PRELAB: COLLISIONS IN TWO DIMENSIONS
|
|
- Nelson Reed
- 6 years ago
- Views:
Transcription
1 p. 1/7 PRELAB: COLLISIONS IN TWO DIMENSIONS 1. In the collision described in Prediction 1-1, what is the direction of the change in momentum vector D p r for the less massive puck? for the more massive puck? Explain how you determined your answers.. Make Prediction 1- in the space below. Explain the reasoning behind your prediction. 3. The diagram below shows the initial setup for the collision in Prediction -1. In the space to the right of the diagram, sketch a diagram which shows the final momentum vector for each puck in the collision described in Prediction -1. Explain the reasoning behind your diagram. 4. Sketch the change in momentum vector for the slower puck in the collision of Prediction -1. Explain why the Dp r vector points in the direction you have shown.
2 p. /7 Topic: Momentum, impulse and vector addition COLLISIONS IN TWO DIMENSIONS Overview: In this lab, you will observe collisions between two pucks as they travel on an air table. The pucks are connected to a spark timer. As the pucks travel over a sheet of newsprint, the spark timer records the position of both pucks at regular time intervals. You can use the position information from the marks on the paper to estimate the x- and y-components of the velocity vector for each puck. In class, you have probably studied momentum and used the concept to analyze collisions. In this lab, you will use momentum to analyze collisions and explore the limitations of the principle of momentum conservation. Writing it up: Throughout this handout, you will be asked to answer questions, sketch graphs and diagrams, and do calculations. Write these things in your lab notebook as you go through the experiment. Label each answer/graph/calculation/diagram so that you (or your lab TA) can find things quickly. If you have any computer printouts (such as graphs), remember to affix them to your lab notebook. After lab, write a short (<300 words) conclusion of the experiment that summarizes what you did and the major findings of the experiment. Safety/Equipment Tips Shock hazard: It is possible to get an (unpleasant, but not dangerous) electric shock from the apparatus if you touch the metal part of one of the pucks while the spark timer is operating. Avoid getting shocked: Do not touch the metal part of the pucks when the spark generator is on! Make sure both pucks are on the air table when the spark timer is on! Turn the spark generator off after each run. Protect the equipment: Press the foot pedal only while the pucks are moving. A series of sparks in one position will burn a hole in the specialty carbon paper and/or mar the smooth surface of the air table. Leave the pucks on the air table when the apparatus is idle (to avoid stretching the fragile air tubes). Room setup notes (for TA s) Given the limited number of stations available for this experiment (five working air tables in October, 003), students should stay at the air tables only when they are collecting data. Students can do the Investigations in either order, so you may want to have half the class work on Investigation 1 while the other half works on Investigation. Two or three stations should have unequal puck masses (for the elastic collision in Investigation 1). The remaining two or three stations should have pucks with about equal masses and Velcro (for the completely inelastic collision in Investigation ).
3 p. 3/7 Procedure: Some preliminaries 1. There should be a sheet of carbon paper (carbon side up) on the surface of the air table. (If there isn t, consult your TA). Place a sheet of newsprint on top of the carbon paper.. Turn on the air source. Check to make sure the table is level by placing the pucks in the middle of the table. Ideally, the pucks should remain motionless. If the table is not level, level the table by adjusting the legs. 3. Set the spark timer to 30 Hz so that there is 1/30 of a second between the sparks. Note: The two investigations in this experiment can be done in either order and the analysis of the data is essentially identical for the two Investigations. The questions in Investigation 1 provide more guidance about how to analyze the data than do the questions in Investigation. Investigation 1: A nearly elastic collision: In elastic collisions (like those between billiard balls), the objects bounce off each other cleanly without sticking together at all. In this investigation, you will investigate changes in velocity and momentum before, during and after a nearly elastic collision. 1. Data taking throughout this lab takes a little coordination. You must release the pucks so that they have the velocities you want and then, as soon as the pucks are released, press down and hold the spark generator s foot switch. (The spark generator only makes sparks when the foot switch is depressed). Just before the first puck hits the edge of the air table, release the switch. To avoid confusing data, practice each run at least once with the spark generator turned off. Before tackling a two dimensional collision, it might be helpful to consider a one dimensional example first. Prediction 1-1: Two pucks with different masses approach each other head-on, as shown below. The more massive puck is traveling faster than the less massive one before the collision. The two pucks collide elastically. Sketch a qualitative prediction of the movement of the pucks after the collision. What is the direction of the change in momentum vector Dp r for the less massive puck? What is the direction of the change in momentum vector for the more massive puck? Explain how you determined your answers. Prediction 1-: Which puck will experience a larger change in velocity? Which puck will experience a larger change in momentum? Explain your reasoning. (Keep in mind that velocity and momentum are both vector quantities).. Set up to test Prediction 1-1: Turn on the air source. Make sure the spark generator is off. (You will do a practice data run before turning on the spark generator). Start both pucks at opposite ends of the table. Push the pucks toward each other. Each puck should travel at low
