TickerTape Timer: Finding “g”
Tricia Mangan, Annie O’Brien, Abby Alexander, Allison Stenko Interpretations:
1. The time required for the objects with different masses to fall equal distances was equal. 2. The average speed of the two different masses was quite similar, within one tenth of a second of each other. 3. Yes, because physics theory says that objects free falling, where the only force acting on them is gravity, accelerate at the same rate no matter what their mass is. 4. The change in spacing of the dots tells us that the speed of the object is increased as it falls, because the spacing increases between the dots. Sample Calculations:
9.) 60 dots per second, 24 dots 24 dots ÷60 dots per second=.400 seconds t=.400 s

11.) 50 gram= dt=vbar, d=.792 m ÷ t=.400 s = 1.98 m/s vbar=1.98m/s
100 gram= dt=vbar, d=.783 m ÷ t= .400 s = 1.96 m/s vbar=1.96 m/s
12.) 50 gram= ∆vt=a vbar=vfvi , vbar=1.98m/s vi=0 m/s 2(1.98m/s)=vf vf=3.96m/s ∆v=3.96 a=3.96 m/s ÷ 0.400 sa=9.90 m/s2
100 gram= ∆vt=a vbar=vfvi , vbar=1.96m/s vi=0 m/s 2(1.96m/s)=vf vf=3.92m/s ∆v=3.96 a=3.92 m/s ÷ 0.400 sa=9.80 m/s2
Error Analysis:
9.819.859.81× 100= 0.408%
1. The exact distant from the ground to where the weight is dropped isn’t known. 2. The weight falling off the ticker tape could have prevented us from knowing when it hit the ground exactly. 3. When counting the dots we could have missed counted the dots because they were small and faint. Conclusion:
The acceleration of the 50 g rate weight was .10 greater than the weight of the 100 g weight; however, this is attributed to our sources of error. Therefore, we concluded that mass does not affect the acceleration due to gravity.
...Science in the Big City:
Exploring Career Opportunities in the Natural and Physical Sciences
New York City
May 1318, 2014
Students in the Natural Sciences at the University of HoustonDowntown are generally accomplished and motivated students with strong interests in science. However, students typically have a very limited perception of the science careers available to them outside of medicine. To educate students as to the array of potential careers available in the sciences (not medicine), Drs. J. Johnson and L. Morano are leading an endofthe semester trip aimed at exposing motivated students in the Natural Sciences to the diverse career opportunities available to them.
This 6day, 5night program in New York City will expose students to a unique, behindthescenes look at an array of careers and allow students to experience the type of science involved with each career. During the trip students will meet with professional scientists at a variety of research, teaching and government institutions, learn about the nature of these careers, and see firsthand what goes on daytoday at these diverse career sites. Tentative destinations include the American Museum of Natural History, the New York Botanical Gardens, and various laboratories at New York University. Students will also have the opportunity to tour New York City and take in all the city has to offer.
This trip is not intended for students that are pursuing only professional schools (Medical,...
...static friction force vs. the normal force is .391. The slope is the coefficient of static friction. It is found by dividing (largest average – small average)/ (largest normal force – smallest normal force). Since it’s impossible to divide by zero, Fn can’t equal zero which means that a line fitted to these data can’t pass through the origin. The coefficient can also not have a value of zero.
7. See graph. The slope if the coefficient of kinetic friction. It is found by dividing Fn from Fk. Since it is impossible to divide by zero, Fn can’t equal zero which means that a line fitted to these data can’t pass through the origin. The coefficient can also not have a value or zero.
8.
Conclusion:
In conclusion, the purpose of this lab was to determine the relationship between the force of static and kinetic friction and the weight of an object. We did this by using a block of wood and a set of weight. By using a motion detector and force sensor, we were able to determine the forces of static and kinetic friction of the block with and without weights. For part II, we completed many trials pulling the block with various weights on it across, increasing the weight with each set of trials. From doing this we measured the forces of the kinetic and static friction for each weight. For part III, we pushed the block with and without on additional mass of 500g across, this time measuring the acceleration. We were able to calculate the coefficient of kinetic...
...Experiment 5: Relative Density
Patrick Erlo Reyes, Joseph Winfred Sajul, La Reyna Roshele Salenga,
Luisito Jeremiah Samonte, Christine Bernadette Sanchez
Department of Biology
College of Science, University of Santo Tomas
España, Manila, Philippines
Abstract
This experiment is concerned with the densities of objects. The first activity is determining the density of a cylinder through displacement method and by weighing. The second activity is finding the density of a bone and determining it whether it is osteoporosis, osteopenia, or osteopetrosis. The last activity determines the density of a regular and diet soft drink in relation with the density of water in which a pycnometer was used to get their densities.
1. Introduction
Relative density, or specific gravity, is the ratio of the density of a substance to the density of a given reference material. Specific gravity usually means relative density with respect to water. The term "relative density" is often preferred in modern scientific usage. If a substance's relative density is less than one then it is less dense than the reference; if greater than 1 then it is denser than the reference. If the relative density is exactly 1 then the densities are equal; that is, equal volumes of the two substances have the same mass. If the reference material is water then a substance with a relative density less than 1 will float in water. A substance with a relative density greater than 1 will sink.
Relative density (RD) or...
