I am doing an investigation in to how much a metre rule bends when one end is clamped to a table and a varied load is attached to the other end that hangs off the table, thus bending the rule.

Physics Sc1 The Plan: Simple procedure: I am doing an investigation in to how much a metre rule bends when one end is clamped to a table and a varied load is attached to the other end that hangs off the table, thus bending the rule. I shall take relevant readings that I shall repeat three times and record the results in a table. Hypothesis: I hypothesise that the greater the load attached to the metre rule, the more the metre rule will be inclined to bend. There are two reasons for this. The first is because 'the extension is directly proportional to the stretching force.' This is Hooke's Law but cannot only be applied to springs, but also to metal wires, girders in bridges, but more importantly anything where the extension will be affected by the load. To see if my prediction is correct I will experiment, and obtain results using Hooke's Law. He found that the extension is proportional to the downward force acting on the spring. The formula that represents that is:. This is where F = force in Newton's, k = spring constant and x = extension in metres. I also believe that the amount that my metre rule will bend shall be quantitative. By this I mean that if the load doubles, so will the extension. I believe that if I put on three times the load, I will get three times the extension (and so on until eventually the metre rule cannot hold any more weights and snaps.) This

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  • Level: AS and A Level
  • Subject: Science
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Making Sense of Data: Young’s Modulus Of a Metal and An Alloy

Making Sense of Data: Young's Modulus Of a Metal and An Alloy Aim: - To draw the stress- strain graphs for a metal and an alloy, calculate the Young's Modulus for both metal and alloy and to discuss the physics. A contrast will be made between both materials relating to their stiffness. More details given below: Plan: - Above is a diagram of the set-up used to obtain the results. A micrometer was used to measure the diameter of the wire. A 1m Rule was used to measure the length of the wire. To carry out the experiment, first set up the equipment as shown above. Apply a unit weight of 200g onto the hook each time and take a measurement of the distance between the staring point and the present point of the marker (overall extension). Repeat the experiment 3 times for each metal. MEASUREMENTS: Copper Constantan Length of wire: 2.10m 2.10m Area of cross section: 0.37mm 0.35mm The measurements above were each taken 3 times and averaged. PERPARATION: - The procedure shown above was used to obtain the results below. Young's Modulus = Stress/Strain Stress = Force/Area Strain = Extension / Original Length The above formulae will be used to calculate the young's Modulus and will be plotted on a graph. The gradient will in turn the Young's modulus. The initial gradient in the elastic gradient will be calculated to find the Young's modulus. As mentioned, I

  • Word count: 1758
  • Level: AS and A Level
  • Subject: Science
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Determine which of the two methods of finding Hooke's law is more accurate.

Spring Experiment Aim: To determine which of the two methods of finding Hooke's law is more accurate. Things, which might affect this, are: · Downward force applied to spring. · Spring material. · Length of spring. · No. Of coils in spring. · Diameter of spring material. · Cross sectional area of spring. I have chosen to look at the effect of the weight applied. Diagram: Equipment - Clamp Stand, spring, rule, 100g weights. Theory: My theory is that the greater the weight applied to the spring, the further the spring will stretch. This is because extension is proportional to load and so if load increases so does extension and so stretching distance. X F Extension Load F = kx where k = spring constant Extension = New length - Original length I will see if my theory is right by using Hooke's law, which states that extension is proportional to the downward force acting on the spring. Method: For my first experiment I will basically attach a spring to a clamp stand, then place weights onto the bottom of the spring, after placing each weight onto the spring I will steady the spring as to get an accurate reading, then using a rule I can read off the extension of the spring in mm. Before carrying out my experiment I had to find out the elastics limit of the spring (where too much weight has been added and the spring cannot

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  • Level: AS and A Level
  • Subject: Science
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Plan of experiment to investigate the effect of different spring stiffness with the same weight