4 p. 4/7 to moderate velocity. Press the foot switch just after you release the pucks. Hold the switch down as the pucks travel across the table. Release the switch just before either puck hits the side of the air table. Once you are confident of your timing, turn on the spark generator and take data to test Prediction 1-1. Turn the spark generator off. (Your collision does not have to be exactly head-on. In practice, it is almost impossible to get a 1-dimensional collision with this apparatus.) 3. Pick up the newsprint and turn it over. (You should see a series of dots that traces the paths of the two pucks). Place the newsprint into the frame of the measuring apparatus. Use the measuring frame to record the x- and y- coordinates of one of the two pucks. Construct graphs of x-position versus time and y-position versus time for that puck. The graph should have 10 to 0 data points. (Note: Use Excel or some other spreadsheet program to make the graph). Q1-1: Is the x-component of the puck s velocity constant before the collision? Is the y- component? Explain how you can tell from your graphs. Is this what you expected? Is the puck s velocity vector constant after the collision? Q1-: Determine the velocity vector for each puck before and after the collision. If you use the definition of average velocity for your calculation, clearly show which two data points you used for the calculation. Explain why you chose those two points. Express r your answers as vectors in component form (e.g. v = [3.1ˆ x 0. ˆ] cm/spark). puck 1, initial + y Q1-3: Use the calculations you have done so far to find the change in velocity r r r D v = v final - v ) of each puck as a result of the collision. Compare the result with ( int ial your prediction. Also, find the change in the momentum of each puck during the r r r collision. ( D p = p after - p ). Express your answers as vectors in component form. before Compare the results with your prediction. (Even though it is unlikely that your experiment produced the one-dimensional collision described in the Prediction, you should still be able to make some legitimate and insightful comparisons). A quantity called impulse may have been defined in lecture and/or in the textbook. It combines the applied force and the time interval over which it acts. In one dimension, for a constant force F acting over a time interval D t, the magnitude of the impulse is J = FDt As you can see, a large force acting over and short time and small force acting over a short time can have the same impulse. Notice FD t that is the area of the rectangle, i.e., the area under the force vs. time curve.
5 p. 5/7 In general, the impulse delivered by a force F r acting over the time interval from time t 1 to time t is a vector quantity defined by r t r J Ú Fdt t1 If the force F r in the integral equals the net force F r net acting on the object, then the impulse equals the change in momentum of the object during the time interval from clock reading t 1 to clock reading t. r r J = Dp This result is called the impulse-momentum theorem. You might notice the impulse-momentum theorem is equivalent to Newton s nd law. (Simply take the time derivative of both sides to recover Newton s nd law). Q1-4: Estimate the impulse delivered to each puck during the collision. Express your answers as vectors. Explain how you determined your answer. (Yes, the answer to this question is very easy). You may have used the conservation of momentum principle to analyze collisions like the one in this experiment. The principle simply states that the total momentum of all objects in a system before a collision equals the total momentum after the collision. While you have probably used the principle in homework problems, you may not be aware of its mathematical basis. Under what conditions does the principle apply? In order to find out, let s take a careful look at its derivation. Consider a collision between two objects. The argument starts will the impulsemomentum theorem. The impulse acting on each puck equals the change in momentum of that puck: r r r r J 1 = Dp 1 and J = Dp where J r 1 is the impulse delivered to puck 1 by the net force acting on puck 1 and J r is the impulse delivered to puck by the net force acting on puck. If the only force acting on puck 1 during the collision is due to puck, the total impulse delivered to puck 1 is equal to the impulse delivered by puck : r t r J = F dt 1 Ú t1 Æ1 Similarly, if puck 1 is the only object exerting a force on puck : r t r J = F dt Ú t1 The final step of the argument is to apply Newton s 3 rd law. At all instants during the collision, r r r r v v FÆ 1 = -F1 Æ. Therefore, J 1 = -J and D p 1 = -Dp. Simple algebra gives the principle of v v v v momentum conservation: Dp1 + Dp = 0 (i.e. there is no change in the total momentum p 1 + p of the system). Q1-5: Is it possible that the net force experienced by puck 1 during the collision does not equal the force puck exerts on puck 1? Explain. Q1-6: In practice, you will find that the impulse delivered to puck 1 is not equal and opposite to the impulse delivered to puck. Is this evidence that one of the 1Æ
6 p. 6/7 assumptions in the derivation above is being violated during the collision? Or is this evidence of inexact measurements? (Note: If you argue that the observed difference is due to the violation of one of the assumptions of the derivation, clearly identify which assumption is likely to have been violated and explain how the assumption might have been violated. If you argue that the observed difference is simply due to inexact measurements, back up your assertion with calculations! You will need to convincingly show that the difference is most likely due to inexact measurements.) Q1-7: Estimate the magnitude of average force exerted on puck 1 during the collision. Explain how you arrived at your estimate. How reliable is this estimate? Explain. Is this estimate likely to be too low or too high? Explain. Investigation : An inelastic collision When two objects stick together after a collision, the collision is called a completely inelastic collision. In this section, you will use two pucks with Velcro sides to examine a completely inelastic collision. Prediction -1: Two pucks approach each other at an angle, as shown below. The pucks stick together and travel together after the collision. Sketch a qualitative prediction of the movement of the pucks after the collision. Sketch and label the change in momentum vector D p r for the faster puck on your diagram. Explain how you determined your answer. Prediction -: Which puck will experience a larger change in velocity? Which puck will experience a larger change in momentum? Explain your reasoning. 1. Put the Velcro bands around each puck.. Place the newsprint you used for Investigation 1 on the carbon paper. The dots you made in Investigation 1 should visible. (Remember that the new carbon paper marks will appear on the underside of the newsprint). Turn on the air source. (Make sure the spark generator is off for the practice runs). Push the pucks toward each other. Start the pucks so that they will collide. Press the foot switch just after you release the pucks. Hold down the foot switch as the pucks travel, collide and then travel after the collision. Release the foot switch before either puck hits the far edge of the table. Once you are confident of the timing, turn on the spark generator and take data. Note the general direction of each puck s initial velocity, so that you can identify which spark track goes with which puck when you analyze the data. 3. Pick up the newsprint and turn it over. (You should see a series of dots that traces the paths of the two pucks). Place the newsprint into the frame of the measuring apparatus.
