Smashing Gliders
IB Physics 11 HL Joy Fan (Raymond Tang, Candice Lin) January 5, 2009 Blk. D Smashing Gliders Purpose: To determine the amount of momentum and kinetic energy conserved in elastic and inelastic collisions. Materials: Air track, two gliders (one heavier than the other), force spring, 500g-weight, timer, ruler, paper, two carts, masking tape. Background Theory: Momentum ?= mv - Momentum is conserved in a closed isolated system (no external forces) - Kinetic energy is conserved in an elastic collision - Inelastic collision- stick together Inelastic collision: Before: After: Elastic collision: Before: After: Cart Explosion: Before: After: Procedure: Part I: Inelastic and Elastic Collisions . Set up an air track with two gilders of different masses on it. 2. Tape cardboard to the gilders so that the timers can read them, measure the lengths of the cardboard and record in Table 1. 3. Weigh the gliders and record in Table 1. 4. In the inelastic collision, the smaller glider is at rest, gently push the larger glider so that it sticks onto the smaller glider across the timer with minimum space in between. Repeat this step 3 times, and record the times in Table 2. 5. In the elastic collision, the larger glider is at rest, gently push the smaller glider so that it hits the larger glider and both bounce back and through the
Physics IA 0906 Planning
Name: Anh Linh Class: 5Y EXPERIMENT 0906: Factors that affect spring system. Aim: To investigate the interaction of various spring systems. Research Question: In this experiment, we will investigate the relationship between the spring constant and its shape or form. In addition, we will also investigate how the connection of the springs in a spring system (both series and parallel) affects the spring constant. Hypothesis: I believe that various spring systems, the spring constant of the system will change. The smaller the size of the spring, the more extend it is, and on the contrary the bigger the size of the spring, the lesser it will extend. Also prove that the spring system that connected in series will extend more than the spring system that is connected in parallel. As a result, it show that the spring system in series will have extend more and have less spring constant. I think the result happens because of Hooke's law. It state that: Which: F is the restoring force exerted by the spring x is the displacement of the end of the spring from its' equilibrium position k is the spring constant. The law state s that the extension of a spring is directly proportional with the load added to it as long as the load does not exceed the elastic limit. In this situation, I will not change or adjust the masses load on the spring, so the F is constant. Therefore,
Mass of different balls affecting velocity
Mass of different balls effecting velocity. Introduction In this experiment, I am going to relate the mass of different balls with the velocity My variables are the mass of the balls, the velocity, gravity, height and bouncing surface. The only dependent variable is the velocity, because it is dependent on the mass of the balls. The independent variables are height, gravity, bouncing surface and mass of the balls. So to control the independent variable, I try to drop the ball from a constant height. We have gravitation which is a constant (g=9.81ms^2). Bouncing surface is not significance and I will drop the ball on the same surface. Also the mass of the balls will be controlled by changing its mass. The relation I want to investigate with velocity and mass is relating to momentum. Since momentum of an object is defined as the product of its mass and its velocity (according to what we have learn in class) . This shows that mass and velocity is proportional with each other. So my idea is to check this definition through this experiment. The equipments I want to use would be different kind of balls with different masses, an instrument that can measure the velocity of the bouncing ball, an apparatus that can hold and drop the ball from the same height every time, a weight and a ruler. The method to do this experiment is to drop different balls at the same height. I
Lab Report " Which fuel is the better source of energy?
