from part one, you have to multiply the force of gravity (m*g) and distance together! Record that in the data table above.

1. Graph work (dependent) and time (independent) for each time trial.

2. Find the slope of the line! What are the units?

3. Calculate the power of two time trials (the one at 8seconds and the one at 16 seconds). Remember, you do this by dividing work by time.

4. How do you answers to number 2 and number 3 relate?

Conclusions:Write 2-4 sentences that discuss your answers to the questions and what you learned.

Lab 18—Pulley Lab

This lab is a fun lab that generally the kids enjoy. It is difficult for them to build the system, but once they do, they enjoy using it. To do the lab, you need mass trays, string (I suggest using fishing line as it is strong and cheap), two pulleys and a ring stand. If you don’t have pulleys, pretty much any solid cylindrical object will work so long as you can get it to not fall.

To build the system, hang one pulley from a ring stand. Then run string over that pulley down to a second pulley. The string will completely support the weight of the second pulley. Then, either tie the string from the second pulley to the top pulley or to the ring stand. Attach mass on the second pulley and lift the system up with a spring scale attached to the loose end of the string.

Sample answers:1. Graphs will vary2. use 9.8 x 0.200 (make sure they convert to kg) = 1.96 N3. The force should have been around 1N. The ME is 2x4. Slopes would vary5. THE WORK DOESN’T CHANGE!!!!!C. So that crew members could move heavy object themselves.

Name: ___________________________

Period:____

Physical Science— Pulley LabPurpose:

To build a simple pulley system and observe the effects

Safety/background:Be careful not drop mass on yourself!Fw = m gAdvantage = Output Force / Input Force

Procedure:1. Build the system seen in the diagram. 2. Place various masses in the part of the diagram labeled “MASS HERE”3. Use a spring scale, lift up the vary masses and see how much force it takes to lift them.

Diagram

Data:

MASS FORCE MASS FORCE50 g

500 g

100 g600 g

200 g700 g

300 g1000 g

PulleyRING STAND

Top pulley attached to ring stand

String/Line

String attached to top pulley

ATTACHEDMASS HERE!

Analysis:1. Create a line graph with mass (x-axis) versus force needed (y-axis)

2. What was the force of gravity on the 500 g mass?

3. Compare your answer to #2 to the force it took to lift the mass. Why was the number so much smaller? Calculate the mechanical advantage.

4. Find the slope of you line. DON’T FORGET UNITS.

5. How does the pulley change the work needed to raise the mass?

Conclusion: Why did old 1800’s ships used pulleys to aid in the process of moving cannons and sails?

Lab 19—Resonance Lab

This is a good lab that students find fun and somewhat magical when it works. To do the lab you need a supply of pitchforks, rubber mallots, pvc pipes (1 to 1.5 inches wide by about 2 feet tall) with stoppers on one end, and plastic light covers that fit inside the pvc pipe. The latter of the two supplies can be obtained at any hardware store.

To do the lab, fill the large pipe with water to the brim. Place the smaller tube in the water so the whole thing is submerged. Strike a pitch fork right above the small plastic tube and start rising it up until you hear a loud resonance. Hold the small pipe still at this point and measure the distance from the water to the top of the pipe. Record this distance in the data table. At this point, switch tuning forks and proceed until you complete the data table. To do the calculations, multiply the distance by four to find the wavelength. Then, multiply the wavelength by the frequency to find the velocity. The answer should be near 340 m/s.

Sample answers:1. Answers will vary. Just average column 5!2. Answers will vary. 3. Graphs will vary4. Slopes will vary.5. Yes you would run into the other forms of the wave!

Name: ______________________Period: _____

Physical Science—Resonance Lab

Questions:Does increasing the height of a tube of air increase or decrease the pitch of the note?

Research and necessary equations:

v= λf

Hypothesis (answer the question):

Increasing height of the tube will ______________ (increase/decrease/not change) the speed of sound.