7 p. 7/7 Q-1: Estimate the momentum of each puck just before the collision. Express your answer as a vector in component form. Explain how you arrived at your answer. If you use the definition of average velocity for your calculation, clearly show which two data points you used for the calculation. Explain why you chose those two points. Q-: Estimate the momentum of each puck just after the collision. Express your answer as a vector in component form. Explain how you arrived at your answer. If you use the definition of average velocity for your calculation, clearly show which two data points you used for the calculation. Explain why you chose those two points. Q-3: Use the results of the previous two questions to calculate the change in velocity Dv r for each puck during the collision. Express your answers as vectors. Q-4: Calculate the change in momentum Dp r for each puck during the collision. Again, express your answers as vectors. Q-5: Compare the change in velocity for puck 1 with the change in velocity for puck. Are they in the same direction? Do they have the same magnitude? Is this what you expect? Explain. Q-6: Compare the change in momentum for puck 1 with the change in momentum for puck. Are they in the same direction? Do they have the same magnitude? Is this what you expect? Explain. Q-7: Estimate the magnitude of the average force exerted on puck during the collision. Explain how you arrived at your estimate. How reliable is this estimate? Explain. Is this estimate likely to be too low or too high? Explain.
2D Collisions Lab. Read through the procedures and familiarize yourself with the equipment. Do not turn on the
2D Collisions Lab 1 Introduction In this lab you will perform measurements on colliding pucks in two dimensions. The spark table will allow you to determine the velocity and trajectory of the pucks. You
More informationThe purpose of this experiment is to find this acceleration for a puck moving on an inclined air table.
Experiment : Motion in an Inclined Plane PURPOSE The purpose of this experiment is to find this acceleration for a puck moving on an inclined air table. GENERAL In Experiment-1 you were concerned with
More informationExploring the relationship between the pressure of the ball and coefficient of restitution.
Exploring the relationship between the pressure of the ball and coefficient of restitution. When I started thinking about possible investigations I knew I wanted to create a lab that was related to sports.
More informationWhich student do you agree with (if any)? Please explain your reasoning.
Practice Test 1 1. Shown below is a speed-time graph for a cart moving in front of the motion sensor. For convenience it has been divided into five sections (A,B,C,D,E). B C D A E During each of the five
More informationLAB : Using A Spark Timer
LAB : Using A Spark Timer Read through the whole lab and answer prelab questions prior to lab day. Name: F1 Introduction A spark timer is used to make accurate time and distance measurements for moving
More informationFigure 1: A hockey puck travels to the right in three different cases.
Question (12) Average velocity and position (update) for three hockey pucks You view the motion of a hockey puck in a video and mark its location every. The resulting image for three different hockey pucks
More informationSmooth Track, Steel Marble, Wood Block, Stopwatch, Ditto (carbon) paper, white paper, meter stick.
Teacher s Notes Main Topic Subtopic Learning Level Technology Level Activity Type Motion Projectile Motion High School Low Student Description: Measure the initial velocity of a horizontal projectile,
More informationPrelab for the Ballistic Pendulum
Ballistic Pendulum 1 Prelab for the Ballistic Pendulum 1. Write the general horizontal and vertical motion Kinematics equations for a horizontally launched projectile. 2. Write the relevant Conservation
More informationx 2 = (60 m) 2 + (60 m) 2 x 2 = 3600 m m 2 x = m
3.1 Track Question a) Distance Traveled is 1600 m. This is length of the path that the person took. The displacement is 0 m. The person begins and ends their journey at the same position. They did not
More informationExploring the relationship between the pressure of the ball and coefficient of restitution.
Exploring the relationship between the pressure of the ball and coefficient of restitution. When I started thinking about possible investigations I knew I wanted to create a lab that was related to sports.
More informationVectors. Wind is blowing 15 m/s East. What is the magnitude of the wind s velocity? What is the direction?
