Kinematics is the study of the motion of bodies without reference to mass or force. This lab aided students in observing kinematics by giving them a visual graph to look at from experiments previously performed. Variables used in this lab were “x” for position of the object, “v” for velocity of the object, and “a” for acceleration of the object. Understanding the graphical representation of motion was important in helping students understand how position, velocity, and acceleration are affected with a moving object over a certain period of time. Using a motion detector and an Xplorer GLX, a calculator that graphed our distance velocity, and acceleration, students were able to create graphs for the information. The purpose of this lab was to allow students to visualize a graphical representation of the physics of kinematics being preformed.

For this lab students used the following materials: silver pasco dynamics track, mechanics box- with pulley, black variable speed cart, Xplorer GLX (captures, analyzes, annotates, and stores data quickly and seamlessly, without being connected to a desktop computer), 50g mass, string, meter stick, colored tape, and scissors. With the above materials students were able to run the four experiments.

For experiment students turned on the Xplorer GLX, put the motion detector at the end of the silver track, and aimed the black variable speed cart away from the motion detector. They pressed the play button on the GLX and a clicking noise began on the motion detector. This meant the motion detector was picking up motion from the cart. Hitting the play button once again was necessary to stop the GLX when finished collecting data. A fast and slow run was done. The line going up to the right meant that when the cart was moving away from the motion detector at a constant rate there was a positive slope. If the...

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“The Domino Effect”
Teacher’s Prompt
Investigate the domino effect with a set of dominoes.
Aim
To investigate the relationship between the mass of the dominoes, and how it impacts the time taken of the domino effect.
Independent Variable: The mass of each domino (12.38 g, 32.38 g, 42.38 g, 62.38 g, 82.38 g).
Dependent Variable: Time taken of the domino effect.
Controlled Variable: The number of dominoes used (8 dominoes), the distance between the dominoes (2 cm), the loads used as the initial force applied on the domino (50g), the inclined plane used as a platform that will direct the load to hit the first domino (20o), the stopwatch used to time the domino effect, the person using the stopwatch, the person releasing the metal weight from the top of the inclined plane, the ruler used to measure the distance between the dominoes.
Equipment
1 Inclined Plane
1 (50 g) Metal Weight
4 x 8 (20 g) Metal Weight
8 Dominoes (Uno Stackos)
1 Digital Mass Balance (± 0.01 g)
1 Masking Tape
1 Protractor
1 Ruler
1 Stopwatch (± 0.01 s)
-34290039687500Diagram
Analysis of Variables
Independent Variable:
The mass of the dominoes will vary ranging from 12.38 g to 82.38 g. The increase between each of the variable will be constantly 20 g, to satisfy the range of the mass; the original mass of the domino is 12.38 g, and an additional mass from a 20 g of load will be attached on top of the domino for every change in variable.
Dependent Variable:
In accordance to...

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PhysicsLabReport
How does the length of a string holding a pendulum affect its oscillation?
Method
1. You will need the following apparatus: a pendulum, a piece of string, a clamp, a clamp stand and a timer.
2. Measure out 20cm and attach the metal ball.
3. Establish an angle and let the ball swing for 10 oscillations, timing it and stopping at the 10th one.
4. Write down your results.
5. Repeat steps 2-4 another 2 times so that your results are reliable.
6. Then change the length of the string 4 times, so that you get 5 different sets of results and for each time, repeat it 3 times.
DCP
Raw Data
Data Processing
Calculations:
To find the average of the time, I added all 3 values and then divided by three. For example:
(0.89+0.83+0.89)/3 = 0.87
I calculated the absolute uncertainty by considering the furthest point from the mean. For example:
1.31 (mean) – 1.25 (furthest point from the mean) = 0.06
Therefore my absolute uncertainty is +/- 0.06
I calculated the percentage uncertainty by dividing the absolute uncertainty by the mean and multiplying it by 100, like this:
(0.03/1.70) x100 = 0.18%
Source of uncertainties:
The uncertainties in the measurement came primarily from the equipment. Since we used a ruler that was divided into parts of 0.1cm, the readings were normally rounded up or down. The length of string was constant in all 3...

...trials were performed or if the class data were to be compared and averaged. Performing the experiments under a vacuum and frictionless setting would remove external variables that affect the data leading to more precise numbers. More accurate percent discrepancies illustrating laws of conservation can be achieved by adding more trials and including more sophisticated measuring tools. These techniques would lead to more accurate results to reduce any experimental errors and to better validate the concepts of energy and momentum conservation.
Conclusion
The purpose of the experiment was to investigate simple elastic and inelastic collisions to study the conservation of momentum and energy concepts. The objective of the lab was met since the validity of the Law of Conservation of Momentum was confirmed by determining the relationship of energy and momentum conservation between inelastic and elastic collisions by utilizing percent discrepancy calculations. The calculations state that the percent discrepancies for inelastic collisions were 8.75% and 19.23 % for the equal mass and unequal mass respectively. The percent discrepancies for the equal and unequal mass elastic collisions were 22.07% and 9.78 % respectively. Both of the percent discrepancies for the elastic collisions were close to the 10%-15% range which validates the concept of momentum conservation in inelastic elastic collisions. In regards to conservation of energy,...