Procedure:1. Fill a piece of PVC pipe close to the top with water. Place the clear plastic inside of it2. Obtain a single pitch fork and a rubber mallet3. Strike the mallet and hold it over the piece of plastic.4. Raise the plastic out of the water until you hear a loud resonating pitch.5. Hold the plastic still and measure the height from the top of the plastic to the level of the

water.6. Calculate the wavelength by multiplying by four. Calculate velocity.

Data TableTuning Fork

PitchFrequency Air Column

LengthWavelength Velocity (m/s)

A

B

C

D

E

F

G

Analysis:

1. Find the average speed. (Average all the numbers in column five)

2. Find the percent error: (experimental value: answer from #1, accepted value 340 m/s)

% error= experimental value−accepted valueaccepted value

× 100 %

3. Create a line graph of frequency (independent) versus wavelength (dependent)

4. What is the slope of your line?

Conclusion5. If you continued to increase the height of the plastic container, you would hear another

pitch. Why do you think that is?

Lab 20—Lenses and Mirrors Lab

This is a fun lab that shows the ideas of refraction and reflection. Although lenses are not directly covered on the EOC, students do need to know the rules concerning reflection and refraction. To do the lab you need 3 types of mirrors (straight, concave, and convex), a small pan to fill with water, vegetable oil, and a laser. You can obtain small laser pointers for very cheap at Wal-mart (around $3-$4), and pass them out to students. However, I would suggest making sure you pick them up in class as these tend to be student favorites and they “walk”.

A step by step description of the lab is not highly necessary since the lab is quite detailed, including pictures and all. This is one of the few labs all year I suggest doing with a class set of lab sheets and having one per lab station; I do this mostly because they have to turn a sheet of paper with their ray diagrams, so I have students write out the answers to the questions on there. Also, if available, color printing can help students follow this lab.

Sample answers:Reflection

1. Answers will vary. 2. Answers will vary. EX: makeup mirror3. Answers will vary. EX: convenience store 4. When you want to see an exact reflection of the original image.5. Refraction!6. Otherwise the rays would appear to bend simply because you did not look at it straight on.

Refraction1. It didn’t 2. It stayed the same3. It decreased.4. It decreased the angle even more5. It would decrease the angle by the most!

Name: ________________________________________Period:

Physical Science Lab—Mirror and Light

Question:How does the shape of a mirror affect the angle at which an image reflects?

Research:

Angle of incidence = angle of reflection for flat mirrors.

Hypothesis: (write on a separate sheet of paper)

A convex mirror will __________ the angle of reflection (increase, decrease, not change).A concave mirror will __________ the angel of reflection (increase, decrease, not change).

Procedure:1. Obtain a blank sheet of paper, and draw a straight line down the middle:

2. Place a single dot somewhere on the top half of the paper, and draw a line connecting the dot to the end of the first line.

Flat mirror

Angle of incidence

Angle of reflection Convex mirror Concave mirror

3. Place a flat mirror at the intersection of the lines

4. Shine the laser at the mirror so that it travels along the line you have already made. Use your hand to mark a point from the reflected laser on the other side of the mirror. Create a line for the “reflected” ray.

5. Repeat this process using the convex and the concave mirrors. When you are finished, you should have five lines all together. Label each of the three rays for which mirror produced which ray.

Analysis (answer in complete sentences on the back of the sheet you made these ray diagrams with). Write all your lab partners name on this sheet

1. Rewrite you hypothesis (the full sentences) on you sheet. Was your hypothesis correct? How do you know? If it wasn’t how would you change it?

2. When would you use concave mirrors?3. When would you use convex mirrors?4. When would you want to use a straight mirror instead of a concave or convex?5. When you look at an object in a glass of water, the object appears to bend. What property

of waves causes this? (HINT: it is similar to waves into a mirror)6. Why is it important to make sure the intersection point is lined up with the center

intersection?

When you finish make sure all your lab partners’ names are on your answers page and turn into the box.

Mirror

mirror

mirrors

Refraction

1. Place a blank sheet of paper flat on a surface. Using a ruler, draw a line from one end of the paper to the other end, long ways, at an angle (as seen below).