Physics R Scalar: Vector: Vectors Date: Examples of scalars and vectors: Scalars Vectors Wind is blowing 15 m/s East. What is the magnitude of the wind s velocity? What is the direction? Magnitude: Direction:
More information1. At what speed must you throw a ball vertically in order to reach the top of a building, 12m tall? Vectors
Physics R Date: 1. At what speed must you throw a ball vertically in order to reach the top of a building, 12m tall? Scalar: Vectors Vectors Scalars Vector: Wind is blowing 15 m/s East. What is the magnitude
More informationSecondary Physics: The Compass Rose, Cars and Tracks
Secondary Physics: The Compass Rose, Cars and Tracks Secondary Physics at the NASCAR Hall of Fame The Great Hall and Glory Road Focus object or destination in the Hall: Compass Rose, 18 compass lines,
More informationCASE STUDY FOR USE WITH SECTION B
GCE A level 135/01-B PHYSICS ASSESSMENT UNIT PH5 A.M. THURSDAY, 0 June 013 CASE STUDY FOR USE WITH SECTION B Examination copy To be given out at the start of the examination. The pre-release copy must
More informationPhysics Final Exam Review Fall 2013
Physics Final Exam Review Fall 2013 The lines on the graph represent displacement vectors for the route along which a person moves. Use the figure to answer problems 1 2. 1. What is the total distance
More informationOne Dimensional Kinematics Challenge Problems
One Dimensional Kinematics Challenge Problems Problem 1: One-Dimensional Kinematics: Two stones are released from rest at a certain height, one after the other. a) Will the difference between their speeds
More information/2.35 points Previous Answers GPhys09 9.AC.050.
WebAssign Ch. 9 Momentum - Physics (Homework) Due : Wednesday, October 12 2011 11:00 PM MDT }.1 Current Score : 32.94 / 40 ISAAC PARKER Physics, section T1_P5_C arlson, Instructor: Sarah C arlson The due
More information1) What is the magnitude of the momentum of a kg baseball traveling at 45.0 m/s?
Momentum review 6) Two friends are standing on opposite ends of a canoe that is initially at rest with respect to a frictionless lake. The person in the front throws a very massive ball toward the back,
More informationIntroduction. Physics E-1a Expt 4a: Conservation of Momentum and Fall 2006 The Ballistic Pendulum
Physics E-1a Expt 4a: Conservation of Momentum and Fall 2006 The Ballistic Pendulum Introduction Preparation: Before coming to lab, read this lab handout and the suggested reading in Giancoli (through
More informationKinematics, Impulse, and Human Running
Kinematics, Impulse, and Human Running Purpose This lesson explores how kinematics and impulse can be used to analyze human running performance. Students will explore how scientists determined the physical
More informationChapter 7. A) The ball B) The putty C) Both experience the same momentum change D) Cannot be determined from the information given
A rubber ball and a lump of putty have equal mass. They are thrown with equal speed against a wall. The ball bounces back with nearly the same speed with which it hit. The putty sticks to the wall. Which
More informationChapter 13: The Behavior of Gases
Chapter 13: The Behavior of Gases I. First Concepts a. The 3 states of matter most important to us: solids, liquids, and gases. b. Real Gases and Ideal Gases i. Real gases exist, ideal gases do not ii.
More informationRocket Activity Foam Rocket
Rocket Activity Foam Rocket Objective Students will learn about rocket stability and trajectory with rubber bandrpowered foam rockets. Description Students will construct rockets made from pipe insulating
More informationNHL & NHLPA Future Goals Program Hockey Scholar TM
Curriculum Guide NHL & NHLPA Future Goals Program Hockey Scholar TM Your local NHL team has made it all the way to the Stanley Cup Final and now you just need to win 4 games to bring home the cup! You
More informationLab: Relative Velocity (Speed)
WWW.ARBORSCI.COM Lab: Velocity () By Dr. Joel Bryan OBJECTIVES: Determine average velocity (speed). Predict the relative velocities (speeds) of the two objects traveling in the same and in the opposite
More informationEnd of Chapter Exercises
End of Chapter Exercises Exercises 1 12 are conceptual questions that are designed to see if you have understood the main concepts of the chapter. 1. While on an airplane, you take a drink from your water
More information1 A Mangonel is a type of catapult used to launch projectiles such as rocks. A student made a working model of a Mangonel. crossbar. bucket.
1 A Mangonel is a type of catapult used to launch projectiles such as rocks. A student made a working model of a Mangonel. crossbar bucket arm rubber band string scale handle As the handle is turned, the
More information2 m/s or 2 m/s to the left. To The Questions. Question 1. Answer 1. Question 2. What is the impulse acting on the ball? (Down is positive)
To The Questions 500 1000 1000 500 1 2 4 5000 5 3 200 500 650 7 8 5000 9 10 800 13 11 50 200 12 800 14 50 1000 15 18 16 200 5000 17 1000 19 500 20 50 23 21 50 200 22 50 24 50 25 500 Back to Briefcases
More informationHelicopter & Launcher
Helicopter & Launcher Category: Physics: Force & Motion Type: Make & Take Rough Parts List: 2 Large craft sticks or paint paddles 12 Dowel, ¼ 1 Dowel, 1 long, ¼ 1 Wood block, 8 x 1 x 1 1 Wood block, tiny
More informationSPEED, VELOCITY, ACCELERATION, & NEWTON STUDY GUIDE - Answer Sheet 1) The acceleration of an object would increase if there was an increase in the
SPEED, VELOCITY, ACCELERATION, & NEWTON STUDY GUIDE - Answer Sheet 1) The acceleration of an object would increase if there was an increase in the A) mass of the object. B) force on the object. C) inertia
More informationDuring the Push What kind of motion does the puck have at this time? Is it speeding up, slowing down, not moving, or moving at a steady speed?
