...Conservation of Momentum Partial Lab Report Results Summary Elastic Collision Initial Momentum = .414 N | Initial Momentum = 0 N | Initial Kinetic Energy = .084 J | Initial KE = 0 J | V1’ = .0596 m/s | V2’ = .462 m/s | Final Momentum = .061 N | Final Momentum = .354 N | Final KE = .00182 J | Final KE = 0.082 J | Inelastic Collision Initial Momentum = n/a | Initial Momentum = n/a | Initial Kinetic Energy = n/a | Initial KE = n/a | V1’ = n/a | V2’ = n/a | Final Momentum = n/a | Final Momentum = n/a | Final KE = n/a | Final KE = n/a | Discussion For the first part of our lab we were able to successfully show that both kinetic energy and momentum were conserved during the collision. As stated in the lab procedure, we kept one mass heavier than the other and made the heavier object collide with the lighter object at rest. Looking back, there wasn’t too much difference between the sizes of the mass. There was only a 300 gram difference in the system and that may have helped in keeping the collision elastic. The speed was recorded as .404 m/s and that also may have helped in causing the object at rest to bounce off the moving object. We were not able to complete the inelastic collision part of the lab because we were not able to make the objects stick together. We were not sure if the plane the objects were set on was level and this may have caused the objects to keep bouncing away from each other. We also kept the weight and velocity (roughly) the same...
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...A collision occurs when two objects collide together creating an external force that is either zero or smaller. The goals of this lab were to find out what happens to the linear momentum and kinetic energy of different objects when they collide. Also, what happens to the momentum and kinetic energy in a completely inelastic collision and perfectly elastic collision? For completely inelastic collision the linear momentum should be conserved, but the kinetic energy should not be conserved. On the other hand, the linear momentum and the kinetic energy should both be conserved during perfectly elastic collision. Kf / Ko should equal one for perfectly elastic collision and, it should equal the mass of 1 divided by the sum of the mass 1 and 2 for...
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...London School of Engineering and Materials Science Laboratory report writing instructions DEN101 - Fluid Mechanics 1 Flow Rate Measurement Experiment A. Student Student Number: 1234567 Version 2.0, 27 November 2010 Template for Word 97-2003 Abstract This document explains what is expected in your Fluids 1 lab report. The sections that should be covered are outlined and a structure you could follow is proposed. Detailed advice on how to edit the report is given. The document concludes with the marking criteria for this lab report. Table of Contents Abstract 2 1. Introduction 3 1.1. Writing 3 1.2. Editing and formatting 3 1.3. Content of the introduction 4 2. Background and theory 4 3. Apparatus 4 4. Test 4 5. Experimental procedure 4 6. Results 5 7. Discussion 5 8. Conclusions 5 9. References 5 10. Appendix A: Marking criteria 6 Introduction Before starting to write a report, you should think about what is your audience. Am I writing for colleagues who want a lot of detail how it is done, or am I writing for my boss who just wants an executive summary as he has no time for details? In general, there is not a single type of audience and we have to make our writing suitable for the detailed read, as well as the fast perusal. To understand what is required from you in this report, please have a look at the marking criteria in the Appendix. 1 Writing To limit...
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...[Document subtitle] March 29, 2016 Engineering Physics 150 March 29, 2016 Engineering Physics 150 Objectives: The objectives of this laboratory experiment is to investigate the velocities and momentm of two carts before and after various types of collisions. Theory: * When objects collide and assuming there are no external forces are acting on the colliding objects, the principle of the conservation of momentum always holds. * For a two-object collision, momentum conservation is stated mathematically by the equation: * PTotali =PTotalf * m1v1i+m2v2i=m1v1f+m2v2f * When working with a complete inelastic collision, the two objects stick together after the collision, and the momentum conservation equation becomes: * PTotali =PTotalf * m1v1i+m2v2i=(m1+m2)vf * During this experiment, photogates will measure the motion of two carts before and after elastic collision. The cart masses can be measured by using a simple mass scale. * Then, total momentum of the two carts before collision will be compared to the total momentum of the two carts after collision. Equipment: 850 Universal | Dynamic Track | Two dynamic carts | Two picket fences | Mounting brackets | Mass Balance | Mass Bar | Two Photogates | Data: Part A – Elastic Collision with approx. equal masses: Trial | V1 i (m/s) | V2 i (m/s) | V1 f (m/s) | V2 f (m/s) | 1 | .310 | 0 | 0 | .287 | 2 | .468 | 0 | 0 | .439 | 3 | .486 | 0 | 0 | .435 | 4 | .274 | 0...
