2P - Physics Lab 1

PHYSICS
Laboratory Manual 1
2P_Physics Lab 1.indd 1 4/11/2015 11:33:51 PM

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PHYSICS
Laboratory Manual 2
iii

PHYSICS Laboratory Manual 1
All rights reserved. No part of this book may be reproduced in any form or by any
means without the written permission of the copyright owners and the publisher.
Published by
Quad Alpha Centrum Building

125 Pioneer Street
Mandaluyong City 1550 Philippines
Telephones: 631-80-61 to 66
Fax: 634-03-76
www.national bookstore.com
Philippine copyright 2010
Cover Design by Ariel Dalisay
ISBN 978-971-27-xxxx-x
Printed in the Philippines
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INTRODUCTION
Physics Laboratory Manual 1 covers experiments in Mechanics, Energy and Heat including some
experiments in elasticity and oscillation. These experiments were designed to keep up with the
modern trend of educating students that largely involves the use of modern technologies such
as computers. Specifically, data gathering in every experiment uses the Xplorer GLX and its
accessories being manufactured by PASCO scientific exclusively distributed by Sciencestar
Corporation locally.
This manual also provides an outlined Laboratory Report for students to help them manage their
busy academic schedule. This will also train them to prepare scientific reports which may be
required in their respective professions in the future.
As most laboratory activities require, this manual orients students on the different safety
precautions to be observed inside a laboratory room to avoid any damage to life and equipment
and to conserve time in performing any task inside the laboratory.
Lastly, instructors need to familiarize themselves with the use of the Xplorer GLX and the different
PASCO scientific equipment before carrying out the experiments in their classes to avoid any
technical difficulty. Special trainings are being conducted by the authors in cooperation with the
Sciencestar Corporation. They will gladly accommodate queries regarding this matter. You may
contact the authors at Physical Sciences Department, De La Salle University – Dasmariñas at 046
– 416 4531 local 3136 and the Sciencestar Corporation at 02- 470 1229.
All experiments and images in this laboratory manual are courtesy of PASCO scientific based in
Roseville, California USA.
As the gospel of Matthew 2:1-12 explains epiphany, may this manual present the true meaning of
the different scientific concepts as manifested by God and not only as perceived by man through
accurate measurements of physical quantities using modern instruments and technologies.

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ACKNOWLEDGEMENT
We are heartily thankful to PASCO scientific for providing us permission to reproduce and
incorporate their experiments including relevant graphics and graphs in this laboratory manual.
Thank you very much for your trust.
To Sciencestar Corporation, the exclusive distributor of Pasco equipment here in the Philippines,
whose encouragement, guidance and support from the initial to the final level enabled us to
complete this manual. Mr. Cesar Bermundo and the staff of Sciencestar Corporation, thank you
very much.
We offer our regards and blessings to our families, to Physical Sciences Department of De La Salle
University – Dasmariñas, and to all of those who supported us in any respect during the completion
of this laboratory manual.
Lastly, to GOD ALMIGHTY thank You for everything.
THE AUTHORS
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TABLE OF CONTENTS
Introduction i
Acknowledgments ii
Part 1 – Preparatory to Laboratory Experiments
Activity 1 Laboratory Safety and Familiarization

Of Apparatus and Instruments In
Physics Laboratory 1
Activity 2 Measurement of Physical Quantities:

Fundamental and Derived 4
Part 2 – Experiments
Experiment 1 Vector Addition 13
Experiment 2 Free Fall Motion Using Picket Fence 23
Experiment 3 The Tape Timer 31
Experiment 4 Projectile Motion 39
Experiment 5 Forces In Equilibrium 47
Experiment 6 Acceleration and Force 53
Experiment 7 Newton’s Second Law Of Motion 61
Experiment 8 Tension 71
Experiment 9 Newton’s Third Law Of Motion 79
Experiment 10 Static Friction 87
Experiment 11 Law of Conservation of Momentum 95
Experiment 12 Hooke’s Law 103
Experiment 13 Simple Harmonic Motion – Pendulum 111
Experiment 14 Coefficient of Linear Expansion 119
Experiment 15 Specific Heat Capacity 127
Experiment 16 Archimedes’ Principle 137
References 143
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Activity 1 Laboratory Safety and Familiarization
of Apparatus and Instruments in Physics
Laboratory
Objectives:
1. To know the safety rules and regulations inside the Physics Laboratory.
2. To familiarize on the different laboratory apparatus and instruments that will be used for the
experiments in Physics.
A. Safety Rules and Regulations Inside the Physics Laboratory
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Conforme:
_____________________________________ _________________
Student’s Name and Signature Date
_____________________________________ _________________
Parent’s Name and Signature Date
B. Familiarization Of Apparatus and Materials
Working in a laboratory needs expertise. Expertise refers not only to following the correct
procedures in a particular experiment but also to the proper use of tools and apparatus. One of
the important skills that students acquire inside a laboratory not being taught in a lecture class
is the familiarization and proper use of the different materials and apparatus inside a laboratory.
To start with every laboratory class, it is very important to let the students know the different
apparatus to be used and their proper usage.

LABORATORY REPORT
Activity 1
Laboratory Safety and Familiarization
of Apparatus and Instruments in Physics Laboratory
Name __________________________________CYS_________________ Grade__________

Instructor ____________________________________ Date Submitted________________
A. Safety Rules and Regulations Inside the Physics Laboratory
1. What are the advantages of knowing the safety rules and regulations inside the Physics
Laboratory?
2. Is our laboratory room safe? Why or why not?
3. How will you ensure safety while performing experiments?
B. Familiarization Of Apparatus and Materials
Draw and give the uses and functions of the different apparatus and materials presented
by your instructor.




Activity 2 Measurement of Physical Quantities:
Fundamental and Derived
Objectives:
1. To measure length using meterstick, vernier and micrometer calipers
2. To measure mass using triple beam balance
3. To measure time using stopwatch
4. To evaluate derived quantities: area, volume, density and speed
Equipment and Materials Needed:
Meterstick
Vernier Caliper
Micrometer
Stopwatch
Cylindrical Hollow Metal Block
Spherical Metal Block
Dynamic Cart
Dynamic Track
Background:
Physics helps us understand the physical universe by measuring fundamental quantities such as
distance, length and time. In the process of measuring these quantities, some uncertainties arise. In
this activity, you will learn some fundamental measurement techniques to avoid errors and find out
elementary methods for treating the errors associated with these measurements.

Procedure:
A. Familiarization of Some Measuring Devices
1. Vernier Caliper
Vernier calipers can measure internal dimensions using the uppermost jaws, external
dimensions using the lower jaws, and depending on the manufacturer, depth measurements
by the use of a probe that is attached to the movable head and slides along the center of
the body. This probe is slender and can get into deep grooves that may prove difficult for
other measuring tools. Vernier calipers commonly used in industry provide a precision to a
hundredth of a millimeter (10 micrometers), or one thousandth of an inch.
2. Micrometer Caliper
A micrometer is a device used widely in mechanical engineering and machining as well

as most mechanical trades for precision measurement. The spindle of an ordinary metric
micrometer has 2 threads per millimeter, and thus one complete revolution moves the
spindle through a distance of 0.5 millimeter. The longitudinal line on the frame is graduated
with 1 millimeter division and 0.5 millimeter subdivision. The thimble has 50 graduations,
each being 0.01 millimeter. Thus, the reading is given by the number of millimeter divisions
visible on the scale of the sleeve plus the particular division on the thimble which coincides
with the axial line on the sleeve.
B. Basic Measurements
1. Length
Measure the dimensions of the following, make three trials and record your data.
a. laboratory table (using meterstick)
b. cylindrical hollow metal block (using Vernier Caliper)
c. spherical metal block (using Micrometer Caliper)
2. Mass
Measure the mass of the following, make three trials and record your data.
a. cylindrical hollow metal block
b. sphere
3. Time
Measure the time it will take for a dynamic cart to travel a distance of 2 meters. Make three
trials giving the cart same constant velocity. Record your data.
C. Derived Quantities Measurement

1. Compute area of the table.
2. Compute the volumes and densities of the cylindrical hollow metal block and metal sphere.
3. Compare the densities with the accepted value by computing the percentage error.
4. Compute the speed of the dynamic cart.
5. Record your data.