2. Place a small plastic tray on top of the paper and shine the laser along the line. Put your hand on the opposite end of the tray and see how the ray changes due to the tray. Record your observations in question 1. It may not change!

3. Fill the tub with water. BE CAREFUL NOT TO WET THE PAPER. Shine the laser along the original line. Put your hand in the water and figure out where the ray is. Create a dot on your paper.

4. Remove the tray and draw a new line that using the point you marked and the point where the tray was as reference.

5. Repeat the process using vegetable oil instead of water on the SAME PAGE! Be very careful not to spill or you will have to start over again. When you are done, your page should look like this:

Again, answer the questions in complete sentences on the back of the sheet you drew the refracted rays on.

1. When the glass tank was empty, how did it change the ray of light?2. When the glass tank was filled with water, did the “angle of incidence” increase or

decrease? Look back to page one if you do not remember what the angles are3. When the glass tank was filled with water did the angle of reflection change? If it did,

how?4. How was the oil different than water?5. If we put honey in the tub, which is thicker than water or oil, what do you think would

happen?

Lab 21—Sonar Location Lab

This is a fun lab that utilizes Vernier probeware. Specifically, you need a motion detector. Also, you will need a supply of cardboard. (I find used copier paper boxes are easy to come by and perfectly sized.) The idea is to use sonar location (a motion sensor) to model an “ocean floor” (cardboard boxes).

This lab does involve quite a bit of prep time and open space in your classroom. Each station needs to be a different model of an ocean floor. Once the setups are ready, mark the “start” and “end” point with pieces of tape, and have students move a motion sensor over the cardboard, keeping it a constant height from the ground.. If done properly, the sensor will show varying distances representing an ocean floor map.

THE STATION MODELS:Station 1:Just a simple slope up as if approaching a coast line

Station 2:Just a simple slope down as if leaving a coast line

Station 3:A very sharp upward slope as if approaching an island in the deep ocean

Station 4:A short slope up and then a flat second box as if going across a plateau

Station 5:Two boxes where you start on one, have a gap in the middle, and start the other later as if crossing over an abyss

Station 6:Just one box that is entirely inside the zone of the sonar locaters as if there was an unexpected spike on the ocean floor

Sample answers:1. The sound from something else interfering 2. Walking to fast, uneven surfaces 3. Because as it gets higher up, it gets closer to zero (which is the bottom of the graph)4. Yes because it is easy, but it would not be the most accurate way to measure it5. Using light reflection, use physical measuring techniques

Name: _________________________Period: _______

Physical Science Lab—Sonar Location

Purpose:To use sonar location in order to map models of ocean floors.

Procedure:Each group will be responsible for mapping out each of the six different models

1. Each lab station should have a Vernier “Motion Detector” and a TI-83/CBL.2. One lab partner should hold the calculator, one should hold/move the sensor, one should

watch the measurements and another should watch the cable.3. Before you start the data collection, hold the sensor roughly 50 cm from the ground

(about where your knee is). When moving the sensor, try not to vary the height.4. When you start the data collection, you will hear clicking noises. At the time, slowly

move the sensor over the “model” ocean floors, starting at the “start” tape The samples last for 10 seconds. You should try to just finish the sample in 10 seconds. For left over time, hold the sensor still above the “finish” tape.

5. Once you finish at each station. Move onto another station, making sure to leave the CBL at the main screen

HOW TO USE THE CBL:1. The Calculator screen should be at the main menu of the application. 2. If it is not, hit the option for main screen [1]. If it is on a graph, follow step 7.3. The settings on the calculator should already be OK, so do not change them.4. Hit [2] to start a data run. Follow the instructions above for how to collect data.5. Once the device stops beeping, the collection is over. You will be asked which graph you

would like. Hit [enter] without moving anything. The default is “Dig-Distance”, which is what you want.

6. You will see on the screen the results of the distance versus time graph from the sonar matching of the “ocean floor”. If you have large spikes at any point in your data, you need to start over and try again. To do that follow step 7 and then repeat from step 4.

