I. Introduction:
The purpose of this lab report is to differentiate between of Newton’s Third Law and Newton’s Second Law. Newton’s Third Law states that all forces come in pairs and that the two forces in a pair act on different objects and are equal in strength and opposite in direction. Newton’s Second Law states that the acceleration of an object is proportional to the net force and inversely proportional to the mass of the object being accelerated. Using calculation equations for acceleration, force, and percent error one will be able to distinguish and evaluate the relationship between the two laws. II. Procedures of experiment:

All groups had to complete two types of labs. The first lab our group had to complete was completed like so: using a car one had to tie a piece of string approximately 80 centimeters in length to a toy car on a ramp. This string was then feed one top of a super frictionless wheel. The end of the rope that had the end nearest to the ground was tied off with a 0.2kilogram weight. The car was then pulled back by a participant until it reached 0.8 meters and was let go. A second participant would then record the time it took for the car to reach the end of the ramp. This was repeated a few times. One would add 0.5 kilogram weight to the car and the time was then recorded in a similar fashion. These times would be recorded into a table and would be used as raw data. The second part of the lab was different in that: a group had to tie a small scale to opposite end of the rope where the weight was located. Immediately following that scale, one would then tie a toy car. After the toy car another scale would be attached; likewise another car would follow. One student would then pull the whole system back before the back end of the second car would touch the wall provided by the ramp. Immediately after that student would release the system he and a second student would read the scales. Essentially, one student would have to read one...

...WRITING RESEARCH REPORTS
The following set of guidelines provides psychology students at Essex with the basic information
for structuring and formatting reports of research in psychology. During your time here this will be
an invaluable reference. You are encouraged to refer to this document each time you write a labreport.
The writing of laboratory reports is an essential part of any practical module in Psychology. This is
because psychologists (and more generally most scientists) write accounts of their studies using a
standard format, which makes explicit certain aspects of the study. There are two main reasons for
doing this:
(1) Ease of communication: it is easier to find what you want from a study if it
is written in the standard format.
(2) Provision of a precise and complete description: the format makes it clear what
information is important for scientific communication. This information must be provided
in detail. It should be added that many professions now include the skills of technical report
writing, which requires clear, direct and concise
expression, the ability to summarize and present data, and the ability to form
hypotheses and draw valid inferences. Learning to write laboratory reports will provide you
with a valuable and transferable skill.
This guide tells you about the structure and style that is required for a psychology laboratory...

...that can travel a minimum of eight meters powered by a nine inch balloon. We need incorporate Newton's Law of Motion including speed, velocity, and acceleration.
Hypothesis: If a car were to be made out of homemade materials, then it would be possible for it to travel 8 meters powered by a nine inch balloon.
Independent Variable: building the car from homemade materials.
Dependent Variable: The results of speed and distance from the car responding to the materials
Rationale: In this experiment, the challenge is to build a balloon powered car from homemade materials that can travel at least 8 meters. According to Newton’s Third law, it is possible to accomplish this objective. Force is any push or pulls and can be measured in newtons. The first law states that an object at rest will remain at rest unless acted upon by an opposing force. It also says that if an object is in motion will stay in motion unless acted upon by an unbalanced force. Also, during research it was found that Newton's 2nd law states that an object's acceleration depends on the mass of the object and the force acted upon it. This law is expressed in the equation, F (force) = M (mass)*A (acceleration). The third law explains that when an object exerts force on another object that object exerts force back. The objects would equal each other in magnitude but go the opposite direction.
Materials:
1 straw
9 inch balloon
2 coasters
Hot glue/Duct tape
2 plastic...

...Table of Contents
Abstract……………………………………………………………………………………………2
Introduction………………………………………………………………………………………..2
Background………………………………………………………………………………..2
Objectives…………………………………………………………………………………2
Scope………………………………………………………………………………………3
Theory review……………………………………………………………………………………..3
Design of report…………………………………………………………………………………...5
Procedures…………………………………………………………………………………………5
Results……………………………………………………………………………………………..6
Discussion…………………………………………………………………………………………6
Conclusion………………………………………………………………………………………...7
Reference……………………………………………………………………………………….....7
Appendix…………………………………………………………………………………………..7
ABSTRACT
This experiment introduces the use of dimensionless analysis and conventionally analytical method to survey the performance of centrifugal pump. The end of this experiment points out the benefit of using the “new” method to the conventional in most practical problem, especially in the survey of turbo-machine. Also, through this experiment, students know some basic indexes to assess the efficiency of pumps used. We will that for the specific fan conducting this experiment, the best efficiency point occurs at CQ = 0.2, the specific speed NS ~1.23.
INTRODUCTION
Background
A fan is a turbo-machine in which work is done to increase the total pressure of the fluid leaving the device. This is achieved by a rotor or impeller, which is driven by an external source of power to move a row of blades so as to...