LABORATORY REPORT
Activity 2
Measurement of Physical Quantities: Fundamental and Derived
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED


ANALYSIS AND INTERPRETATION

DATA AND RESULTS
Length, Mass, Area and Density
1. Laboratory Table
Trial Length (m) Width (m) Area (m2)

1
2
3
Average
2. Cylindrical Hollow Metal Block
DO Di Ho Hi Mass Volume Density

Trial
(cm) (cm) (cm) (cm) (g) (cc) (g/cc)
1
2
3
Ave.
True Value, Density = ______________g/cc
Percentage Error = ______________%
3. Metal Sphere
Volume Density
Trial Diameter (cm) Mass (grams) (g/cc)
(cc)
1
2
3
Average
True Value, Density = ______________g/cc
Percentage Error = ______________%
Time and Speed
Distance Time Speed

Trial
(m) (seconds) (m/s)
1
2
3
Average


COMPUTATIONS:
QUESTIONS AND APPLICATION
1. In a paragraph, summarize what you have learned during this first laboratory
activity in terms of physics content and scientific abilities.
2. Describe how your understanding of the relationship between fundamental and

derived quantities is different from your understanding before.
CONCLUSION

FACTORS AFFECTING RESULTS
REFERENCES




Experiment 1 Vector Addition
Objective:
To determine resultant of vectors using three methods: analytical, graphical and force table.
Xplorer GLX
Force Sensor
Force Table
Set of Weights
Weight Hanger
Pulleys
String
Protractor
Ruler
Bond Papers
Background:
This experiment finds the resultant of vectors by three methods: analytical, graphical and force table.
Force Table
Two forces are applied on the force table by hanging masses over pulleys positioned at certain angles.
Then the angle and force are determined to balance the other two forces. This third force is called the
equilibrant (FE ) since it is the force which establishes equilibrium. The equilibrant is not the same as the
resultant (FR ). The resultant is the addition of the two forces. While the equilibrant is equal in magnitude
to the resultant, it is in the opposite direction because it balances the resultant (see figure below). So
the equilibrant is the negative of the resultant:
– FE = FR = FA + FB
FB FR
FA
FE
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Analytical Method
FB FR
RY
BY FA
x x
AX RX
Two forces are added together by adding the x- and y-components of the forces. First the two forces are
broken into their x- and y-components using trigonometry:
FA = Ax i + Ay j and FB = Bx i + By j
where Ax is the x-component of vector FA and i is the unit vector in the x-direction (see figure above). To
determine the sum of FA and FB , the components are added to get the components of the resultant FR :
FR = (Ax + Bx) i + (Ay + By) j = Rx i + Ry j
To complete the analysis, the resultant force must be in the form of a magnitude and a direction (angle).
So the components of the resultant (Rx and Ry ) must be combined using the Pythagorean Theorem
since the components are at right angles to each other:
FR = R2x + R2y
And using trigonometry gives the angle:
Ry
tan θ =
Rx
Graphical Method
Two forces are added together by drawing them to scale using a ruler and protractor. The second force
(FB ) is drawn with its tail to the head of the first force (FA ). The resultant (FR ) is drawn from the tail
of FA to the head of FB (see figure). Then the magnitude of the resultant
can be measured directly from the diagram and converted to the proper FR
FB
force using the chosen scale. The angle can also be measured using the
protractor.
FA
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Procedure:
1. Set up the materials and the Xplorer GLX.

Force Table Clamp Ring
String
with Pulley
Center
Post
2. Hang the following masses on two of the pulleys and clamp the pulleys at the given angles:
Force A = 50 g at 0°
Force B = 100 g at 120°
3. Attach the third string to the hook of the Force Sensor. Press Play Button of the GLX and pull
the Force Sensor. By trial and error, determine the equilibrant by centering the ring over the
center post. When the ring is already at the center, press the Play Button of the GLX to stop
recording and record the force.
4. Determine the angle where the string coincides.
5. Record experimental resultant vector (remember, the equilibrant is equal in magnitude but
exactly opposite in direction to the resultant).
6. On a separate piece of paper, add the vector components of Force A and Force B to determine
the magnitude of the resultant. Use trigonometry to find the direction. Record the results.
7. On a separate piece of paper, construct a tail-to-head diagram of the vectors of Force A and
Force B. Use a metric ruler and protractor to measure the magnitude and direction of the
resultant. Record the results.
8. Repeat the above procedure, this time with three vectors to be given by your instructor.
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LABORATORY REPORT
Experiment 1
Vector Addition
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED



DATA AND RESULTS
A. Two Vectors
FA = _________
FB = _________
Resultant
Method
Magnitude Direction (θ)
Force Table
Component
Graphical
B. Three Vectors
F1 = _________
F2 = _________
F3 = _________
Resultant
Method
Magnitude Direction (θ)
Force Table
Component
Graphical
COMPUTATIONS


QUESTIONS AND APPLICATIONS
1. How do the theoretical values for the magnitude and direction of the equilibrant
compare to the actual magnitude and direction?
2. Does the order in which you add two or more vectors affect the resultant of the
vectors? Explain.
CONCLUSION

REFERENCES




Experiment 2 Free Fall Motion Using Picket Fence
Objective:
To determine the acceleration due to gravity of a falling object by measuring the velocity and time of fall
of a picket fence dropped through a photogate using Xplorer GLX.
Xplorer GLX
Digital Adapter
Picket Fence
Photogate Head
Universal table clamp
Background:
Over twenty-two centuries ago, a Greek philosopher and scientist named Aristotle proposed that
there is a natural force that causes heavy objects to fall toward the center of Earth. He called this force
“gravity.” In the seventeenth century, the English scientist Isaac Newton was able to show that gravity
is a universal force that extends beyond Earth. It is the force that causes the moon to orbit the Earth and
the Earth to orbit the Sun.
When an object is in “free fall,” the only force acting on it is the force of gravity. As an object falls freely,
it accelerates. For a falling object near the surface of Earth, the rate of change of velocity is a constant
value. This value is the acceleration due to gravity. If you ignore air resistance, a falling ball accelerates
as if it is in free fall. You can measure the motion of the falling ball to find the value of the acceleration
due to gravity. This value is approximately equal to, g = 9.8 m/s2.
For this experiment, a Picket Fence will be used as a free falling object. A Picket Fence is a rectangular
piece of clear plastic with evenly spaced opaque bands. It is designed to be used with a photogate for
measuring motion. The edges of the opaque bands are 0.050 meters (5.0cm apart).
Picket Fence
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Picket Fence
Photo Gate
Procedure:
2. Prepare to drop the Picket Fence through the Photogate beam. Hold the Picket Fence at one
end between your thumb and forefinger so the bottom edge of the Picket Fence is just above
the Photogate beam. It is recommended that a piece of cardboard or any soft material be
placed on the floor directly below the Photogate, so the Picket Fence has a soft place to land.
3. Press Play Button of the GLX to start recording the velocity and the position and then drop
the Picket Fence through the Photogate beam.
4. After the Picket Fence passes completely through the beam, press Play Button to stop
recording.
5. Record velocity and position. Make ten trials.
6. Compute acceleration due to gravity using the equation
v2
g=
2y
7. Compute the Percentage Error for the acceleration due to gravity.
24

