Coefficent of Friction Post 1

Procedure:
1. Find 2 parings to do together with the rest of the class and chose 3 unique ones
1. Find the mass of every material
2. Find newtons of the material by using a spring scale and dragging it across the surface that particular material is paired with
3. Using mass and netwons, I'll plug the data into the formula to find the coefficient of friction for every combination

Error Analysis:
The spring scales are not the most accurate measuring tool simply due to age and their are on a much larger scale which could make accuracy suffer. Also, the whiteboard surface was slightly curved which may have caused results to differ a little.

Rocket Lab Post 1

Hypothesis:
To find the maximum force that can be created with 100mL of vinegar, we will have to determine force by using F=ma

Procedure:
First we will find the mass of the rubber stopper. Then we will measure out 100mL of vinegar and pour it into the 2 liter bottle. Then, using a aluminum foil trough, we will measure out however many grams can fit into it. Then will lay rollers and place the 2 liter on top of them and prepare for the reaction to begin. Meter tape will be laid out and using distance traveled and mass, we will be able to derive maximum force.

Washers/Elevator Lab

Procedure
For the elevator portion, we placed a scale on the elevator floor and measured the difference in scale readings when someone stood on it going up to going down. Using the change in mass and time we calculated acceleration. For the washers lab, we set up a pully system with a weight on one side and a counterweight on the other to measure force. We weighed it a t rest, then at constant velocity and then when it was accelerating and recorded our findings

Questions
1. The reading of the scale was less than the actual weight of the mass when the scale was decelerating and was greater when the scale was accelerating because gravity pushes things down when the object accelerates upwards therefore reading a higher counterforce. When the weight is going down, it is going with gravity and thus experiencing less weight that normal
2. Newton's second law of motion states that the acceleration of a n object is directly proportional to the net force acting on it, or F = ma. So if someone pushes something with more mass, more force is required to get it to move with the same accelerating versus something that weighs less. Like a full shopping cart is harder t push than an empty. And a empty box is easier to push that a full one
3. Because there is no air resistance in space, both the feather and the rock will fall according to the moon's gravity. So they will both hit the surface at the same exact time since gravity is the only force acting on it.

Ballistic Pendelum Lap Post 3

Questions:
1. Conservation of Momentum was proved because the direction of movement before and after the collision was the same. Conservation of energy was proved because the velocity decreased relative to the size and mass of the bob.

2. K(final) - K(initial) / K(Initial) = ((.009)-(.023)) / .009 = 155% loss of energy

3. If the ball bounced off the pendulum with a smaller fractional loss of energy, then the pendulum would have risen to a higher height by however much less the fractional loss of energy was

4. .Ratio is 2.5*m

91:
Of the two methods experimented with in determining the momentum of the projectile, I would have to say the ballistic pendulum method was more accurate. I say this because the projectile in the ballistic pendulum lab was more controlled and there was little room for the energy of the projectile to be lost outside of the controlled environment With the gun and carbon paper lab, the gun moved after every trial due to recoil, thus skewing the results of the data. However in the ballistic pendulum lab, the gun may have moved after every shot, but since the bob is connected to the system, the bob moved with the gun.

Ballistic Pendulum Lab Post 2

Ballistic Pendulum
Observations:
The projectile slowed significantly after the impact and the collision was totally inelastic. Momentum was conserved going in the same direction as the projectile. Initial Velocity before impact is significantly greater than after the collision

Error analysis:
During some of the trials, the gun could of fired the projectile at a slightly different angle thus being off-center with the force and causing different readings to appear. Another potential source of error is that the bob itself was off center creating some trials that had unusable date. For example, sometimes the projectile didn't insert itself into the bob and would just fly off. Another trial would have to be done.

Gun and Carbon Paper:
Observations:
The projectile never hit the same exact spot two times in a row. Each shot was slightly away from the previous one.

Error analysis:
The carbon paper was not off best quality due to age so marking were difficult to see and sometimes totally invisible. Also, the recoil of the gun after each shot could of shifted the position of the whole system by a few microcentimers which could of distorted the angle leading to irregularities when it came down to measureing exact position of impact.

Data:

 

Dune Buggy Lab Post 2

Analysis and Answer to Question:
Because the time it takes for each dune buggy to cross 1 meter varies very slightly and there is no constant acceleration trend that can be seen from the data, I have determined the dune buggies to be traveling at a pretty constant velocity with no acceleration.

Error Analysis:
Because the time is being recorded by humans, there is a profound room for error. This could of been corrected by using motion sensor gates to get more precise readings. Another possibility for room for error is the time at which both buggies are released as well as their angle of movement. And of course, air resistance could of been an although minute, source of error

Dune Buggy Lab Post 1

Procedure:
1. Lay out measuring tape and put markers on every meter
2. Record how long it take for each buggy to travel one meter
3. Do several trials of step 2 to ensure accuracy
4. Using the data, determine if velocity is constant by comparing times.
5. If velocity is not constant, determine rate of acceleration

Observations:
The dune buggies move at a relatively constant speed, although the red dune buggy seemed to be faster than the blue one. (Fresher batteries I presume?)

Ballistic Pendulum Lab Post 1

Title:

Ballistic Pendulum Lab

 

Procedure:

Method 1

1.      Record mass of projectile

2.      Record mass of pendulum

3.      Measure height of pendulum from the tabletop to the center of mass of the system h₁

4.      Do several trials (5) and measure maximum height of pendulum when projectile gets launched into it h₂

5.      Subtract h₁ from h₂ to obtain h

6.      Plug in h as well as the mass of the pendulum bob and the mass of the projectile into the equation to find velocity v=((M+m)/m)sqrt(2gh)

7.      Calculate kinetic energy by using velocity found in step 6. K=1/2(m)v²

8.      Calculate momentum by using the equation P=mv

 

Method 2

1.      Find xe. That is the distance from the projectile to the carbon paper

2.      Find y. That is the height from the gun to the floor

3.      Find d. That is how far in the ball landed on the carbon paper.

4.      Calculate vo. The velocity of the projectile before the collision

5.      Calculate Ko. The kinetic energy before the collision

6.      Calculate Po. The potential energy before the collision

 

Hypothesis:

I think momentum will be conserved because energy will not be lost in any other form. Therefore, the momentum of the projectile should continue when it hits the bob.

Kinetic energy will also be conserved

 

Materials/Equipment:

-Ballistic Pendulum System

-Measuring tape

-Scale

Vector Lab Post 2

Conclusion:
I had to overcome measuring one very large distance going to one end of the school and then measuring just as vast a distance going to the other end of the school just for two classes. Potential sources of error include tape measure not being totally straight when laid out on the ground and the door has varying widths. The most important thing to consider in this lab is units. Make sure you are using the same units always.

Vector Lab Post 1

Procedure:
1. Use tape measure to get distance from origin to class room door going either left or right
2. Use tape measure to get distance y i.e. towards and away from the school front doors
3. Add up all x values and y values and record them under vector notation
4. Use Pythagorean theorem to find hypotenuse which will give you numerical notation

Equipment:
Tape measure

Constants:
"z" coordinate was always either 0m or 4.15m

Surprising Observations:
The school seems a lot bigger when doing this experiment.