7. Once you have copied the graph. Hit [enter], then hit [1] to return to the main screen.

WHAT TO TURN IN FOR EACH STATION:1. Draw a picture of the station2. Copy the position versus time graph for each station3. Label each graph with key points (such as where the box 1 started, where box 1 ended,

where box 1 and box 2 met, etc.)4. Answer the questions about each5. Answer the conclusion questions at the end

Station 1

Diagram of the Set up Position versus Time graph

1. Label start of box 1, end of box 1.2. Where would you expect to see something like this in the ocean?

Station 2


1. Label start of box 1, end of box 1.2. Where would you expect to see something like this in the ocean?

Station 3

Diagram of the Set up Position versus Time graph1. Label start of box 1, end of box 1.2. Where would you expect to see something like this in the ocean?

3. How does the slope of the line compare to that of station 2 (generally)?

Station 4


1. Label start of box 1, end of box 1, start of box 2, end of box 2.2. Where would you expect to see something like this in the ocean?

Station 5



Station 6



3. How does the graph compare to the graph of Station 5? Is this expected?

General Analysis:

1. Did you ever have any large spikes in your data? Even if you didn’t what could cause a large spike in a position versus time graph?

2. What are potential sources of error associated with these motion sensors and your graphs?

3. Why do all your graphs appear to be upside down? In other words, when you go over an object (like the box), the ocean floor appears to get drop, not get closer. Why?

4. Is this an effective technique for measuring distances? Why or why not?

5. What other methods could we use to measure ocean floor dynamics?

Lab 22—Wave Speed Lab

This is a good wave lab that gets students to connect wave velocity and mechanical velocity as measured by Kinematics. You need a large distance, several stopwatches a group, and a medium to create a wave in (different types of rope, chain, or slinkys work well). For an add-on to the lab, you could have 3 different types of materials for the three waves. This is a great lab to do outside on a sidewalk or in the halls. YOU NEED SPACE TO SPREAD OUT!

To do the lab, create a wave pulse and have lab partners stationed along the rope to record the time the beginning to end. If students are having trouble measuring the time accurately, you can increase the distance of each trial. The is a simple lab but does a good job of linking together several different facets of knowledge

Sample answers:1. Graphs will vary2. The unit will be m/s/m (or 1/s or for the really good students Hz!)3. The wave speed should stay the same the entire time4. Solve using f = v / λ5. A denser medium would slow the wave down6. Frequency of the wave, size of the wave, type of medium

Name: ___________________________

Period:____

Physical Science—Wave Speed LabPurpose:

Measure the velocity of a mechanical wave as it travels through a medium

Safety/background:v = λf v = m/sλ= wavelength m= distancef= frequency s= time

Hypothesis:As you increase the length a wave travels, will it slow down or speed up?

Procedure:1. Obtain a medium in which to create a wave. Stretch it out over the course of 10m.2. Have lab partners stationed at 2.5m, 5m, 7.5m and 10m, each with a stopwatch.3. Have one person start a wave at one end. Once the wave is started, start all 4 stopwatches4. As the wave crest gets to each lab partner, stop the stopwatch. Try 3 separate waves

Data:

Wave 1 4 m 8m 12 m 16 m

Time

Wave Velocity

Wave 2

Time

Wave Velocity

Wave 3

Time

Wave Velocity

Find the velocity by dividing the distance by the time. Record that velocity in the wave velocity column

Analysis:

1. Create a line graph comparing distance (x-axis) to wave velocity (y-axis). Create a line for each wave

2. Find the slope of one of your lines. DON’T FORGET THE UNITS!

3. If you were to double the distance of the medium, what do you think the velocity be by the end of 32m?

4. If the wavelength of your wave was .25m, what was the frequency of your wave at the 8m trial for wave 1? ( HINT: use the wave speed equation)

5. How do you think using a denser medium would have changed your data?

Conclusion: 6. What factors change wave speed?

web viewlab 12—cpo energy lab. this is a very straight forward lab that is designed to get...

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