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...Cover page: Unit 2 Lab 2.1.1 States of Matter . Survey of the Sciences Week 2 Assignment 2 – Lab 2.1.1 – States of Matter Date of assignment: 12/18/2013 Date turned in: 01/15/2014 Liquid at over 650K | Liquid under 650K | The molecules appear to be faster and more spread apart | Molecules are even faster, mostly touching and mostly compact | Gas at over 1540K | Gas at under 300K | Faster and mostly apart and randomly touching | Slower, more clustered and in ring shapes and mostly touching with less space apart | Solid at 350 – 360K and over 600K | Solid at under 10K | Moving from one position to another at accelerated pace but mostly touching at an even faster rate and mostly spread apart | Less movement, but still clustered and connected in ring forms | Solid is at 157K and appears to be moving slower and less close but compact in rings. Liquid is at 328K and appears to be closely bonded but moving around much faster. Gas is at 809K and appears to be moving much faster and occupying more space than solid and liquid. But when the temperature is reduced to about 97K the rate of movement decreases and the molecules get more clustered and compact, the reaction in liquid is almost the same as gas when the temperature is reduced to the same 97K. The reaction in solid liquid and gas stages of water are almost constant at a reduced temperature of 97K. Only the solid state resembles itself in heated and cooled stages. The others have different resemblance. In...
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...One copy of the lab report Physics 1030L/ Section 2 Conservation of Momentum Lab performed: 2/18/13 Report submitted: 2/20/13 Sample Calculations Results The magnitudes of the masses for the gliders before the collision were: mass XA1 is equal to 0.107m, and mass XB1 is equal to 0.101m. The magnitudes after the collision of the masses were: mass XA2 equal to 0.0890m, and mass XB2 equal to 0.0820m. The momentum of the masses before collision were: mass PA1 equal to 0.3737 (kg m/s), and mass PB1 equal to 0.3551(kg m/s). The momentum after collision of the masses were: PA2 equal to 0.3109 (kg m/s), and mass PB2 equal to 0.2886 (kg m/s). When considering the direction of the vectors the area of uncertainty is small when considering the area of both parallelograms of uncertainty, because the overlapping of the parallelograms is only a small portion of each. The momentum was partially conserved within the error range of the parallelograms, or the portion where they overlap. Conclusions 1. It is necessary that they glide on a cushion of air, so that they can avoid any friction which would slow down their movement and could possibly keep them from colliding. The friction would differ for each mass, and would change all the predicted values. If the masses were not on an air cushion, it is impossible to predict that the two masses would ever collide because of the differing frictions for each mass. 2.If the masses were...
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...Franke Horstmann Lab Report—Momentum Lab Survey Physical Science 09/09/2014 Abstract This experiment helped validate the law of conservation of momentum. The test was done by conducting two experiments with car A and car B, car A’s mass being known and car B’s mass unknown. Experiment A was done by sticking the cars in the center of the track and setting off the puncher then recording the car velocity. Experiment B was done by placing car B in front of the second photogate and car A at the start of the track, again the trigger of car A was set off and it collided with car B and the car velocity was recorded. Our results show momentum and kinematics methods show highly accurate results. Introduction Newton’s 3rd Law states that for every action there is an equal and opposite reaction. There were two experiments conducted in order to validate the law of momentum conservation. This law states that when there is a collision of two objects the total momentum of the two before the collision should be equal to the total momentum of the two objects after the impact. Materials * Car track with slots * 2 rolling cars * 2 Photogates * Weights * Data Acquisition Board * Computer with measurement software * 2 picket fences * Ruler * Balance scale Procedure In order to perform the experiment the car track and balance scale were checked in order to make sure they were well-adjusted so that the results were accurate. Next...
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...No. Information on Every Subject 1. Unit Name: Physics I 2. Code: FHSP1014 3. Classification: Major 4. Credit Value: 4 5. Trimester/Year Offered: 1/1 6. Pre-requisite (if any): No 7. Mode of Delivery: Lecture, Tutorial, Practical 8. Assessment System and Breakdown of Marks: Continuous assessment: 50% - Theoretical Assessment (Tests/Quizzes/Case Studies) (30%) - Practical Assessment (Lab reports/Lab tests) (20%) Final Examination 9. 10. 50% Academic Staff Teaching Unit: Objective of Unit: The aims of this course are to enable students to: • appreciate the important role of physics in biology. • elucidate the basic principles in introductory physics enveloping mechanics, motion, properties of matter and heat. • resolve and interpret quantitative and qualitative problems in an analytical manner. • acquire an overall perspective of the inter-relationship between the various topics covered and their applications to the real world. • acquire laboratory skills including the proper handling and use of laboratory apparatus and materials. 11. Learning Outcome of Unit: At the end of the course, students will be able to: 1. Identify and practice the use of units and dimensional analysis, uncertainty significant figures and vectors analysis. 2. Apply and solve problems related to translational and rotational kinematics and dynamics in one and two dimensions. 3. Apply and solve problems related to the...