LABORATORY REPORT
Experiment 2
Free Fall Motion Using Picket Fence
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED



DATA AND RESULTS
Velocity, v Position, y Experimental Value of g

Trials
(m/s) (m) (m/s2)
1
2
3
4
5
6
7
8
9
10
Average
Percentage Error = _________________%
COMPUTATIONS


1. Sketch velocity-time graph of a free falling object. What does the slope of the line
represent?
2. What factors do you think may cause the experimental value to be different from
the accepted value?
3. Can an object have an increasing velocity and constant acceleration? Explain.
4. Can the velocity of an object be zero at the same instant its acceleration is non-
zero? Elaborate.
CONCLUSION


REFERENCES




Experiment 3 The Tape Timer
Objective:
The purpose of this experiment is to determine the acceleration due to gravity using Tape Timer.
Tape Timer with paper tape
Hooked mass 200 g
Table clamp and rod
Masking tape
Graph paper
Theory:
A mass attached to one end of the tape is allowed to drop. The dots printed on the tape as it passes
through the Tape Timer record the position of the mass as a function of time. To find the acceleration
due to gravity, graph the average speed versus time. To calculate the average speeds for each time
interval, use
∆x
v=
∆t
The slope of the resulting straight line is equal to the acceleration due to gravity
∆v
g=
∆t
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Procedure
Paper Tape
(held by hand)
1. Clamp the Tape Timer to the edge of a table

using the rod and table clamp. Orient the
Tape Timer on its side so the tape can pass
through the Tape Timer vertically.
2. Cut a piece of paper tape as long as the Tape Timer Table

distance between the timer and the floor.
3. Make a loop with one end of the paper tape

by folding it over and securing it with a piece
of tape. Hook the 200 g mass on the loop end
of the paper tape.
4. Thread the other end of the paper tape Table clamp

through the Tape Timer until the mass is at
the level of the Timer. Hooked mass
5. Hold the paper tape vertically above the Floor

Timer and turn on the Timer to 40 Hz.
6. Drop the tape, allowing the mass to fall.
7. Tape the paper tape to a table and measure the positions of each of the dots. Don’t use the first
dot because the mass may not have begun to move when the dot was made.
8. Calculate the distance (Δx) between dots by subtracting the positions of adjacent dots. Record
your data.
9. Calculate the average speed using
∆x
v=
∆t

where Δt is the time between dots.
Since the Tape Timer was set on 40 Hz, it was making 40 dots per second which means that the
time between dots is 1/40 second or 0.025 seconds. Record your data.
10. Record the time that each average speed occurred. These are the elapsed times, not the time
intervals. Assume that the first average speed occurred at time zero. The beginning of the
timing is arbitrary since it will not affect the resulting slope of the line.
11. Plot the average speed versus time on graph paper.
12. Draw the best-fit straight line and find its slope. Slope represents the experimental acceleration
due to gravity.
13. Calculate the percent error between the slope and the accepted value for g.
32

LABORATORY REPORT
Experiment 3
The Tape Timer
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED



DATA AND RESULTS
Distance Δx v t
(cm) (cm) (cm/sec) (sec)
COMPUTATIONS:
QUESTIONS AND APPLICATION
1. Sketch the paper tape using 6 dots of the following
a. object at rest
b. object moving in uniform motion



c. object moving in constant acceleration
i. speeding up
ii. slowing down
2. Two students use a 40 Hz tape timer to measure the time of fall of a ball from a
height. They count 239 dots on the tape. What is the time of fall of the ball?
CONCLUSION

REFERENCES




Experiment 4 Projectile Motion
Objectives:
1. To find how the range of a projectile depends on the angle at which it is launched.
2. To determine the angle that gives the greatest range.
Xplorer GLX
Projectile Launcher
Plastic Balls
Photogate Port
Photogate Head
Photogate Mounting Bracket
Time of Flight Accessory
Universal Table Clamp
Background:
The range is the horizontal distance, x, between the muzzle of the launcher and the place where the ball
hits, given by x = (v0cosθ)tT, where v is the initial speed of the ball as it leaves the muzzle, θ is the angle
of inclination above horizontal, and tT is the total time of flight. See figure below.
For the case in which the ball hits on a place that is at the same level as the level of the muzzle of the
launcher, the total time of flight of the ball will be twice the time it takes the ball to reach the peak of its
trajectory. At the peak or at the maximum height, the vertical velocity is zero so
vy = 0 = v0 sinθ – gtmax
39

2vo sin θ
Therefore, the total time of flight is tT = 2tmax =
g
2
v sin2θ
and the maximum horizontal distance or Range, R, is R = o .
g
Procedure:
Time of Flight Pad
Projectile
Launcher
2. Make sure the plastic ball will land at the same level as the muzzle of the launcher.
3. Put the plastic ball into the projectile launcher. Cock the launcher to the short range
position.
4. Test fire the ball at an angle of 150 to locate where the ball lands. Put the Time-of-Flight pad
where the ball hits.
5. Reload the ball into the projectile launcher, and cock the launcher to the short-range
position.
6. Press Play Button of the GLX to start recording data.
7. Shoot the ball on the short-range position. After the ball hits the Time-of-Flight pad, press
Play Button of the GLX to stop data recording. Record the initial speed and the time of flight.
8. Compute horizontal distance, R1, using the equation,
R1 = x = vocosθtT.
9. Compute horizontal distance, R2, using the equation,
2
v sin2θ
R2 = o
g
10. Compute percentage difference of the two values.

11. Increase the angle by 15o and repeat steps 3 to 10. Repeat for angles up to and including 75o.
12. Determine the angle that gives the greatest range.
40

LABORATORY REPORT
Experiment 4
Projectile Motion
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED



DATA AND RESULTS
Range
Angle Initial Speed, Vo Time of Flight, tT (m) Percentage
(degrees) (m/s) (sec) Difference
R1 R2
15
30
45
60
75
Angle with maximum range = _________________degrees
COMPUTATIONS
2
v sin2θ
1. Derive the equation R = o .
g


2. Are there any two angles which will give the same range? If so, what are they? If
not, why not?
3. Plot a graph of launch angle vs. range. What is the best launch angle for maximum
range?
CONCLUSION

REFERENCES




Experiment 5 Forces In Equilibrium
Objective:
To determine the mass of an object that is in static equilibrium.
Xplorer GLX
Force Sensor
Dynamics Track
Dynamics Cart
Large Base and Support Rod
Universal Table Clamp
Rod
Angle Indicator
Spring Balance
String
Background:
If an object is at rest and the net force on the object is zero, the object is in static equilibrium. An example
of static equilibrium is an object at rest on a tabletop. The normal force of the tabletop balances the
force of gravity pulling downward on the object.
An object placed on a frictionless inclined plane would accelerate down the plane due to the component
of the gravitational force that is parallel to the surface of the plane. The magnitude of the force depends
on the mass of the object and the angle of the inclined plane.
If the object is motionless on the inclined plane because of the tension in a

string, the tension equals the magnitude of the force that is parallel to the
surface of the plane. This force is mg sin θ.
47

Procedure:

Force Sensor
2. Set the angle of the track at 200.