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Experiment 7: Relative Density
Laboratory Report
Marella Dela Cruz, Janrho Dellosa, Arran Enriquez,
Alyssa Estrella, Zacharie Fuentes
Department of Math and Physics
College of Science, University of Santo Tomas
España, Manila Philippines
Abstract
The experiment was conducted to show the different methods on how to determine an object’s composition through its density and to determine an object’s density by displacement method and the Archimedes Principle. Results show that. The materials used were the spring scale, beaker, 25 pieces of new 25 centavo coins, a bone from a pig’s leg, diet and regular soft drinks, and a pycnometer.
1. Introduction
Density is a physical property of matter. It is the mass per unit volume of a substance. In this experiment, relative density is also used to be able to determine the composition of the substances or objects used. Relative density is the ratio of a density of a substance to that of the density of a given reference material. It is also known as specific gravity. Density is used when making or building objects that are required to float such as ships on water and airplanes in the sky.
Objectives:
1. To determine the density of an object by displacement method
2. To determine the composition of a substance based on its density
3. To determine the density of a substance by Archimedes Principle
2. Theory
Relative Density (R.D.) or also known as Specific gravity (S.G.), is the raito of...

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Centro de investigación y desarrollo de educación bilingüe (CIDEB)
PhysicsLABREPORT
Uniform Rectilinear Motion
Teacher: Patrick Morris
Alejandra Castillejos Longoria
Group: 205
ID: 1663878
Abstract
The purpose of this experiment, was to prove the concept of the uniform linear motion by using an air track. With this, we demonstrated the impulse and change in momentum, the conservation of energy and the linear motion. We basically learnt to calculate the distance/time, acceleration/time, and velocity/time and graph it. The air track is also used to study collisions, both elastic and inelastic. Since there is very little energy lost through friction it is easy to demonstrate how momentum is conserved before and after a collision. According to the result, the velocity of the object in the air track was constant, it means that it didn’t have acceleration because it has constant velocity.
Introduction
First of all; we should understand what is linear motion. Linear motion is motion along a straight line, and can therefore be described mathematically using only one spatial dimension. Uniform linear motion with constant velocity or zero acceleration. The Air Track can be used to obtain an accurate investigation of the laws of motion. A car or glider travels on a cushion of air provided which reduces friction. Since the friction is all but removed the car...

...Lab II, Problem 3:
Projectile Motion and Velocity
Oct. 06, 2013
Physics 1301W, Professor: Hanany, TA: Vladimir
Abstract
A ball is tossed obliquely. The vectors of position and velocity are measured.
The acceleration is calculated.
Introduction
A toy company is now making an instructional videotape on how to predict the position. Therefore, in order to make the prediction accurate, how the horizontal and vertical components of a ball’s position as it flies through the air should be understood. This experiment is to calculate functions to represent the horizontal and vertical positions of a ball. It does so by measuring and calculating the components of the position and velocity of the ball during the toss. Therefore, we can also calculate the acceleration during the procedure.
Prediction
The x-axis is located on the ground level horizontally, pointing to where the ball is initially thrown, that is opposite the direction the ball flies. The vertical y-axis passes through the highest point of the ball during the fly and point upward.
Since the ball experiences no other force, except for gravity, during the toss. There is no horizontal force. It is predicted that the ball should have a constant horizontal speed, which is the horizontal component of initial velocity. Vertically, it has gravity pulling it down all the time. So it should have an acceleration of –g (minus is for the direction). Since it has a vertical...

...Introduction.
Friction was studied in this lab. The experiments were conducted using a clipboard glued to various surfaces with diffirentiating frictional properties. In order for us to test the varying Static friction or Kinetic friction we used a Newton force gauge, some wooden blocks, and a metal weight. The actual experiment consisted of two parts. The first part measured the net force, or more specific the net force required to overcome the kinetic friction coefficient, to move the block across the frictional surfaces (the Clipboard itself, cork, rubber, and sandpaper). The second used inclined angles and the length of the clipboard to measure the static friction coefficient using the equation Tan(N0)= MuStatic.
Theoretical analysis.
In this labreport we measured the kinetic and static coefficients of friction. The hypothesis suggested that the net force requirment of a moving object at a constant speed across a frictional surface is less than the initial force required to start the object into motion due to the frictional coefficients respectivly. The following are the tables of data compiled from the experiments.
Data Collection, Analysis and Results.
Net Force required to move the following objects across the frictional surfaces:
Data Collected: Clipboard: Cork: Rubber: Sandpaper:
1 Block .1N .2N .2N .3N
2 Blocks .2N .4N .5N .6N
2 Blocks & Weight .3N .6N .7N 1.0N
Kinetic friction...

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PhysicsLabReport #7
“Analyzing a Projectile’s Motion”
Name: Fei Huo
Date performed: October 22st, 2014
Period 5
Teacher: Mr. Glasel
Purpose:
The purpose of this lab was to examine the behavior of a projectile’s motion
Introduction:
My Classmates and I were doing experiments in lab about and the distance of an object thrown. We were given formulas to solve the problems. We had to fill in a chart and do some questions.
Procedures:
1. First, my classmates and I were to fill in a chart (in data table) from the graph above.
2. Second, my class discussed about how we were suppose to fill in the chart and talk about how to fill it in.
3. Third, we were provided with formulas that we used to fill in the chart.
4. Fourth, my class and I filled in the average horizontal velocity, average horizontal acceleration, Initial horizontal velocity, average horizontal velocity, average vertical acceleration, and the initial vertical velocity.
5. Fifth, we worked on the questions by explaining each of the questions one by one.
Data:
Time
(sec)
Horizontal pos (m)
Vert pos (m)
time
(sec)
Horiz pos (m)
Vert pos (m)
Horiz vel (m/s)
Vert vel (m/s)
Horiz acc (m/s^2)
Vert acc
(m/s^2)
0.0
0
0
1.0
xxxxxxxx
xxxxxx
xxxx
40.0
xxxxxxx
xxxxxx
1.0
30
35
1.0
30
35
30
30
xxxxxxx
Xxxxxx
2.0
60
60
1.0
30
25
30
20
0
-10-10
3.0
90
75
1.0
30
15
30
10
0
-10
4.0
120
80
1.0
30
5
30
0
0
-10
5.0
150
75
1.0
30...