Elaborate The teacher is giving a demonstration with a hover puck. Make the requested predictions before using your observations to check if you were correct or if you need to make changes.. Predict how
More information1. Determine his speed when he reaches the photo radar car.
Physics Unit Review 5 Use the following information to answer the next two questions. Mr. Buffi is cruising at 18.9 m/s when he sees a suspicious car (perhaps a photo radar car?) parked on the side of
More informationNote! In this lab when you measure, round all measurements to the nearest meter!
Distance and Displacement Lab Note! In this lab when you measure, round all measurements to the nearest meter! 1. Place a piece of tape where you will begin your walk outside. This tape marks the origin.
More informationPreliminary design of a high-altitude kite. A flexible membrane kite section at various wind speeds
Preliminary design of a high-altitude kite A flexible membrane kite section at various wind speeds This is the third paper in a series that began with one titled A flexible membrane kite section at high
More informationReport for Experiment #11 Testing Newton s Second Law On the Moon
Report for Experiment #11 Testing Newton s Second Law On the Moon Neil Armstrong Lab partner: Buzz Aldrin TA: Michael Collins July 20th, 1969 Abstract In this experiment, we tested Newton s second law
More informationHow Do You Swing? You should be working with new lab partners starting with this lab.
You should be working with new lab partners starting with this lab. Exploration: Swinging your arms and legs back and forth Discuss and try out the following questions within your lab group. After you
More informationINSTRUMENT INSTRUMENTAL ERROR (of full scale) INSTRUMENTAL RESOLUTION. Tutorial simulation. Tutorial simulation
Lab 1 Standing Waves on a String Learning Goals: To distinguish between traveling and standing waves To recognize how the wavelength of a standing wave is measured To recognize the necessary conditions
More informationAP Physics B Summer Homework (Show work)
#1 NAME: AP Physics B Summer Homework (Show work) #2 Fill in the radian conversion of each angle and the trigonometric value at each angle on the chart. Degree 0 o 30 o 45 o 60 o 90 o 180 o 270 o 360 o
More information15815 Super Spring - Student
Accessories Needed, Not Included: PURPOSE 15815 Super Spring - Student Required Accessories: string (2 to 4 meters needed) C-clamp (or any other fixed clamp on a bench) Stopwatch masking tape or labels
More informationOzobot Bit Classroom Application: Boyle s Law Simulation
OZO AP P EAM TR T S BO RO VE D Ozobot Bit Classroom Application: Boyle s Law Simulation Created by Richard Born Associate Professor Emeritus Northern Illinois University richb@rborn.org Topics Chemistry,
More informationBall Toss. Vernier Motion Detector
Experiment 6 When a juggler tosses a ball straight upward, the ball slows down until it reaches the top of its path. The ball then speeds up on its way back down. A graph of its velocity vs. time would
More informationGeneral Physics Physics 101 Test #1 Fall 2018 Friday 9/21/18 Prof. Bob Ekey
General Physics Physics 101 Test #1 Fall 2018 Friday 9/21/18 Prof. Bob Ekey Name (print): I hereby declare upon my word of honor that I have neither given nor received unauthorized help on this work. Signature:
More informationSHOT ON GOAL. Name: Football scoring a goal and trigonometry Ian Edwards Luther College Teachers Teaching with Technology
SHOT ON GOAL Name: Football scoring a goal and trigonometry 2006 Ian Edwards Luther College Teachers Teaching with Technology Shot on Goal Trigonometry page 2 THE TASKS You are an assistant coach with
More informationAnatomy of a Homer. Purpose. Required Equipment/Supplies. Optional Equipment/Supplies. Discussion
Chapter 5: Projectile Motion Projectile Motion 17 Anatomy of a Homer Purpose To understand the principles of projectile motion by analyzing the physics of home runs Required Equipment/Supplies graph paper,
More informationQuarterly Science Benchmark Assessment (QSBA) Physical Science. Quarter 1
2014 2015 Quarterly Science Benchmark Assessment (QSBA) Physical Science Quarter 1 Miami-Dade County Public Schools Office of Academics and Transformation INTRODUCTION The Physical Science Quarterly Science
More informationEnd of Chapter Exercises
End of Chapter Exercises Exercises 1 12 are conceptual questions that are designed to see if you have understood the main concepts of the chapter. 1. While on an airplane, you take a drink from your water
More informationNewton s Triple Play Explore
5E Lesson: Explore Newton s Triple Play Explore Stations (80 minutes) Students will explore how forces affect the motion of objects in the following stations. Station : Baseball Forces Baseball Space to
More informationMomentum Review. Momentum Expressed in (SI unit): kg m/s Commonly used symbols: p Conserved: yes Expressed in other quantities: p = mv
Momentum Review Momentum Expressed in (SI unit): kg m/s Commonly used symbols: p Conserved: yes Expressed in other quantities: p = mv Chapter 7 What is momentum? The momentum of an object is defined as
More informationGas Laws. Essential Learning Outcomes: 1. Change can be measured. 2. Changes can occur within a substance that alters its identity.