3. With NO tension on the string, press the ZERO button on the top of the Force Sensor to zero
the sensor.
4. Press Play Button on the GLX to start recording data. Record the force, T.
5. After you record your data, press Play Button on the GLX to stop recording.
T
m=
g sin θ
6. Calculate experimental mass using the equation

7. Measure the mass of the cart to determine actual mass.
8. Compare the two values by computing the percentage error.
10. For trials 2 and 3, set the track at 30o and 40 o respectively and repeat steps 3 to 9.
48

LABORATORY REPORT
Experiment 5
Forces in Equilibrium
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED



DATA AND RESULTS
Mass
Tension, T
Trial (grams) Percentage Error
(N)
Experimental Actual
20o
30o
40o
COMPUTATIONS
1. How did you account for the friction? Explain.
2. What factors might contribute to the difference between your calculated value and
the actual mass of the cart?
CONCLUSION


REFERENCES

Experiment 6 Acceleration and Force
Objective
To verify Newton’s Second Law of Motion by measuring the acceleration of an object moving down an
inclined plane.
Xplorer GLX
Motion Sensor
Dynamics Track
Dynamics Cart
Set of Weights
Spring Balance
String
Meter Stick
Background
Constant acceleration means a constant change of velocity. This could mean a constant change of speed,
a constant change of direction or a combination. Although constant velocity is straightforward, the
graphical representation of constant acceleration involves many fundamental concepts of kinematics.
The slope of a plot of velocity versus time for an object is the acceleration of the object. The ratio of the
units along the vertical and horizontal axes of a graph of velocity and time give the units for the object’s
acceleration.
If a cart moves on a plane that is inclined at an angle θ, the component of force acting on the cart in a
direction that is parallel to the surface of the plane is mg sin θ, where m is the mass of the cart, and g is
the acceleration due to gravity.
53

Procedure:
2. Measure the mass of the cart.

o
3. Set up the track inclined at an angle of 10 .
4. Press Play Button of the GLX and at the same time, release the cart to start recording velocity
and position
5. When the cart travels a certain distance, press Play Button of the GLX to stop recording
velocity and position.
6. Record velocity and position.
7. Compute acceleration of the cart using the equation
v2
a=
2d
8. Make five trials.
9. Calculate the net force using the equation
Fnet = mg sin θ
10. Calculate “ma” and compare it to Fnet by computing the percentage error.
54

LABORATORY REPORT
Experiment 6
Acceleration and Force
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED



DATA AND RESULTS
Mass of the cart = _________ kg
Position Velocity Acceleration Fnet ma

Trial Percentage Error
(m) (m/s) (m/s2) (N) (N)
COMPUTATIONS
1. Draw a sketch of the cart on the track and identify the forces acting on it. Choose a
coordinate system oriented with the x-axis parallel to the track and draw the free
body diagram for the cart.


2. What is acceleration? How does it differ from velocity?
3. What are some conditions that will change the acceleration of objects moving
down the inclined plane? Explain your answer.
CONCLUSION

REFERENCES




Experiment 7 Newton’s Second Law of Motion
Objectives:
1. To determine what happens to an object’s acceleration when the net force applied to the
object stays constant but the mass of the system is changed.
2. To determine what happens to an object’s acceleration when the net force applied to the
object increases but the mass of the system is constant.
Xplorer GLX
Motion Sensor
Dynamics Track
Dynamics Cart
Set of Weights
Spring Balance
String
Background:
Newton’s First Law of motion states that if no net force acts on an object, the velocity of the object
remains unchanged. The Second Law deals with what happens when a net force does act on an object.
Newton’s Second Law of motion describes the behavior of everything that changes its motion due to a
net force — from the trajectory of a baseball to the motion of a planet.
While a net force acts on an object, the velocity of the object changes, in other words, it accelerates.
When more force is applied, the greater force produces a greater acceleration. Newton’s second law
states that the acceleration is directly proportional to the net force acting on the object and in the same
direction as the net force.
Newton’s Second Law also states that the acceleration is inversely proportional to the mass.
61

Procedure:
A. Constant Force
2. Measure and record the mass of the cart.
3. Place the track on a horizontal surface and level the track. (Place the cart on the track. If the
cart rolls one way or the other, adjust the track to raise or lower one end.)
Motion Sensor
4. Attach the Motion Sensor to one end of the track. Place the cart about 15 cm from the sensor.
Aim the sensor at the cart.
5. Attach the Super Pulley with Clamp at the other end of the track. Place a block in front of the
pulley to protect it from being hit by the cart.
6. Get a piece of string that is about 20 cm longer than the distance from the floor to the top of
the pulley. Tie the string to the end of the cart and place the string over the pulley. Tie a loop
in the other end of the string.
7. Hang a 20-g mass from the loop at the end of the string.
8. Adjust the string if needed so that when the cart is at the pulley, the hooked mass on the end
of the string almost reaches—but does not touch—the floor.
9. For Trial 1, place a 500-gram mass on top of the cart.
10. Release the cart and at the same time press the Play Button of the GLX to start recording
velocity and time.
11. Just before the cart reaches the end of the track, press the Play Button of the GLX to stop
recording velocity and time.
12. Record velocity and time.
13. Compute experimental acceleration of the cart using the equation
2d
a=
t2
14. Compute the theoretical acceleration of the cart using the equation
mhangingg
a=
mhanging + mcart
62

15. Compare the experimental acceleration and the theoretical acceleration by computing the
percentage error.
17. For trials 2 and 3, add 200 grams and 400 grams respectively on top of the cart and repeat
steps 8 to 16.
B. Constant Mass
2. Add several masses to the cart: 500-g, 50-g, 20 g, and 10-g. Measure and record the mass of
the cart plus the extra masses.
Motion Sensor
4. Attach the Motion Sensor to one end of the track. Place the cart about 15 cm from the sensor.
Aim the sensor at the cart.
5. Attach the Super Pulley with Clamp at the other end of the track. Place a block in front of the
pulley to protect it from being hit by the cart.
6. Get a piece of string that is about 20 cm longer than the distance from the floor to the top of
the pulley. Tie the string to the end of the cart and place the string over the pulley. Tie a loop
on the other end of the string.
7. Hang a 20-g mass from the loop at the end of the string.
8. Adjust the string if needed so that when the cart is at the pulley, the hooked mass on the end
of the string almost reaches—but does not touch—the floor.
9. Press Play Button on the GLX to start recording velocity and position.
10. Release the cart and just before the cart reaches the end of the track, press Play Button on
the GLX to stop recording velocity and time.
11. From the velocity-time graph (from GLX) determine experimental acceleration of the cart.
63

12. Compute the theoretical acceleration of the cart using the equation
mhangingg
a=
mhangaing + mcart
13. Compare the experimental acceleration and the theoretical acceleration by computing the
percentage error.
15. For trial 2, move 20 g from the top of the cart to the hanging mass. Record the total mass
hanging at the end of the string and repeat steps 8 to 14.
16. For trial 3, move the two 20-g masses back to the top of the cart and move the 50-g and 10-g
masses to the end of the string (for a total of 60 g hanging). Record the total mass hanging
at the end of the string and repeat steps 8 to 14.
17. For trial 4, transfer a 20-g mass to the masses at the end of the string (for a total of 80 g
hanging). Record the total mass hanging at the end of the string and repeat steps 8 to 14.
64

LABORATORY REPORT
Experiment 7
Newton’s Second Law Of Motion
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED



DATA AND RESULTS
Mass of the cart = _________ kg
A. Constant Force
Acceleration
Position Time (m/s2)
(m) (s)
Experimental Theoretical
B. Constant Mass
Acceleration
(m/s2)
4


COMPUTATIONS

1. Sketch the following for an object moving at constant acceleration.
a. v-t graph b. d-t graph c. a-t graph
2. In Part B, explain why the graphical analysis method is used to measure

accelerations.
CONCLUSION


REFERENCES

Experiment 8 Tension
Objective:
To apply Newton’s Second Law of Motion to study tension in a string in static and dynamic situations.
Xplorer GLX
Force Sensor
Pulley and Clamp
Dynamics Track
Dynamics Cart
Set of Weights
String
Background:
Often, several forces act on an object simultaneously. In such cases, it is the net force, or the vector
sum of all the forces acting, that is important. Newton’s First Law of motion states that if no net force
acts on an object, the velocity of the object remains unchanged. The Second deals with what happens
when a net force does act on an object. Newton’s Second Law states that the acceleration is directly
proportional to the net force acting on the object and in the same direction as the net force. Newton’s
Second Law also states that the acceleration is inversely proportional to the mass. If the mass of an
object increases and the net force is kept constant, the acceleration decreases.
For systems of blocks, Newton’s Second Law can be applied to determine the tension in the string. In
m1m2g
this experiment, the tension in the string can be computed using the equation T = .
m1 + m2
71

Procedure:
Force Sensor
2. Measure the mass of the cart with the Force Sensor and record it as m1.
3. Hold the cart back with your hand and pull the string back so there is no force on the Force
Sensor. Then push the zero button on the Force Sensor. Let go of the string but continue to
hold the cart.
4. Hang a 100-gram mass and record as m2.
5. Press Play Button of the GLX to start recording the tension. After about 2 seconds, let the
cart go. Press Play Button to stop recording tension before the cart hits the endstop and try
to stop the cart before it hits the endstop.
7. Compute the tension in the string using the equation
m1m2g
T=
m1 + m2
8. Compute percentage error for the tension.
9. Increase the hang mass to 150 grams and 200 grams and repeat steps 5 to 8.
72

LABORATORY REPORT
Experiment 8
Tension
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED



DATA AND RESULTS
m1 m2 Tension (N)
(kg) (kg)
Theoretical Experimental
COMPUTATIONS
1. Which is larger, the tension while the cart is at rest or the tension while it is
accelerating? Why?
2. Draw free-body diagrams for m1 (cart and force sensor) and m2 (hanging mass) in
the experiment.


m1m2g
3. Derive the equation, T = using the Free Body Diagram drawn in
Question 2. m1 + m2
CONCLUSION

REFERENCES




Experiment 9 Newton’s Third Law Of Motion
Objective:
To determine the forces exerted on two objects in a ‘tug-of-war’ and to compare the forces on each of
the two objects.

Xplorer GLX
Force Sensor
Dynamics Track
Dynamics Cart
Set of Weights
String
Background:
Newton’s Third Law of motion states that whenever one body exerts a force on a second body, the
second body exerts an opposite directed force of equal magnitude on the first body. The third law is
sometimes called the ‘action–reaction’ law, and it is sometimes quoted as: “For every action, there is an
equal, but opposite reaction”.
In a traditional tug-of-war, the winning team is not always the team that has the strongest, largest, or
most massive team members. The winning team is usually the one that has the best traction against
the ground. The forces exerted by each team pulling on the rope are equal in magnitude and opposite
in direction.
Procedure:
3. Put a hook on the end of each sensor and mount the sensors on the two carts. Arrange the
carts near the center of the track with the sensors facing each other.
4. Tie piece of string into a loop and put the loop over the hooks of both sensors.
79

Force Sensor
5. Press the ZERO button on the top of each Force Sensor to zero the sensors.
6. Press Play Button on the GLX to start recording data. Pull the carts away from each other.
Try pulling equally hard.
7. Press Play Button on the GLX to stop recording data after about 10 seconds of pulling.
8. Record the amount of force exerted by the carts.
9. Compare the two values by computing the percentage difference.
11. For trial 2, put 500-g on the top of one cart and repeat steps 5 to 10.
Force Sensor
12. For trial 3, move the 500-g mass to the top of the other cart and repeat steps 5 to 10.
80

LABORATORY REPORT
Experiment 9
Newton’s Third Law Of Motion
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED



DATA AND RESULTS
m1 m2 F1 F2 Percentage
Trial
(grams) (grams) (N) (N) Difference
COMPUTATIONS
1. What happened to the forces measured by the two sensors when extra mass was
put on top of cart 1 or cart 2?
2. If two forces are equal and opposite, what should the sum of the forces be?


3. From your data, how close are the forces to being equal but opposite?
4. During a tug-of-war, how does the force on one force sensor compare to the force
on the other force sensor?
CONCLUSION

REFERENCES




Experiment 10 Static Friction
Objectives:
1. To investigate static friction.
2. To calculate the coefficient of static friction between surfaces.
3. To determine what happens to the force of friction when the normal force is changed.

Xplorer GLX
Force Sensor
Dynamics Track
Friction Block
Set of Weights
Spring Balance
String
Background:
The force of friction is a common but complex force. The exact method by which friction works is a topic
of great scientific interest and we can make some general statements about it. Friction arises from the
electromagnetic forces between atoms and molecules at the surfaces of objects.
This activity investigates static friction which is dependent on the types of surfaces, but not on the
speed of motion or the surface area.
The direction of the static friction is along the contact surface and opposite in direction to any applied
force.
The magnitude of the static friction force is given by Fs = μsFn where μs is the coefficient of static friction
and Fn is the magnitude of the normal force. The coefficient of static friction is the ratio of the maximum
static friction force and the normal force.
The normal force is the force perpendicular to a surface. When an object is placed on a surface, for
example, the normal force is the force that supports the object. If the surface is horizontal, the normal
force is the weight of the object, mg, where m is the mass of the object and g is the acceleration due to
gravity, 9.8 m/s2.
87

As a force is applied to move an object along a surface, the static friction force builds up to a maximum
just before the object begins to move.
Procedure:
Force Sensor
2. Measure the mass of the friction block.

3. Put 200 g on top of the friction block and record the total mass. Compute Normal Force, FN
= mg.
4. Place the friction block on a flat wooden horizontal surface.
5. Tie a piece of string between the friction block and the hook of the Force Sensor. The string
should be about 5 cm.
6. Hold the Force Sensor so no slack is in the string. Press the ZERO button on the top of the
Force Sensor to zero the sensor.
7. Press Play Button on the GLX to start recording data. Wait about one second and then slowly
and gently pull the Force Sensor until the friction block begins to move.
8. As the friction block begins to move, press Play Button on the GLX to stop recording and
record the static friction force, Fs.
9. Make five trials adding another 200 g on top of the friction block for each trial and repeat
steps 2 to 8.
10. Create a graph of static friction force, Fs, and the normal force, FN. Normal force along the
x-axis. Draw best fit straight line and find the slope. It represents the coefficient of static
friction.
11. Repeat the procedure for different types of surfaces.
88

LABORATORY REPORT
Experiment 10
Static Friction
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED



DATA AND RESULTS
A. Wood on Wood
Total Mass Normal Force, FN Static Frictional Force, Fs

Trial
(kg) (N) (N)
Coefficient of Static Friction, μ = _______________
B. Wood on Felt Paper
Total Mass Normal Force, FN Static Frictional Force, Fs