Plan of experiment to investigate the effect of different spring stiffness with the same weight What I am going to investigate in this experiment is the relation of the period of springs with their stiffness. I will carry out this investigation the following way: First I will get 14 springs of the same resistance or similar and combine them to create different spring stiffness. These are the combination: 2 in parallel with 1 in series, 2 in series, 3 in series, 2 in parallel, 3 in parallel. The following is the rest of the apparatus that I will need: clamp stand, 1 clamp holder, I stopwatch, unknown mass (for the moment) Now, this is how I will carry out the test: First, I will set up the apparatus as the drawing below. Once this apparatus has been set up I will get the weight (which I will decide on later) then I will put one of the spring combination hanging from the clamp holder and put the weight to hang from it. Then I will input an extra force so that it starts oscillating with the up and down motion and with the stop watch in my hand I will get the oscillation rhythm by doing a count down of 3, 2, 1, 0 and then I will start the stop watch and count 10 oscillation and stop the stopwatch. I will repeat this five times for each spring combination. I will do the same operation for each of the spring combination. Now for deciding the mass that I will use in the

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  • Level: AS and A Level
  • Subject: Science
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The history of Bodyboarding.

Bodyboarding is a fairly new sport compared to others such as football and golf. It was invented by a man called Tom Morey around 1965. This sport came around when he was out surfing one day when he saw another man trying to learn to surf, normally he wouldn't take any notice of him but Tom had seen this man quite a few times in the water trying to learn how to surf and he wasn't getting anywhere and Tom could see by the look on the mans face and his actions that he was really getting frustrated. In the evening tom was basking in the sun in his back yard sipping a cold beer thinking about the man in the water earlier on when it suddenly hit him, he was going to try and invent a sport that still includes riding waves but in a different way. Little did he know that this sport would take off and make him a very rich man. He decided to make a board that you can ride waves with but do it lying down in a prone position. This was especially designed for people that wanted to learn to surf but couldn't get the hang of it. He tried a lot of different shapes and finally prevailed with a type of rectangular shape made from a piece of plywood. At first of all when he started to make these boards and sell them not very many people were interested, but as the word spread people started wondering what this strange board is like to ride so the bought them to try them out and they had loads

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  • Level: AS and A Level
  • Subject: Science
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Wind Power.

This is a project on wind power. Wind is a renewable source of power with potential in the production of electricity in the U.K, but fluctuating wind currents make it unreliable. We asked ourselves how it works and what it does. Wind Turbines Wind turbines are very useful and are powered by the wind. The process of collecting the energy follows: as the wind turns the blades then the blades activate the dynamo inside that really makes the electricity. As you can imagine a field of dynamos all going as fast as they can would be very noisy. As we all know wind is a renewable source of power and because it doesn't burn fuels it is environmentally friendly. Waves possess great energy. Experiments with various different designs of generator have proved that waves can provide electricity. However, there are problems in developing and building wave powered generators which are both cheap and efficient, as they must be strong enough to cope with storms while being light enough to work with small waves. The drawback is that these schemes affect the habitat of birds and fish because they alter the tidal currents. The drawbacks of TIDAL and WAVE power are that the alter of the tidal currents affect the habitat of the seabirds in the area also the fish are affected by the change in the tidal currents. Also the tidal and wave power stations can only produce ten hours of power in one

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  • Level: AS and A Level
  • Subject: Science
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The Oscillation Of A Spring.

The Oscillation Of A Spring Idea: My investigation is to find the relationship between the size of one oscillation of a spring, and the length of the spring, which will be determined by various masses being attached to the end of the spring as shown in the diagram below. During the course of the experiment, there will be three controlled variables. These are (a) - the spring size (b) - the clamp, stand, and vice (c) - the number of times the spring oscillates The independent variable in this experiment will be the different masses and my two dependant variables are (a) - the speed of the oscillation (b) - the energy of the oscillation Diagram: When set up, the apparatus being used should look like this: Method: Set up a clamp and stand and secure the stand with a vice to reduce vibration and movement of the stand. Attach the clamp as low down to the table as possible to ensure that there is less vibration still and suspend the spring over the edge of the table on the 'mouth' of the clamp. Attach a mass to the bottom of the spring and measure the displacement. Place a pointer 10cm under the new length of the spring. Pull the spring down to the pointer and time how long it takes for the spring to oscillate ten times. Replace the mass and repeat the experiment. Do this for each mass. Repeat the whole experiment three times for more accurate results and find the mean