...Physics (from Greek), i.e. "knowledge, science of nature", from φύσις, physis, i.e. "nature"[1][2][3][4][5]) is a part of natural philosophy and a natural science that involves the study of matter[6] and its motion through space and time, along with related concepts such as energy and force.[7] More broadly, it is the general analysis of nature, conducted in order to understand how the universe behaves.[8][9][10]
Physics is the field of science that studies the physical world. From the large (galaxies, planets, etc) to the small (how proteins fold, atoms, etc) physics plays a role. It is a natural science that studies the properties of matter, motion, force, energy, space and time.
Physics has a number of divisions or subcategories. Each of these are more focused areas of study.
Quantum Physics, the study of the quantum world (smaller than an atom).
Particle Physics, the study of atomic and quantum particles such as electrons, protons, gluons and neutrinos.
Theometical Physics, this is the branch of physics which deals in theory. It's generally at the forefront of physics and thought. After a theory has been shown possible that theory may move into another branch of physics.
Astrophysics, studies aspects of stars, galaxies and space. It is closely linked with astronomy.
Medical Physics, the study of...
...PDP PhysicsLab Report – 01
NAME: Wang Xueqian
DATE: 2014/06/21
Introduction
In this experiment, we will investigate the relationship between the linear speed of an object and magnitude of centripetal force acting on it. We will use a stopper moving in a circle to create an upward force on the hanging mass; at equilibrium, the upward force on the mass will exactly equal the centripetal force.
Apparatus
Twohole Stopper
Plastic Tube
Plastic Clip
Electronic balance
Hooked Masses
Stop Watch
String
Procedures
1. Place the stopper on the end of a meter stick so that half the stopper is on the stick.
2. Move the tube such that the end of the tube nearest the stopper is 0.81m away and attach the clip to the string at the other end of the tube.
3. Attach a hooked mass of 50g to the end of the string.
4. Now begin swinging the stopper. Adjust the speed at which you are swinging the stopper until the clip remains about 1cm below the tube.
5. Measure the time it takes for 30 revolutions.
6. Compute linear speed of the stopper according to data collected in step 5.
7. Compute theoretical speed of the stopper according to weight of the hanging mass.
8. Add more masses to the string and repeat Steps 37.
Data Collection
Raw data table
Trials
Time for 30 revolutions (±0.001s)
Average Time for 30 revolutions
Mass (g)
Mass of Stopper (±0.1g)
1
11.22
10.96
200
7.7
10.37
11.28
2
13.59
10.46
250
9.95
10.96
3
10.81
10.00
300
9.22...
...Fan Cart Lab
We did a fan cart for our physics class the other day. To set up the lab first, we measured the effect of the mass of the fan cart on the acceleration of the cart. The mass of the fan cart was the independent variable and acceleration was the dependent variable. We kept the speed of the cart on medium, and calculated the acceleration and motion. As a result, we had figured out that the bigger the mass the slower the acceleration, as we all should have known. To calculate this we used the second law of Newton (F=ma). For the first experiment we got .233 (m/s/s) with a percent error of 76%. The relationship for the first experiment was inverse because the acceleration was decreasing every time the weight (mass) increased. In the second experiment we got 3.52 (m/s/s) with a percent error of 56.4%. For this experiment the relationship was linear because the mass was increased for each trial. Some errors that could have taken place would be, cart alignment, track damaged, placement of the motion sensor. These can affect the data because it will give a greater percentage error. Fan Cart Lab
We did a fan cart for our physics class the other day. To set up the lab first, we measured the effect of the mass of the fan cart on the acceleration of the cart. The mass of the fan cart was the independent variable and acceleration was the dependent variable. We kept the speed of the...
...Christopher Gooden
Dr. Jan YarrisonRice
Physics 101
5 April 2005
Physics in Sports
When many people think of sports, the topic of physics doesn't always come to mind. They usually don't think about connecting athletics with academics. In reality math, science, and especially physics, tie into every aspect of sports. Sports are a commonality that brings nations together, Soccer, known as football to most of the world, is said to an unspoken language, which unties people from different lands through a passion to play a game. Athletics and sports are made by the people who play, watch, and study them. Without all of the enthusiastic participants, there would be no development, education, and intensity that we all know and love about sports. The one component that reigns over the world of sports that most people don't realize is physics, Gravity, uniform circular motion, projectile motion, and constant acceleration are a few that occur in every sport event that has ever taken place.
In the three articles that I chose to write about the concepts of physics are explained in each one. In every article there is the similarity that physics and technology are the reasons for the advances in the sports. In the first article it is evident by the statement, "Hightech bats have so enhanced players' power that some leagues have taken to limiting the number of home runs a team can...
...between the two, grouped in traditional fields such as acoustics, optics, mechanics, thermodynamics, and electromagnetism, as well as in modern extensions including atomic and nuclear physics, cryogenics, solidstate physics, particle physics, and plasma physics.
Physics (from Ancient Greek: φύσις physis "nature") is a natural science that involves the study of matter and its motion through space and time, along with related concepts such as energy and force. More broadly, it is the general analysis of nature, conducted in order to understand how the universe behaves.
Scalars and Vectors
Physics is a mathematical science. The underlying concepts and principles have a mathematical basis. Throughout the course of our study of physics, we will encounter a variety of concepts that have a mathematical basis associated with them. While our emphasis will often be upon the conceptual nature of physics, we will give considerable and persistent attention to its mathematical aspect.
The motion of objects can be described by words. Even a person without a background in physics has a collection of words that can be used to describe moving objects. Words and phrases such as going fast, stopped, slowing down,speeding up, and turning provide a sufficient vocabulary for describing the motion of objects. In physics, we use these words and many...