Trial
(kg) (N) (N)
Coefficient of Static Friction, μ = _______________



COMPUTATIONS
1. How does the normal force acting on an object affect the force of friction?
2. What happens to the static friction force as the mass is increased? Why does this
happen?
3. What is the unit for the coefficient of friction? Explain.
CONCLUSION

REFERENCES




Experiment 11 Law of Conservation of Momentum
Objective:
To study Law of Conservation of Momentum in explosion.
Xplorer GLX
Motion Sensor
Dynamics Track
Dynamics Cart
Set of Weights
Background:
The momentum of a cart depends on its mass and velocity.
r r
Momentum = p = mv
The direction of the momentum is the same as the direction of the velocity. During a collision, the total
momentum of the system of both carts is conserved because the net force on the system is zero. This
means that the total momentum just before the collision is equal to the total momentum just after the
collision. If the momentum of one cart decreases, the momentum of the other cart increases by the
same amount. This is true regardless of the type of collision, and even in cases where kinetic energy is
not conserved. The law of conservation of momentum is stated as
r r
pbeforecollision = paftercollision
The kinetic energy of a cart also depends on its mass and velocity but kinetic energy is a scalar.
1
KE = mv2
2
The total kinetic energy of the system of two carts is found by adding the kinetic energies of the
individual carts.
95

Procedure:
A. Equal Mass Carts
1. Set up materials and Xplorer GLX.
Motion Motion
Sensor Sensor
2. Find the mass of each cart. They should have the same mass, but if they don’t, just keep track
of which mass is which.
3. Level the track using the leveling screws on the track feet. When you place a cart at rest on
the track, it should not move.
4. Use one red and one blue cart so it is easy to distinguish between the carts. Slide a Motion
Sensor onto each end of the track. Set the switch on top of each Motion Sensor to the cart
position.
5. Fully depress the plunger of one of the carts. Place the two carts on the track so that they are
in contact with each other.
6. Press Play Button to start recording on the GLX and tap the trigger release to launch the
carts. Then press Play Button to stop recording on the GLX before the carts hit the Motion
Sensors.
7. Record the velocites of the carts just after the explosion.
8. Calculate the sum of the momenta of the carts before and after the explosion.
9. Calculate the percent difference of the sum of the momenta before and after explosion.
10. Make three trials.
B. Unequal Mass Carts

2. Find the mass of two mass bars, and then place them both in the blue cart.
3. Repeat steps 3 to 10 of part A.
96

LABORATORY REPORT
Experiment 11
Law of Conservation of Momentum
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED



DATA AND RESULTS
A. Equal Mass Carts
Velocity
Sum of Momenta
(m/s)
Percentage
Difference
m1 m2
Trial
Before Explosion After Explosion

(kg) (kg) Before After
v1 v2 v ’
v2 ’ Explosion Explosion
1
B. Unequal Mass Carts
Velocity
Sum of Momenta
Percentage
Difference
(m/s)
m1 m2
Trial
(kg) (kg) Before Explosion After Explosion

Before After
v1 v2 v1’ v2’ Explosion Explosion
COMPUTATIONS


1. For the unequal mass carts, calculate the kinetic energy of each cart after the
explosion. Do the two carts have the same kinetic energy after the explosion?
Should they?
2. Where did the kinetic energy of the carts come from?
3. The momentum for a gun and its bullet are the same, but their energies are not.
Which has more energy, the bullet or the recoiling gun?
CONCLUSION

REFERENCES




Experiment 12 Hooke’s Law
Objective:
To investigate the relationship between the force applied to a spring and the amount the spring
stretches.

Hooke’s Law Apparatus
Three springs of same length and diameter but of different constant
Set of Weights
Background:
Everybody knows that when you apply a force to a spring, it stretches. Anyone would ask, “How is the
force that you apply related to the amount of stretch?” This question was answered by Robert Hooke,
a contemporary of Newton, and the answer has come to be called Hooke’s Law. Hooke’s Law describes
the relationship between the applied force and the amount of deformation of the object. The stretching
of a spring is a good example of Hooke’s Law. Hooke’s Law indicates that the elongation of the spring, x,
is directly proportional to the force applied by the hanging mass provided the elastic limit of the spring
is not exceeded. We can write this as an equality given by F=kx Where k is a constant called the “spring
constant” whose value depends on the type of spring used. In this experiment you will study Hooke’s
Law by observing the change in length of a spring when masses are suspended from it.
You can investigate Hooke’s Law by measuring how much known forces stretch a spring. A convenient
way to apply a precisely-known force is to let the weight of a known mass be the force used to stretch
the spring. The force can be calculated from W = mg. The stretch of the spring can be measured by
noting the position of the end of the spring before and during the application of the force.
Hooke’s Law, believe it or not, is a very important and widely-used law in physics and engineering. Its
applications go far beyond springs. In engineering, materials’ elasticity is to be considered in the design
therefore Hooke’s Law is to be applied.
Procedure:
1. Set up the Hooke’s Law apparatus.
2. Choose the increments of mass to be used in the experiment. Keep the spring constant in
mind when making this choice. The different springs have different spring constants.
103

3. Connect the mass hanger to the bottom of the stretch indicator
and place the first mass increment on the hanger. Record the
stretch of the spring and the weight of the hanging mass. Don’t
forget to include the mass of the hanger.
4. Add four more increments of mass, each time recording the
stretch of the spring and the weight of the hanging mass.
5. Repeat steps 2-4 for a different spring.
7. Compute the spring constant of the springs using the equation
F
k=
x
where F is the stretching force in Newtons and x is the stretch or elongation in meters.
9. On graphing paper, construct a graph of the Force on the vertical axis and the stretch on the
horizontal axis.
10. Using y = mx + b, write an equation for each of the lines. Make sure to include appropriate
variable, numbers and units in the equation.
11. The slope of the Force vs. Stretch graph in known as the spring constant or rate. The vertical
intercept represents the amount of force needed to begin stretching the spring and is also
known as the initial tension.
104

LABORATORY REPORT
Experiment 12
Hooke’s Law
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED



DATA AND RESULTS
Spring 1
F x k
Trial
(N) (m) (N/m)
1
2
3
4
5
Spring 2
F x k
Trial
(N) (m) (N/m)
1
2
3
4
5
Spring 3
F x k
Trial
(N) (m) (N/m)
1
2
3
4
5
COMPUTATIONS


1. Based on your graph of F vs. x, what range of x does your spring obey Hooke’s Law?
This question is asking for what values of x are your values linear?
2. Assuming that the springs you use in this experiment continue to obey Hooke’s Law,
what will be the value of x if a total mass of 2.4 kg is attached to each of the spring?
CONCLUSION

REFERENCES




Experiment 13 Simple Harmonic Motion – Pendulum
Objective:
To determine how the mass and length of a pendulum affect the oscillation period of the pendulum.