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...No. Information on Every Subject 1. Unit Name: Physics I 2. Code: FHSP1014 3. Classification: Major 4. Credit Value: 4 5. Trimester/Year Offered: 1/1 6. Pre-requisite (if any): No 7. Mode of Delivery: Lecture, Tutorial, Practical 8. Assessment System and Breakdown of Marks: Continuous assessment: 50% - Theoretical Assessment (Tests/Quizzes/Case Studies) (30%) - Practical Assessment (Lab reports/Lab tests) (20%) Final Examination 9. 10. 50% Academic Staff Teaching Unit: Objective of Unit: The aims of this course are to enable students to: • appreciate the important role of physics in biology. • elucidate the basic principles in introductory physics enveloping mechanics, motion, properties of matter and heat. • resolve and interpret quantitative and qualitative problems in an analytical manner. • acquire an overall perspective of the inter-relationship between the various topics covered and their applications to the real world. • acquire laboratory skills including the proper handling and use of laboratory apparatus and materials. 11. Learning Outcome of Unit: At the end of the course, students will be able to: 1. Identify and practice the use of units and dimensional analysis, uncertainty significant figures and vectors analysis. 2. Apply and solve problems related to translational and rotational kinematics and dynamics in one and two dimensions. 3. Apply and solve problems related to the...
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...Exp # 7 Impact of Jet Objectives : • Study the relation between the force produced and the change of momentum when a jet strikes a vane. • Compare between force exerted by a jet on a flat plate and on a hemispherical surface. Abstract The deflectors used in this experiment can be categorised into three geometries. Flat, hemisphere and Vane deflectors are used for this experiment. Calculated force , Fth and the percentage of error will be calculated in this experiment. Theory : Let the mass flow rate in the jet be m . Imagine a control volume V, bounded by a control surface S which encloses the vane as shown. The velocity with which the jet enters the control volume is u1, in the x-direction. The jet is deflected by its impingement on the vane, so that it leaves the control volume with velocity u2, inclined at an angle β2 to the x-direction. Now the pressure over the whole surface of the jet, apart from that part where it flows over the surface of the vane, is atmospheric. Therefore, neglecting the effect of gravity, the changed direction of the jet is due solely the force generated by pressure and shear stress at the vane's surface. If this force on the jet in the direction of x be denoted by Fj , then the momentum equation in the x-direction is : F j = m(u2cos β2 − u1) The force F on the vane is equal and opposite to this, namely Fi = m (u1 − u2 cosβ2 ) For the case of a flat plate, β2 = 90°, so that cos β2 = 0. It follows that Fi = m * u1 ...
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...POCO Graphite Trip Report Last Thursday our engineering materials class took a trip to POCO Graphite located in Somewhere, Someplace. We had the pleasure of touring the plant, specifically the research and development laboratories. This tour let us experience what it feels like to test and research materials used to make high quality graphite. When we arrived at the plant the first thing was to meet in the presentation room and received our ID badges for entrance to the coming labs. Then we proceeded to the labs where graphite samples are collected from every shift and analyzed purity and quality content. In order to satisfy and keep high standards for their customers POCO must perform this routine daily. Inside these labs hold rooms with very sophisticated, expensive equipment used to determine tensile strength, thermal conductivity, and rigidity as well as many other metallurgical characteristics. They hold the honor of having mass spectrometer machine in the U.S. which assists the engineers in the lab the ability to test the graphite samples for purification and use in for semi-conductors. These allow for the finest quality graphite which is grinded to a one to twenty micron powder and is then tested for it’s purity. When we completed our tour of the laboratory the presentation POCO Graphite company was next. This gave us a great insight into the history of the company. In 1964, POCO Graphite was founded which stands for Pure...