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  • Level: AS and A Level
  • Subject: Science
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Experiment to Measure Factors Effecting the Oscillation of a Spring

Experiment to Measure Factors Effecting the Oscillation of a Spring The full oscillation of a spring is the time taken for the spring to go from the middle (a) to the top (b), to bottom (c) and back to the middle. This is shown in fig 1. The aim of this is experiment is to find the effect of one measurable factor on an oscillating spring then vary that factor to find how much of an effect it has at different strengths. First off I must decide what variables could have an effect on the speed of the oscillating spring. From my scientific knowledge and preliminary experiments (The Oscillation of a Pendulum) I decided the two measurable factors were the weight (N) at the bottom of the spring and the amplitude (cm) of the spring. I decided to variegate the weight whilst keeping the amplitude constant. By keeping these rules and measuring the time taken for one oscillation I will be able to find if there is any correlation between the two. Prediction Based on my scientific knowledge of Hookes law (extension is directly proportional to the stretching force) and my oscillation of a pendulum experiment which proved Hookes law I predict that the weight I put on the bottom of the spring will be directly proportional to the time taken for one oscillation. Therefore, when I double the weight on the bottom, I will be doubling the time taken for the spring to oscillate. However, based on

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  • Level: AS and A Level
  • Subject: Science
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How the Length of the Block That the Light Travels Through Varies the Lateral Displacement.

Physics coursework Experiment: How the Length of the Block That the Light Travels Through Varies the Lateral Displacement. Planning What is REFRACTION? Refraction is how, in this case, a beam of light is slowed down or gets faster when it goes from one medium to another. In this case, the light will be slowed down when it goes from air into glass and speeds up as it goes back into air. So it goes from a less dense medium into a denser medium and back again. It will bend towards the normal when the light goes in to the glass block. What is LATERAL DISPLACEMENT? Lateral displacement is the amount of movement that the ray of light has done whilst going through a different medium to when it started. In this case, the lateral displacement is affected by the glass, but even air slightly bents the light. The only medium that doesn't affect the light is a vacuum. L The Experiment: Safety: As the lights will be off, one must be careful not to trip an anything on the floor. Hypothesis: My hypothesis is that as the as the length of the block grows (L), the Lateral displacement grows as well. This is because the glass block drags the ray of light towards the normal. This means that the more that there is that moves it away from the ray that would be there if there were no block, and so the lateral displacement grows as well, so that when the dragging away is doubled, so will

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  • Level: AS and A Level
  • Subject: Science
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OCR Physics B Research Project - The Expanding Universe

The Expanding Universe Originally most people believed that the universe was constant as this seemed both more sensible and more comforting. Most Greeks set the planets, sun and other stars in a series of fixed spheres. Newton's religious beliefs lead him to create a static and eternal model of the universe where there is an infinite number of stars and each of them are the same and equally distant equally distant, thus causing their attractions to cancel out, despite obvious problems with this idea. Even once most scientists agreed that the universe is expanding or that it has done so in the past, there was much speculation about why it is expanding and what will happen to it in the future. Hypotheses such as the Big Bang and Steady State models of the universe have persuaded physicists over the past century. Some remain in favour while many others have been dismissed on the basis of observational evidence. The static universe This was historically the most popular view as it seems to fit best with everyday experience of the universe. Until Newton developed his Theory of Gravitation, there seemed to be no particular reason to dismiss this idea. It became ingrained in the minds of many people to the extent that scientists who could see that it was not consistent with currently accepted Theories rejected the idea of a changing universe. Once the idea of a universal

  • Word count: 2052
  • Level: AS and A Level
  • Subject: Science
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