Xplorer GLX
Motion Sensor
Table Clamp
Rod
Pendulum Clamp
Meter Stick
Balance
Set of Weights
2 m String
Background:
A simple pendulum consists of a particle of mass m, attached to a frictionless pivot by a cable of length
L and negligible mass. When the particle is pulled away from its equilibrium position by an angle and
released, it swings back and forth. The length L and the acceleration due to gravity g (9.8 m/s2) determine
the period of a simple pendulum for small angles,
L
T = 2π
g
Procedure:
A. Changing Mass
2. Mount a rod so it is vertical. Attach the pendulum clamp to the rod near the top.
3. For Trial 1, use a 50-gram mass as the pendulum bob.
4. Put the bob at the middle of a 2 m long piece of string.
111

5. Attach the string to the pendulum clamp. Put the
ends of the string on the inner and outer clips of the
clamp so the string forms a V shape as it hangs.
6. Measure and record the length L of the pendulum
from the bottom edge of the pendulum clamp to
the middle of the first pendulum bob.
7. Compute the period of the pendulum using the
equation,
L Motion Sensor
T = 2π
g
8. Place the Motion Sensor next to the pendulum

bob. Align the sensor so the brass colored disk is
vertical and facing the bob and is aimed along the direction that the pendulum will swing.
9. Adjust the pendulum clamp up or down so that the pendulum bob is directly centered in
front of the brass colored disk on the front of the sensor.
10. Move the sensor away from the hanging pendulum bob about 25 cm.
11. Pull the pendulum bob back about 10 cm and let it go. Allow the pendulum to swing back and
forth about five times to smooth its motion.
12. Press Play Button of the GLX to start recording period of the pendulum.
13. After ten seconds, press Play Button to stop recording.
14. Compare the theoretical value of the period of the pendulum to the experimental value by
computing the percentage error.
16. For trials 2 and 3, increase the mass of the bob to 100 grams and 150 grams, respectively, and
repeat the data recording procedure.
B. Changing Length
1. For Trial 1, use a 50-gram mass as the pendulum bob.
2. Repeat steps 4 to 15 of Procedure A – Changing mass.
3. For Trials 2 and 3, adjust the string so the length of the pendulum is 15 cm and 30 cm shorter
than the original length, respectively. Perform the same data recording procedure.
112

LABORATORY REPORT
Experiment 13
Simple Harmonic Motion - Pendulum
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED



DATA AND RESULTS
A. Changing Mass
Length of the Pendulum = _______ m
Period
mass (seconds)
(kg)
1
2
3
B. Changing Length
Mass of the Pendulum = _______ kg
Period
Length (seconds)
(m)
1
2
3
COMPUTATIONS


1. How will changes in the mass of a pendulum alter the period of oscillation of the
pendulum?
2. How will changes in the length of a pendulum alter the period of oscillation of the
pendulum?
CONCLUSION

REFERENCES




Experiment 14 Coefficient of Linear Expansion
Objective:
To measure the coefficient of linear expansion of some metals.

Coeffiecient of Linear Expansion Apparatus
Electric Stove
Meterstick
Thermometer
Steam Generator
Beaker
Rubber Tube
Background:
Most materials expand somewhat when heated through a temperature range that does not produce
a change in phase. The added heat increases the average amplitude of vibration of the atoms in the
material which increases the average separation between the atoms. Suppose an object of length L
undergoes a temperature change of magnitude Δt. If Δt is reasonably small, the change in length, ΔL, is
generally proportional to L and Δt. Stated mathematically:
ΔL = αL Δt;
where α is called the coefficient of linear expansion for the material. For materials that are not isotropic,
such as an asymmetric crystal for example, α can have a different value depending on the axis along which
the expansion is measured. α can also vary somewhat with temperature so that the degree of expansion
depends not only on the magnitude of the temperature change, but on the absolute temperature as
well. In this experiment, you will measure α for copper, aluminum and brass. These metals are isotropic
so that α need only be measured along one dimension. Also, within the limits of this experiment, α does
not vary with temperature.
119

Procedure:
1. Set up the materials as shown.
Thermometer
Boiler
a
2. Measure the initial length and initial temperature of the metal rod at room temperature and
record these as Lo and to respectively.
3. Set the pointer to zero or record its initial reading (IR).
4. Start generating steam by turning on the electric stove. Make sure the set up was properly
connected.
5. As the steam enters the jacket of the apparatus, observe the pointer carefully if there is a
significant change in its reading. If there is, record the final reading of the pointer (FR) and
the temperature reading in the thermometer, tf.
6. Turn off the electric stove and let the apparatus cool down.
7. Record your data and compute actual change in length of the metal using the equation,
 a
ΔL=(FR-IR)  
b 
where: a = length of the short arm

b = length of the long arm
8. Compute the experimental value of coefficient of linear expansion of the metal using the
equation
∆L
α=
Lo∆t
9. Compare the experimental value of the coefficient of linear expansion of the metal with its
true value by computing the percentage error.
11. Make three trials.
120

LABORATORY REPORT
Experiment 14
Coefficient of Linear Expansion
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED



DATA AND RESULTS
Lo to tf Δt ΔL α
Trial
(mm) (oC) (0C) (0C) (mm) (/0C)
Ave. Experimental Value of Coefficient of Linear Expansion = _______ /0C

True Value of Coefficient of Linear Expansion = _______ /0C
Percentage Error = _______ %
COMPUTATIONS
1. From your result, can you calculate the coefficients of volume expansion of the
metal?


2. Concrete has a coefficient of linear expansion of 12x10-6 /ºC and considering a large
concrete structure and typical temperatures during summer and cold seasons.
a. Will there be a change in concrete’s linear size between summer and cold
seasons? Explain your answer.
b. If there is a change in its linear size, how would this change be accommodated?
CONCLUSION

REFERENCES




Experiment 15 Specific Heat Capacity
Objective:
To determine the specific heat of a metal object and identify the metal based on its specific heat.

Xplorer GLX
Fast-Response Temperature Probe (included with GLX)
Basic Calorimetry Set (1 metal object and 2 calorimeter cups)
Graduated Cylinder
String
Stir rod
300 mL Water
100 mL Ice (cube or crushed)
Towel
Background:
The amount of thermal energy that an object must absorb to change its temperature by one degree is
called its heat capacity. The amount of thermal energy that a single gram of a specific material must
absorb in order to change its temperature by one degree is the material’s specific heat capacity, or specific
heat. The specific heat of water is a standard to which specific heats of other substances are compared.
When thermal energy flows into or out of an object, its temperature changes. The amount of change
depends on the mass of the object, the material from which the object is made, and the temperature of
the environment. The specific heat of the material can be found using a known quantity of water and a
calorimeter. The calorimeter is relatively well insulated so very little thermal energy will come from or
go into the surrounding air. Assume that thermal energy is conserved inside the calorimeter. This means
that whatever thermal energy is gained or lost by an object put into the calorimeter is equal to the
thermal energy gained or lost by the water in the calorimeter. The equation describes that the change
in thermal energy, ΔQ, depends on the mass, m, the specific heat, c, and the change in temperature, Δt.
ΔQ = mcΔt
When an unknown metal object is put into water in a calorimeter, the change in thermal energy of the
object equals the change of thermal energy of the water.
Heat Lost = Heat Gained
127

The initial temperatures of the object and water will be different, but the final temperature—called the
equilibrium temperature—will be the same.
Procedure:
2. Measure and record the mass of the metal objects.
3. Put ice and water into one calorimeter cup to make an ice water bath. Tie a piece of string to
the metal object and lower the object into the ice bath.
4. Leave the metal object in the ice water for 10 minutes. Add more ice as the ice begins to
melt.
5. Prepare a known quantity of water that is at room temperature (about 20–25 ºC). Measure
and record the mass of the second calorimeter cup. Add about 200 mL of water to the
calorimeter. Measure and record the total mass of the cup plus the water.
6. Put the end of the Fast-Response Temperature Probe into the room temperature water. Add
a stir rod to the water.
7. Press Play Button of the GLX to measure the signal from the Temperature Probe.
8. After 1 minute, measure the temperature of the cold metal and lift it out of the ice water
bath and quickly dry any droplets of water still on the object.
9. Suspend the object in the room temperature water in the calorimeter. It should be completely
covered by water but not touch the bottom of the calorimeter.
10. Stir the water gently as you continue to record temperature data.
11. Wait until the graph of temperature stops changing (the object and the water are in thermal
equilibrium), and then press the Play Button of the GLX to stop data recording.
12. Remove the Temperature Probe and the metal object from the calorimeter. Clean up the
equipment.
13. Use the graph of temperature versus time to find the initial temperature of the water and the
equilibrium temperature, or final temperature, of the water and the metal object after the
object warms up and the water cools down. Record your data.
14. Calculate the experimental specific heat of the metal object.
15. Compare the experimental specific heat of the metal with the accepted value by computing
the percentage error.
16. Make two trials.
128