Lab Report - Which fuel is the better source of energy? Question: What happens to the temperature of the water when a different fuel is being used to heat it? Aim: To find out which fuel is a better energy source by heating 100ml of water and recording the temperature of the water every 30 seconds. Hypothesis: The greater the number of carbons in the fuel, the more energy will be released. Variables: MV - type of fuel (Methanol, Ethanol, Butanol, Pentanol) RV - the temperature of the water CV - amount of water (100ml), burning time (3 minutes), beaker, aluminum foil around beaker, digital scale, thermometer and stopwatch Equipment: - Safety mat - Tripod - Stop watch - Digital scale - Spirit burners (Methanol, Ethanol, Butanol, Pentanol) - Small beaker - Big beaker - Aluminum foil - Gauze - Tongs - Thermometer - Matches - Long pieces of thin wood - Safety goggles Method: Abstract: In this experiment we will boil 100ml of water for 3 minutes and record the temperature every 30 seconds. This will test which fuel is a better source of energy. Procedure: - Firstly set up all the equipment, cover the big beaker with aluminum foil, place it onto the safety mat and put the tripod on top of it. Fill the small beaker with 100ml of water and put the thermometer inside it. - Measure the weight of all the spirit burners before burning them, also way just
Experiment to Measure the Heat of Fusion of Ice
Physics HL Lab Report: Experiment to Measure the Heat of Fusion of Ice Title: Experiment to Measure the Heat of Fusion of Ice Aim: The aim of the experiment is to measure the heat of fusion of ice. This is the amount of heat energy needed to change one gram of ice at its melting point (0?C) into one gram of water at the same temperature. Apparatus: Calorimeter, balance, set of metric basses, thermometer, warm water, ice, paper towels Introduction: When a substance changes state, it absorbs or releases a large quantity of heat. During the change of state, the temperature remains constant. The quantity of heat required to change a mass of a substance from solid to liquid state without change of temperature is called the heat of fusion. Theory: ?Qlost = mccc?T + mwcw?T Where: ?Qlost = heat lost (J) mc = mass of the calorimeter (g) cc = specific heat of the calorimeter (J/g?C) mw = mass of the warm water (g) cw = specific heat of water (J/g?C) ?T = T1 - T2 = change in temperature of the calorimeter and the warm water (?C) ?Qgained = miHf + micw?Ti Where: ?Qgained = heat gained (J) mi = mass of the ice (g) Hf = heat of fusion of ice (J/g) cw = specific heat of water (J/g?C) ?Ti = T2 = difference in temperature between that of the ice and the final temperature of the mixture (?C) ?Qlost = ?Qgained By substituting values of mc, cc, mw, cw, mi, ?T, and
Efficiency lab
Title: Efficiency lab Purpose: Find the efficiency of three different spheres Variables: Manipulated Variable: the type of ball used Responding Variable: height of the first bounce of the ball when it is dropped from 2m Controlled Variables: the force applied on the ball, the height at which the ball is dropped, flat surface Hypothesis: the efficiency of a sphere is going to depend largely on its mass and size, the less the mass and size, the higher that it will bounce, because the lesser the mass, the lesser amount of energy will be needed to push it up against the downward pull of gravity, and the smaller the size, the lesser friction air will create when it is bouncing up. This means that the golf ball is possibly going to be the one that bounces the highest and the most efficient, the tennis ball will bounce the second highest and the second most efficient, and the field hockey ball will bounce the third highest and the least efficient. Materials: * * golf ball * tennis ball * field hockey ball * a flat surface * 2 meter sticks * tape * electronic balance Procedures: . Mass each of the spheres using the electronic balance and record the mass 2. Use two meter sticks and tape one end of each together forming a 2m stick 3. Position the two meter sticks perpendicular to the ground and parallel to the wall, station them by taping them onto the wall 4.