...Marcus Tung
Friday, October 5, 2012
LabReport: Newton’s Second Law
Trial: 1
|Mass of cart with sensors (kg) |0.877 kg |
|Regression line for force vs. acceleration data |
|Y= 0.8325x + 0.05480 |
| |Force pulling cart (N) |Acceleration (m/s²) |
|Force closest to 1.0 N |1.006 |1.27 |
|Force closest to -1.0 N |-1.009 |-1.15 |
[pic]
Trial: 2
|Mass of sensors with additional mass (kg) |1.377 kg |
|Regression line for force vs. acceleration data |
|Y= 1.47x + 0.007312 |
| |Force pulling cart (N) |Acceleration (m/s²)...

...Daphny Maldonado
Bio Lab 2107
Kiah Britton
W 10-12:30
Is H20 Bad for You?
Abstract:
In the village of Gopher Hollow there’s a cluster of Blue Baby Syndrome. There were
four infants affected by this cluster. The families from the infants would collect their
water from wells. We have to determine what’s the source of the high levels of nitrites in
the water. The four sources that could be the point of contamination are a new
subdivision, textile plant, an organic farm, and a mountain lake. We had to ﬁnd the
concentration of each known standard and unknown standard. We did this by using a
spectrophotometer. The results were the following, the organic farm with a herd of 50
cows and a 10 acre ﬁeld of zucchini had the highest levels of nitrites.
Introduction:
Blue Baby Syndrome is a condition that affects many infants. This condition makes
the baby’s skin turn blue because of the lack of oxygen. This condition can exhibit
lethargy, vomiting and not being able to breathe. It can even lead to death in rare cases.
This condition is caused by the excess amount of nitrate that is then converted into
nitrite by the digestive system. The hemoglobin then reacts with the nitrites to form
Methemoglobin. Methemoglobin is not a problem in adults since they have an enzyme
that converts methemoglobin back to hemoglobin. Infants don’t have many of the
enzyme to convert methemoglobin to hemoglobin, resulting in Blue Baby Syndrome. For
example in Gopher...

...
Objective: the purpose of this lab is to investigate the law of conservation of energy. This can be achieved by measuring both potential and kinetic energy through the experiment conducted.
Back ground:
Kinetic energy is said to be the energy of motion. Kinetic energy can be defined through this equation:
KE=12mv2 (equation 1)
Where m is the mass of the object in motion, and v is the velocity of the moving object.
Potential energy is the energy associated with the forces that depend on the position of the object. However, there are specific types of potential energy and in this lab we will consider gravitational potential energy. Gravitational potential energy is the energy possessed by the objected due to earth's gravity. This can be specifically defined by the equation:
PEgrav=mgy (equation 2)
Where m is the mass of the object, g is the acceleration due to gravity and y is the height of the object.
With these energies defined, total energy of the system is the sum of its kinetic energy and potential energy at any point in time.
Total energy= kinetic energy+ potential energy=constant
Therefore the law of conservation of energy is defined as: the total energy is neither increased nor decreased in any process. Energy can be transformed from one to another, and transferred from one object to another, but the total amount remained constant, therefore conserve.
Procedure:
the procedure of this...

...INTERPRETATION OF RESULTS:
This experiment circles around with the Newton’s second condition of equilibrium in rotational motion. It describes by net torque acting on a body which is zero. The ability of the body to rotate in a certain direction is varied according on how much torque is applied. To prove that, a beam that is subjected to two forces is balanced by adjusting the perpendicular distances. When applied force is weight, modification in masses added is also done. Once equilibrium is achieved, or when the beam is not moving at a horizontal position, we can calculate for the unknown forces applied through the utilization of this principle.
We balance the system given the ample forces acting on it. In general, application of Newton’s Second Condition of Equilibrium is applied here. By applying it, we could get the magnitude of one force acting on it, considering the other forces of known magnitudes. Thus, if weight is one of the forces, we could really get the mass of that specific object.
In the first part of the experiment, the first mass pan has 10 g weights on it while for the second, 5 g. By balancing, we measured a distance of 10 cm and 14 cm for each corresponding weight pans, P1 and P2. The weights added to pan 1 and pan2 affect the positions in the model balance if one contained a bigger mass compare to the other. Because they are not equal it will undergo to unstable state and also according to the definition of torque, applied forces multiplied by...

...Newton's Second Law Lab
Preliminary Questions
1. When you push on an object, the magnitude of the force on the object directly affects it's motion. If you push harder on the object, it's motion is larger.
2. If we have a bowling ball, and a baseball each suspended from a different rope, and hit each ball with a full swing of a baseball bat, the ball that will have the greatest amount of change in it's motion will be the baseball. This is true because the baseball has a smaller mass than a bowling ball, giving the baseball a greater net force.
3. If we exert the same force on a mass that is now 2m, we would expect the resulting acceleration to be half as large, because mass and acceleration have an inverse relationship to each other, when it comes to Newton's Second Law of F = m*a.
Analysis
1. When comparing the graphs of Force vs. Time and Acceleration vs. Time (see attached graph#1), we see that both graphs have similar shapes, both force and acceleration follow in the same direction of each other.
2. We can see from both of the graphs produced from our experiment, that Force and Acceleration are directly proportional to each other. The graphs for Force vs. Time, and Acceleration vs. Time, are nearly identical to one another. If the Force on one graph increase, so does the acceleration on the acceleration vs. time graph.
3. The units of the slope of the force vs. acceleration graph are N/m/s2
4. In Trial One (Graph1) the slope of the...