LABORATORY REPORT
Experiment 15
Specific Heat Capacity
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED



DATA AND RESULTS
Trials Trial 1 Trial 2
Mass of Metal Object

Mass of Cup
Mass of Cup plus Water
Mass of Water
Initial Temperature of Metal
Initial Temperature of Water
Final Temperature of Water
Experimental Value of Specific Heat of Metal
True Value of Specific Heat of Metal
Percentage Error
COMPUTATIONS


1. Sketch your graph of temperature versus time. Include labels and units on the axes.
2. Describe, in words, what happened to the temperature on the graph.
CONCLUSION

REFERENCES




Experiment 16 Archimedes’ Principle
Objectives:
1. To determine the density of irregularly shaped solids using Archimedes’ Principle.
2. To determine the density of an unknown liquid using Archimedes’ Principle.

Xplorer GLX
Force Sensor
Three irregularly shaped solids made of different materials
Unknown Liquid
Graduated cylinder
Overflow can
Triple beam balance
String
Background:
The Greek scientist Archimedes (287 to 211 B.C.) discovered the principle of buoyancy which states that
when an object is immersed in a fluid, it is buoyed up by a force equal to the weight of the fluid displaced by
the object. This explains why an object is lighter when immersed in fluids. When an object is immersed
in a fluid, the fluid applies a buoyant force on the object. The object rises if its weight is less than the
buoyant force and sinks if the object’s weight is more than the buoyant force.
One of his discoveries is that an object immersed in a fluid displaces a volume of the fluid that is equal
to the volume of the object. The weight of the fluid displaced is equal to, W = mg. From density, mass is
equal to, m = ρV. Hence, W = ρVg.
Archimedes’ Principle applies to object of all densities. If the density of the object is greater than that
of the fluid, the object will sink. If the density of the object is equal to that of the fluid, the object will
neither sink nor float. If the density of the object is less than that of the fluid, the object will float.
135

Procedure:
A. Density of Irregularly Shaped Solid
1. Determine the masses of the three irregularly shaped solids in
air and record them as ma.
2. Weigh the three irregularly shaped solids when immersed in
water and record them as mw using the force sensor and the
GLX.
3. Compute Wa and Ww. Record your data.
4. Compute the density of the solids using the equation,
Waρw
ρs =
Wa − Ww
where ρw is the density of water equal to 1 g/cc.

5. Compute percentage error.
B. Density of Unknown Liquid

1. Determine the masses of the three irregularly shaped solids in air and
record them as ma.
2. Weigh the three irregularly shaped solids when immersed in an unknown
liquid and record them as mL using the force sensor and the GLX.
3. Compute Wa and WL. Record your data.
4. Using a graduated cylinder or an overflow can measure the volumes of
the unknown liquid to be displaced by the irregularly shaped solids when
they are immersed in the unknown liquid. Record them as V.
5. Compute the density of the unknown liquid using the equation,
Wa − WL
ρL =
gV
6. Average the density of the unknown liquid obtained using the three irregularly shaped
solids.
7. Compute percentage error.
136

LABORATORY REPORT
Experiment 16
Archimedes’ Principle
Name __________________________________CYS_________________ Grade__________

ABSTRACT
MATERIALS USED



DATA AND RESULTS
A. Density of Irregularly Shaped Solid
Density, ρs
ma Wa mw Ww Percentage
Solids Experimental True
(grams) (dynes) (grams) (dynes) Error
Value Value
B. Density of Unknown Liquid
ma Wa mL WL V ρL
Solids
(grams) (dynes) (grams) (dynes) (cc) (g/cc)
1
2
3
Ave. Experimental density of the unknown liquid, ρL = ___________g/cc
True Value of the density of the unknown liquid, ρ = ___________g/cc
Percentage Error = __________ %
COMPUTATIONS
1. Derive the following equations used in the experiment.
Waρw
ρs =
a. Wa − Ww


Wa − WL
ρL =
b. gV
2. How will you assess the accuracy of the experiment?
CONCLUSION

REFERENCES




REFERENCES
Beiser, Arthur. (2001). Concepts of modern physics. 5th Edition, International Edition. New York:
McGraw-Hill.
Giambattista, A., Richardson, B. and Richardson, R. (2007). College physics. 2nd Edition. New York:
McGraw-Hill Book Companies, Inc.
Giancoli, D.C. (1998). Physics: principles with applications. 5th Edition. Singapore : Pearson Education
Asia.
Halliday, David. (2001). Fundamentals of physics. 6th Edition. Singapore: Wiley (Asia) Pte. Ltd.
Young, H.D. (2001). Sears and Zemansky’s university physics with modern physics. 10th Edition,
Singapore: Pearson Education Asia.
143

144

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PHYSICS

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Quad Alpha Centrum Building

Philippine copyright 2010

Cover Design by Ariel Dalisay

Printed in the Philippines

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Lastly, to GOD ALMIGHTY thank You for everything.

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Part 1 – Preparatory to Laboratory Experiments

Activity 1 Laboratory Safety and Familiarization

Activity 2 Measurement of Physical Quantities:

Experiment 1 Vector Addition 13

Experiment 2 Free Fall Motion Using Picket Fence 23

Experiment 3 The Tape Timer 31

Experiment 4 Projectile Motion 39

Experiment 5 Forces In Equilibrium 47

Experiment 6 Acceleration and Force 53

Experiment 7 Newton’s Second Law Of Motion 61

Experiment 9 Newton’s Third Law Of Motion 79

Experiment 10 Static Friction 87

Experiment 11 Law of Conservation of Momentum 95

Experiment 12 Hooke’s Law 103

Experiment 13 Simple Harmonic Motion – Pendulum 111

Experiment 14 Coefficient of Linear Expansion 119

Experiment 15 Specific Heat Capacity 127

Experiment 16 Archimedes’ Principle 137

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A. Safety Rules and Regulations Inside the Physics Laboratory

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Student’s Name and Signature Date

Parent’s Name and Signature Date

B. Familiarization Of Apparatus and Materials

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Name __________________________________CYS_________________ Grade__________

A. Safety Rules and Regulations Inside the Physics Laboratory

2. Is our laboratory room safe? Why or why not?

3. How will you ensure safety while performing experiments?

B. Familiarization Of Apparatus and Materials

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1. To measure length using meterstick, vernier and micrometer calipers

2. To measure mass using triple beam balance

3. To measure time using stopwatch

4. To evaluate derived quantities: area, volume, density and speed

Equipment and Materials Needed:

Cylindrical Hollow Metal Block

Spherical Metal Block

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A. Familiarization of Some Measuring Devices

A micrometer is a device used widely in mechanical engineering and machining as well

C. Derived Quantities Measurement

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Name __________________________________CYS_________________ Grade__________

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Length, Mass, Area and Density

Name __________________________CYS_ Grade__

Name __________________________CYS_ Grade__

Name __________________________CYS_ Grade__

Name __________________________CYS_ Grade__

Name __________________________CYS_ Grade__