Waves and Radiation NOTES
Waves and Radiation * Waves and radiation carry energy from one location to another * Waves are formed when particles are pushed from their 'rest' position and are sprung back. As one particle is pushed, it pushes the particle beside it and so on. * Transverse waves are particles moving in a right angle. E.g. Water waves and some earthquake waves * Crest = top of the wave Trough= bottom of the wave Amplitude= distance from normal position to crest or trough Displacement= distance from the crest to the trough Wavelength= length of one wave, the distance between the crests or two troughs Frequency= number of waves at a certain time * Progressive means moving forward * Standing waves do not move anywhere, and are caused by identical waves moving to the opposite of each other. * Water and sound waves travel through a substance whereas E.M waves do not. Definitions: * Wave= movement of particles through a medium * Reflection= when an object or wave bounces off a hard surface * Refraction = the bending of waves * Dispersion= when waves spread out through a small opening * Break = when depth of water is slightly greater than the depth of the trough in another wave. * Interference= when two crests or crest and trough add together to cancel out or give a bigger wave. * Swell= regular ocean waves. * White caps = unstable breaking waves caused by the wind A
IBPhysics - Circular Motion Lab -MedepalliD
Circular Motion Lab DESIGN Aspect 1 - Defining the problem and selecting variables Problem: How does a change in the length of the radius affect the velocity of the stopper? Research: Circular motion can be expressed in terms of formulas as it directly links to Newton's 2nd law, f=ma. Fc = m*a This relates to circular motion as in circular motion: Because f= m*a We can say that: Frequency = number of revolutions per second Variables Independent variable(s) (manipulated): * Radius Dependent variable(s) (measured): * Velocity Controlled variable(s) (constant): * Human Error * Friction * Air resistance * Technology Aspect 2 - Controlling variables The variables were controlled in the following ways: Independent: * Radius- during the Experiment that we conducted our independent variable that we controlled was the radius. We controlled the radius length which affected the rev/s during our lab and based on that we gathered our data. Controlled: * Human Error- controlling human error played a major role in our lab. This was because the timer tried to reduce error by gathering exact time. We reduced the error and got a more precise time by conducting three trials per radius length. * Friction- In this lab we assumed that there was no friction * Air resistance- In this lab we assumed there was no air resistance * Technology- In our lab, the major
The Latent Heat of Fusion
THE LATENT HEAT OF FUSION Aim: ) To determine the latent heat of fusion of ice. Equipment: ) Ice; 2) Water; 3) Thermometer; 4) Calorimeter; 5) Digital scale. This is the table which I filled during my determination: RAW DATA DATA PROCESSING m of the calorimeter/g; ±0.2g Initial t of water/°C; ±0.5 °C t of ice/°C; Final t of water/°C; ±0.5 °C m calorimeter + m water/g; ±0.2g m calorimeter + m water + m ice/g; ±0.2g m of the water/g; ±0.4g m of the ice/g; ±0.4g Latent heat of fusion of ice/ J*kg-1; ± 3x104J*kg-1 35.0 8.0 0 8.0 63.3 81.6 28.3 8.3 2.77 x 105 Recording raw data: First of all, I prepare my working place and start my determination. All my measurements are recorded to the table above. The smallest graduation of the thermometer is 1 °C. According to this, I take the absolute uncertainty of my temperature measurements as ±0.5 °C. I do not add additional uncertainty as I did not encounter any further difficulties in weight measurement. To determine masses I used a digital scale with provided uncertainty in the instruction of the digital scale of ±0.2g. Therefore, I take it as the absolute uncertainty of the mass measurements. I take the temperature of ice as 0°C because the ice was melting when I started to use it in my experiment. I take this temperature theoretically and do not include uncertainty to this measurement
Ohm's Law lab
PHYSICS HL "To Investigate Ohm's Law" Aim: To find the relationship between the drop in Voltage (V) and the Current (I) for Ohmic and Non-Ohmic resistors. Data Collection: Quantitative Data: DCP Table 1.1 - Table showing the readings recorded when the bulb in air is connected in the circuit. Sr. No. Voltmeter Reading (±0.01V) Ammeter Reading (±0.01A) . 0.08 0.51 2. 2.16 0.74 3. 3.48 0.91 4. 4.20 5. 5.04 .09 6. 6.60 .26 DCP Table 1.2 - Table showing the readings recorded when only the filament of the bulb immersed in water is connected in the circuit. Sr. No. Voltmeter Reading (±0.01V) Ammeter Reading (±0.01A) . 0.60 0.66 2. .08 .12 3. .44 .49 4. .56 .65 5. .80 .83 6. .92 2.06 Qualitative Data: As the voltage is increased the bulb begins to shine more brightly. After increasing it to over 14V (specified voltage of 12V), the filament blew and a new bulb had to be used and the entire experiment repeated. The filament when immersed in water shows no significant change at lower voltages except for bubbles being evolved showing that the filament is hot. However, when the voltage is increased significantly to around 25V, the filament begins to glow even when immersed in water. The voltmeter reading represents the drop in voltage across the given conductor showing the presence of a resistor. Data Processing: Resistance is