Gas Laws Gas Laws: Gases and pressures affect our lives every day. From the weather we experience to the air we breathe, it all has to do with gases and pressures. Why do we have wind? Why do we have the
More informationAdvanced Subsidiary / Advanced Level
GCE Examinations Mechanics Module M1 Advanced Subsidiary / Advanced Level Paper K Time: 1 hour 30 minutes Instructions and Information Candidates may use any calculator except those with a facility for
More informationDEVIL PHYSICS THE BADDEST CLASS ON CAMPUS IB PHYSICS
DEVIL PHYSICS THE BADDEST CLASS ON CAMPUS IB PHYSICS LSN 4-2: TRAVELING WAVES Questions From Reading Activity? Essential Idea: There are many forms of waves available to be studied. A common characteristic
More informationStudent Exploration: Uniform Circular Motion
Name: Date: Student Exploration: Uniform Circular Motion Vocabulary: acceleration, centripetal acceleration, centripetal force, Newton s first law, Newton s second law, uniform circular motion, vector,
More informationMULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
Exam Name MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. 1) Hang from a pair of gym rings and the upward support forces of the rings will always
More informationAlgebra I: Strand 3. Quadratic and Nonlinear Functions; Topic 1. Pythagorean Theorem; Task 3.1.2
Algebra I: Strand 3. Quadratic and Nonlinear Functions; Topic. Pythagorean Theorem; Task 3.. TASK 3..: 30-60 RIGHT TRIANGLES Solutions. Shown here is a 30-60 right triangle that has one leg of length and
More informationMoLE Gas Laws Activities
MoLE Gas Laws Activities To begin this assignment you must be able to log on to the Internet using Internet Explorer (Microsoft) 4.5 or higher. If you do not have the current version of the browser, go
More informationI hope you earn one Thanks.
A 0 kg sled slides down a 30 hill after receiving a tiny shove (only enough to overcome static friction, not enough to give significant initial velocity, assume v o =0). A) If there is friction of µ k
More informationLOW PRESSURE EFFUSION OF GASES revised by Igor Bolotin 03/05/12
LOW PRESSURE EFFUSION OF GASES revised by Igor Bolotin 03/05/ This experiment will introduce you to the kinetic properties of low-pressure gases. You will make observations on the rates with which selected
More informationUnit: Momentum Impulse Vocabulary
Unit: Momentum Impulse Vocabulary Term Momentum Definition Units: Impulse Units: Impulse-Momentum Law of conservation of momentum Collision Elastic Inelastic 1 Page Momentum p Symbols: p means m v m means
More informationLecture 1: Knot Theory
Math 7H Professor: Padraic Bartlett Lecture 1: Knot Theory Week 1 UCSB 015 1 Introduction Outside of mathematics, knots are ways to loop a single piece of string around itself: In mathematics, we mean
More informationInquiry Investigation: Factors Affecting Photosynthesis
Inquiry Investigation: Factors Affecting Photosynthesis Background Photosynthesis fuels ecosystems and replenishes the Earth's atmosphere with oxygen. Like all enzyme-driven reactions, the rate of photosynthesis
More informationUnit conversions: 9. An defensive lineman weighs 330 pounds. What is his mass in kg (given 2.2 pounds = 1 kg)? 330 lb 1 kg. 2.2 lb 10.
Practice exam semester 1 physics Walk this Way Activity, Graph Sketching and Recognition, Sonic Ranger Lab: Use the graph to the right for q s 1-3 1. Which object(s) is (are) not moving? 2. Which change
More informationLOW PRESSURE EFFUSION OF GASES adapted by Luke Hanley and Mike Trenary
ADH 1/7/014 LOW PRESSURE EFFUSION OF GASES adapted by Luke Hanley and Mike Trenary This experiment will introduce you to the kinetic properties of low-pressure gases. You will make observations on the
More informationGravity: How fast do objects fall? Teacher Version (Grade level: 4 7)
Gravity: How fast do objects fall? Teacher Version (Grade level: 4 7) *** Experiment with Audacity to be sure you know how to do what s needed for the lab*** Kinematics is the study of how things move
More informationActivity 1: Walking Graphs. Answer the following questions based on your experiences in the Student Activity: Walk This Way.
I. Foundations for Functions 3.1 Interpreting Distance versus Graphs: Activity 1 Activity 1: Walking Graphs Answer the following questions based on your experiences in the Student Activity: Walk This Way.
