• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month

# In this experiment I aim to find a value for the Young's Modulus of a piece of cassette tape. Young's Modulus is a way of expressing how much a certain material is stretched or compressed.

Extracts from this document...

Introduction

Physics A-S level Coursework                Matthew Lloyd

## Young’s Modulus Investigation

A.

In this experiment I aim to find a value for the Young’s Modulus of a piece of cassette tape. Young’s Modulus is a way of expressing how much a certain material is stretched or compressed. For the same material the Young’s Modulus is always the same, this can be explained by looking at the way in which we calculate it.

## Young’s Modulus = Stress  ÷ Strain

The amount of stress exerted on a material can be calculated by: -

## Force ÷ Area

Strain is calculated by: -

## Extension ÷ Original length

To find the Young’s Modulus of the cassette tape, I will attach certain weights to the end of the tape and measure the extension caused by each weight. I will also have to determine the cross sectional area and the length of the tape before I attach any weights to the cassette tape.

Middle

1. Measure width and depth of the cassette tape in order to find the cross-sectional area.
2. Add weight holder to tape and measure the original length.
3. Add a 50g weight and then measure the extension .
4. Measure the reading from part 3 twice more.
5. Repeat step three and four only adding an additional 50.00g each time until reaching 500.00g total.
6. Gather results into a table so they can be easily compared.
7. From the readings, plot a graph of force x extension.
8. Find the gradient of the graph and use it to find the Young’s Modulus for the tape, by using the below formula: -

Young’s Modulus = Gradient x length Area

There are many externalities, which could affect the results from this experiment. The length of the tape, temperature of the room, cross sectional area of tape, material that the tape is made from and even the pressure in the room, are all factors that may distort my findings. Some of these factors however will have little if not no effect on my results, so I will class them as being constant.

Conclusion

>There are a few areas I need to be aware of errors and in some cases take precaution with. Here is a list of the main areas in which errors can occur in my experiment: -
• Measuring the Depth of the tape.
• Measuring the width of the tape.
• The actual weight of the weights used.
• Measuring the extension of the tape.

### Force (N)

Length (cm)

Extension (cm)

Extension

(cm)

Extension

(cm)

0

77.10

0

0

0

0.49

77.40

0.30

0.30

0.30

1.00

77.60

0.50

0.50

0.50

1.49

77.70

0.60

0.60

0.60

1.99

77.90

0.80

0.80

0.80

2.49

78.00

0.90

0.90

0.90

2.97

78.40

1.30

1.30

1.30

3.47

78.60

1.50

1.50

1.50

3.97

79.00

1.90

1.90

1.90

4.46

79.20

2.10

2.10

2.10

4.96

79.50

2.40

2.40

2.40

This student written piece of work is one of many that can be found in our AS and A Level Waves & Cosmology section.

## Found what you're looking for?

• Start learning 29% faster today
• 150,000+ documents available
• Just £6.99 a month

Not the one? Search for your essay title...
• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month

# Related AS and A Level Waves & Cosmology essays

1. ## Determine the value of 'g', where 'g' is the acceleration due to gravity.

and the measurements were taken as shown below; I used the time taken for 10 oscillations to minimise the error and to obtain the time period I divided the values by 10. This gave me a precise answer for the time period, then if you were timing for 1 oscillation.

2. ## Hooke's Law / Young's Modulus - trying to find out what factors effect the ...

28.7769 - 27.4 = 1.3769 = 0.047 x 100 = 4.7 28.7769 The difference between the two sets of results is 4.7 % From my results from both experiments I can see that as load increases so does extension of a spring.

1. ## Making sense of data - finding a value for the young modulus of a ...

Now I am going to start adding 50g weights to the ruler. The weights will be added from 50g till it becomes 450g, and every time we add 50g we must measure the depression at the end (deflection) of the ruler.

2. ## An experiment to investigate and determine how rubber behaves when tension forces are applied ...

A stand so that I can fit my g-clamp to this. 3. A g-clamp to hold a suitable sized nail for the rubber band to fit around. 4. A large nail for the rubber band to rest upon. 5.

1. ## What factors affect the period of a Baby Bouncer?

system since an increase in stiffness should result in a decrease in period time due to less extension. The higher the strength of the spring, the more likely that the oscillation period will be lengthened. * Thickness of the spring: With an increase in thickness it follows that the cross sectional area increases.

2. ## The aim of the experiment is to determine which factors affect the oscillation of ...

It is measured in hertz. However, mass has no effect on the period pf a pendulum system, although the longer the pendulum, the greater the period. Pendulum swings should be measured through a small angle. Large angle swings do not keep constant time until the angle is less than about 15�.

1. ## I am doing an investigation in to how much a metre rule bends when ...

= change in gravitational potential energy (joules). As height remains constant and (g) on earth is 10N this means that only the mass varies. Therefore if the mass is 100g (0.1kg), g is 10N on earth and height is always 90cm (0.9m), then change in gravitational potential energy = mass x g x change in height = 0.9 joules.

2. ## Waves and Cosmology - AQA GCE Physics Revision Notes

* An electron that is free of an atom is defined as having 0 energy, therefore for a bound electron, as energy must be added to release it; its energy within the atom is negative. The lowest possible energy level an electron can occupy is called the ground state (n=1). • Over 160,000 pieces
of student written work
• Annotated by
experienced teachers
• Ideas and feedback to 