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...Physics Lab Report Sample Table of Contents CHAPTER 1 OBJECTIVE …………...……...………...............................3 | | CHAPTER 2 THEORY …………………………………………………...4 | | CHAPTER 3 PROCEDURE ……………………………………………...7 | | CHAPTER 4 4.1 DATA TABLE ………………………………………...9 | | 4.2 GRAPH ………………………………………………..10 | | CHAPTER 5 ANALYSIS …………………………………………………15 | | CHAPTER 6 ANSWERS AND COMMENTS …………………………..19 | | CHAPTER 7 CONCLUSION……………………….…………………….20 | | REFERENCES …………………………………………….21 | | LAB REPORT RUBRIC …………………………………..22 | | Chapter 1 Objective To determine the motion of the cart as it travels down the inverted ramp though the influence of gravitational attraction alone by plotting the velocity per unit-time graph. Chapter 2 Theory Motion: In physics, motion is a change in position of an object with respect to time. Motion is typically described in terms of velocity, acceleration, displacement, and time. Motion is observed by attaching a frame of reference to a body and measuring its change in position relative to another reference frame. A body which does not move is said to be at rest, motionless, immobile, stationary, or to have constant (time-invariant) position. An object's motion cannot change unless it is acted upon by a force, as described by Newton's first law. An object's momentum is directly related to the object's mass and velocity, and the total momentum of all objects in...
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...Optical Pumping Lab Report [Basic Principle] Before discussing the optical pumping, we have to mention the energy levels of the atom and their splitting due to the interaction between the spin of electron, orbital angular momentum of electron and spin of nuclei. We denote them with S, L, and I respectively. And the total angular momentum of electron is denoted by J, (Grand) total angular momentum is denoted by F. Therefore we will have to deal with the LS interaction, IJ interaction and later the interaction between the Grand total angular momentum and external magnetic field. A very schematic picture of the energy levels of 87Rb under a weak external field is shown in Fig. 1. After applying an weak external magnetic field on the atom, the formally degenerated energy level with same F will further split into 2F+1 sublevels, denoted by mF which is the projection of Grand total angular momentum to the direction of external field B0. Fig. 1 Until now we haven't mention any thing about the optical pumping. Now we have the atom well prepared, the only thing we have to do is to illuminate the vapor of Rubidium with some well tuned highly polarized light. Well tuned means the spectrum of the incident light is better to be narrow, this can be achieved by using a interference filter to screen out the unwanted light and let only the D1 line pass, namely when this light illuminated on the Rb vapor, only transitions between sublevels originated from 5S1/2 and sublevels originated...
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...Most science classes begin with an overview of laboratory safety procedures. Many teachers agree that this is an important topic to discuss due to the recent increase of accidents in labs not only at the high school level, but also in universities and in professional settings. The purpose of this document-based question is to have you evaluate the necessity of learning laboratory safety. You are to examine the documents and search for evidence to support your answer to the question, “Are the lessons learned in laboratory safety applicable to real world scenarios?” The Documents: Document A - A Death in the Lab Document B - University of Chicago Microbiologist Infected From Possible Lab Accident Document C - Danger in School Labs: Accidents Haunt Experimental Science Document D - Animal Handling Safety Document E - Graphs of Death by Mechanism and Occupation Understanding the Question 1. What is the analytical question asked in this DBQ? 2. What terms in the question need to be defined? 3. Rewrite the question in your own words. Pre-Bucketing Directions: Using clues from the question, think of logical analytical categories and label the buckets. (Hint: use a two-step bucketing strategy.) THEN Document A - A Death in the Lab Fatality adds further momentum to calls for a shake-up in academic safety culture. In the early hours of 13 April, undergraduate students working at Yale University's Sterling Chemistry Laboratory made a shocking...
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...popularity, it has been around for quite some time. Imhotep, an ancient Egyptian priest (BC 2667-2648) was probably the first real medicolegal expert (Ubelaker, 2015). According to Douglas Ubelaker, there is evidence that in ancient Egypt, Priests determined the cause of death in victims. Around 1949, the term Clinical Forensic Medicine became widely used (Stark, 2005). In 1982 while visiting a crime lab in Texas, Virginia Lynch noticed that evidence was often lost, clothing and other personal items were usually discarded or returned to family (Waszak, 2013). “When I asked the police if the person who abused, raped or killed these patients would be caught and punished, they told me it was unlikely because the doctors and nurses lost and destroyed the evidence. It had never occurred to me that the healthcare professions were unintentionally obstructing justice” (Waszak, 2013). It was at that point she realized there was no medical school in North America that was teaching forensic medicine and only a few that offered it as an elective. She began working with the director of the crime lab to establish a process to preserve evidence and securely store it in the hospital. Lynch became known as the mother of forensic nursing (Waszak, 2013). In 1995 the ANA (American Nurses Association) officially recognized forensic nursing as a specialty (forensicnursing.org). Additionally, in December of 2012, it became a certification specialty recognized by the American Nurses Credentialing Center...
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