More informationName Period Date. Record all givens, draw a picture, arrow all vectors, write the formula, substitute and solve. units
Example Problems 7.2 Conservation of E1. A monkey fires a 10 kg rifle. The bullet of mass 0.02 kg, leaves with a muzzle of the rifle with a velocity of 310 m/s to the right. What is the recoil velocity
More informationDEVIL PHYSICS THE BADDEST CLASS ON CAMPUS AP PHYSICS
DEVIL PHYSICS THE BADDEST CLASS ON CAMPUS AP PHYSICS LSN 11-7: WAVE MOTION LSN 11-8: TYPES OF WAVES; LONGITUDINAL AND TRANSVERSE LSN 11-9: ENERGY TRANSPORTED BY WAVES Physics of Waves Questions From Reading
More informationConcepTest PowerPoints
ConcepTest PowerPoints Chapter 3 Physics: Principles with Applications, 6 th edition Giancoli 2005 Pearson Prentice Hall This work is protected by United States copyright laws and is provided solely for
More informationLab 9 Ballistic Pendulum
b Lab 9 Ballistic Pendulum What You Need To Know: The Physics Today s lab is not going to cover any new physics. However, based on what you ve learned in lecture and in lab, we will be combining together
More informationHockey Scholar Curriculum Guide
Hockey Scholar Curriculum Guide NHL Future Goals Hockey Scholar Your local NHL team has made it all the way to the Stanley Cup Final and now you just need to win 4 games to bring home the cup! You ve been
More informationConstant Acceleration: The physics of sailing
Constant Acceleration: The physics of sailing Sailing gives examples of physics: Newton's laws, vector subtraction, Archimedes' principle and others. This support page from Physclips asks How can a boat
More informationLast First Date Per SETTLE LAB: Speed AND Velocity (pp for help) SPEED. Variables. Variables
DISTANCE Last First Date Per SETTLE LAB: Speed AND Velocity (pp108-111 for help) Pre-Activity NOTES 1. What is speed? SPEED 5-4 - 3-2 - 1 2. What is the formula used to calculate average speed? 3. Calculate
More informationConcentrating on Collisions
Activity 7 Concentrating on Collisions GOALS In this activity you will: Understand and apply the definition of momentum. Conduct semiquantitative analyses of the momentum of pairs of objects involved in
More informationRiverboat Simulator Activity
Riverboat Simulator Activity Purpose: The purpose of this activity is to analyze the relationship between the two vector components of motion for a river boat as it travels across a river in the presence
More informationLAB 7. ROTATION. 7.1 Problem. 7.2 Equipment. 7.3 Activities
LAB 7. ROTATION 7.1 Problem How are quantities of rotational motion defined? What sort of influence changes an object s rotation? How do the quantities of rotational motion operate? 7.2 Equipment plumb
More information(Lab Interface BLM) Acceleration
Purpose In this activity, you will study the concepts of acceleration and velocity. To carry out this investigation, you will use a motion sensor and a cart on a track (or a ball on a track, if a cart
More informationQUESTION 1. Sketch graphs (on the axes below) to show: (1) the horizontal speed v x of the ball versus time, for the duration of its flight;
QUESTION 1 A ball is thrown horizontally from a cliff with a speed of 10 ms -1 shown in the diagram at right. Neglecting the effect of air resistance and taking gravitational acceleration to be g = +9.8ms
More informationKinematics 1. A. coefficient of friction between the cart and the surface. B. mass of the cart. C. net force acting on the cart
Kinematics 1 Name: Date: 1. 4. A cart moving across a level surface accelerates uniformly at 1.0 meter per second 2 for 2.0 seconds. What additional information is required to determine the distance traveled
More informationHydrostatic Force on a Submerged Surface
Experiment 3 Hydrostatic Force on a Submerged Surface Purpose The purpose of this experiment is to experimentally locate the center of pressure of a vertical, submerged, plane surface. The experimental
More informationP2c Energy and Momentum Advanced
P2c Energy and Momentum Advanced 47 minutes 47 marks Page 1 of 11 Q1. The picture shows players in a cricket match. (a) A fast bowler bowls the ball at 35 m/s. The ball has a mass of 0.16 kg. Use the equation
More informationMoLE Gas Laws Activities
MoLE Gas Laws Activities To begin this assignment you must be able to log on to the Internet using Internet Explorer (Microsoft) 4.5 or higher. If you do not have the current version of the browser, go
More informationWave Motion. interference destructive interferecne constructive interference in phase. out of phase standing wave antinodes resonant frequencies
Wave Motion Vocabulary mechanical waves pulse continuous periodic wave amplitude period wavelength period wave velocity phase transverse wave longitudinal wave intensity displacement amplitude phase velocity
More informationSTEM SPORTS.
STEM SPORTS Mr. B. Pezzuto Email: bpezzuto@revere.mec.edu 781-388-7520 ext: 54217 Staying Connected to STEM Sports Twitter: @SBA_Pezzuto Instagram: SBA_Pezzuto Classroom Policies Grading Policy: Tests:
More informationIntroduction to Waves. If you do not have access to equipment, the following experiments can be observed here:
Introduction to Waves If you do not have access to equipment, the following experiments can be observed here: http://tinyurl.com/lupz3dh 1.1 There is a tray with water in it. This can model throwing a
More informationTHE BALLISTIC PENDULUM
1. Object THE BALLISTIC PENDULUM To apply the ideas of conservation of momentum and conservation of energy, when appropriate, to the ballistic pendulum experiment. To experimentally measure the velocity
More informationCHAPTER 1. Knowledge. (a) 8 m/s (b) 10 m/s (c) 12 m/s (d) 14 m/s
CHAPTER 1 Review K/U Knowledge/Understanding T/I Thinking/Investigation C Communication A Application Knowledge For each question, select the best answer from the four alternatives. 1. Which is true for
More informationIntroduction. Objectives. Hazards. Procedure
Experiment: Exploring Gases Note to Students: Check with your instructor to see which parts of this lab (Parts A, B, or C) you will complete. Introduction Gases are made up of molecules that are in constant
More information1. Which one of the following is a vector quantity? A. time B. speed C. energy D. displacement
1. Which one of the following is a vector quantity? A. time B. speed C. energy D. displacement 2. A car is travelling at a constant speed of 26.0 m/s down a slope which is 12.0 to the horizontal. What
More informationYEAR 10 SPORT SCIENCE QUIZ 3 - BIOMECHANICS. MULTIPLE CHOICE QUESTIONS (Circle the correct response)
NME: YER 10 SPORT SIENE QUIZ 3 - IOMEHNIS MULTIPLE HOIE QUESTIONS (ircle the correct response) Question 1 To accelerate from a standing start, a 100m sprinter would need to: minimise the friction between
More informationQUESTION 1. Sketch graphs (on the axes below) to show: (1) the horizontal speed v x of the ball versus time, for the duration of its flight;
QUESTION 1 A ball is thrown horizontally from a cliff with a speed of 10 ms -1 shown in the diagram at right. Neglecting the effect of air resistance and taking gravitational acceleration to be g +9.8ms
More informationa. Determine the sprinter's constant acceleration during the first 2 seconds. b. Determine the sprinters velocity after 2 seconds have elapsed.
AP Physics 1 FR Practice Kinematics 1d 1 The first meters of a 100-meter dash are covered in 2 seconds by a sprinter who starts from rest and accelerates with a constant acceleration. The remaining 90
More informationEF 151 Final Exam - Spring, 2017 Page 3 Copy 223
EF 151 Final Exam - Spring, 2017 Page 3 Copy 223 Name: Section: 1. Enter your EXAM ID from your seating label. If you don t know your exam ID, enter 000. 0 1 2 3 4 5 6 7 8 9 Digit #1 Digit #2 Digit #3
More informationPhysics 1021 Experiment 4. Buoyancy
1 Physics 1021 Buoyancy 2 Buoyancy Apparatus and Setup Materials Force probe 1000 ml beaker Vernier Calipers Plastic cylinder String or paper clips Assorted bars and clamps Water Attach the force probe
More informationWhat a Shock! Newton Correct!
What a Shock! Newton Correct! Sir Isaac Newton meets bowling By Lou Trunk Professional lane installer Two time winner of BPAA Special Projects Award USBC National Tournament Lane Installer and/or Stand-By
More informationLab 13: Hydrostatic Force Dam It
Activity Overview: Students will use pressure probes to model the hydrostatic force on a dam and calculate the total force exerted on it. Materials TI-Nspire CAS handheld Vernier Gas Pressure Sensor 1.5
More informationUnit 7: Waves and Sound
Objectives Unit 7: Waves and Sound Identify the crest, trough, wavelength, and amplitude of any wave, and distinguish transverse and longitudinal wages. Given two of the following quantities of a wave,
More informationAP Physics 1 Lesson 4 Homework Outcomes Quiz 4 Preparation. Name. Date. Period
Physics 1 Lesson 4 Homework Outcomes Quiz 4 Preparation Name Date Period Practice Problems I. A continuous force of 2.0 N is exerted on a 2.0 kg block to the right. The block moves with a constant horizontal
More informationREVIEW : KINEMATICS
1 REVIEW 5-4-16: KINEMATICS Kinematics-Defining Motion 1 A student on her way to school walks four blocks east, three blocks north, and another four blocks east, as shown in the diagram. Compared to the
More informationLAB 5 Pressure and Fluids
Cabrillo College Physics 10L Full Name LAB 5 Pressure and Fluids Read Hewitt Chapters 11 and 14 What to learn and explore Physicists have found that if they visualize (or model) a gas as a collection of
More informationExploring the Properties of Gases. Evaluation copy. 10 cm in diameter and 25 cm high)
Exploring the Properties of Gases Computer 30 The purpose of this investigation is to conduct a series of experiments, each of which illustrates a different gas law. You will be given a list of equipment
More informationPreview. Vibrations and Waves Section 1. Section 1 Simple Harmonic Motion. Section 2 Measuring Simple Harmonic Motion. Section 3 Properties of Waves
Vibrations and Waves Section 1 Preview Section 1 Simple Harmonic Motion Section 2 Measuring Simple Harmonic Motion Section 3 Properties of Waves Section 4 Wave Interactions Vibrations and Waves Section
More information