Lawn Mower Individual Solution Activity
*Assume the system is in equilibrium traveling at a constant velocity.
PHET Ramp Simulation Labs
*PhET frequently changes/updates the simulation. Use the 'Friction' tab instead of the 'Introduction' tab for Part 1.
*The angle at which the crate overcomes static friction is around 27 degrees.
*g = 9.8 m/s/s
*The simulation is only needed for the first page of the lab.
*Students can save time by using the literal equations.
*The angle at which the crate overcomes static friction is around 27 degrees.
*g = 9.8 m/s/s
*The simulation is only needed for the first page of the lab.
*Students can save time by using the literal equations.
*PHET Ramp Lab WS 2 prepares students for problems found in Packet B6 on Pages 10 to 13.
hint for number 8 on worksheet 2
Bellwork
Solutions
Vectors, Compass and Maps
PHET Vector Addition Lab
The PhET Vector Addition Calculator Simulation now runs on the ipad.
Choose the '2D Explore' option and check the boxes in the upper right hand corner (e.g. sum, values, etc...)
Students can work on Part 3 while their computers boot up.
*Part I requires students to answer in their own words.
*Part II requires students to randomly choose two vectors and determine the resultant.
*Part III should be answered with trigonometric calculations.
Use this simulation for Part I and the conclusion questions:
Choose the '2D Explore' option and check the boxes in the upper right hand corner (e.g. sum, values, etc...)
Students can work on Part 3 while their computers boot up.
*Part I requires students to answer in their own words.
*Part II requires students to randomly choose two vectors and determine the resultant.
*Part III should be answered with trigonometric calculations.
Use this simulation for Part I and the conclusion questions:
Use this simulation for Part II and to check your answers on Part III:
Maze Game Lab
*Introduction to 2 Dimensional Vectors
Learning Objectives:
1. Students will be able to distinguish two dimensional vectors from one dimensional.
2. Students will be able to distinguish a vector from a scalar.
3. Students will be able to distinguish acceleration, velocity, and displacement (aka position) vectors from one another.
1. Students will be able to distinguish two dimensional vectors from one dimensional.
2. Students will be able to distinguish a vector from a scalar.
3. Students will be able to distinguish acceleration, velocity, and displacement (aka position) vectors from one another.
Lady Bug 2D Motion Lab
Etch-a-Sketch Vector Lab
Tension Lab
Batman Begins Kinetic Friction Problem
Inverse Tangent Rules
Unknown Masses Lab
Objective:
To determine the unknown masses in kg for stations A - F using the spring scale readings, a protractor to measure angles, and your knowledge of physics.
Credit:
In order to receive credit for this lab you must sumbit a pdf of your work to CANVAS which includes a force diagram and calculations for each station. You must also successfully answer the 'Unknown Masses Lab' canvas quiz.
Rules and Hints:
*Do not alter or touch the stations in any way.
*Do not look under the cup. If you are caught looking under the cup, you receive an automatic zero.
*You can start at any station.
*Be courteous to other students examining the station.
*Read the 'N' scale to determine force, not the the 'g' scale.
*Use the protractors to measure the angles made by the strings with the horizontal. Leave the protractor at the station where you found it.
*It is OK to estimate angles and to use g = 10 m/s/s, but you should round your final answer to the nearest increment of .05 kg.
*The masses occur only in increments of .05 kg.
*Report your answers in kg, not in grams or in Newtons.
To determine the unknown masses in kg for stations A - F using the spring scale readings, a protractor to measure angles, and your knowledge of physics.
Credit:
In order to receive credit for this lab you must sumbit a pdf of your work to CANVAS which includes a force diagram and calculations for each station. You must also successfully answer the 'Unknown Masses Lab' canvas quiz.
Rules and Hints:
*Do not alter or touch the stations in any way.
*Do not look under the cup. If you are caught looking under the cup, you receive an automatic zero.
*You can start at any station.
*Be courteous to other students examining the station.
*Read the 'N' scale to determine force, not the the 'g' scale.
*Use the protractors to measure the angles made by the strings with the horizontal. Leave the protractor at the station where you found it.
*It is OK to estimate angles and to use g = 10 m/s/s, but you should round your final answer to the nearest increment of .05 kg.
*The masses occur only in increments of .05 kg.
*Report your answers in kg, not in grams or in Newtons.
Acceleration on an Inclined Plane Lab
Materials:
ramp, cart, meter stick, stop watch, protractor
*Please turn the cart over (wheels up) when you are not using it.
*You can use the compass app on your phone instead of a protractor to find the angle of the ramp.
*Be careful to not let your cart fall off the ramp.
Instructions:
1. Create a table with columns for average time, distance, acceleration, ramp angle, sine of the ramp angle, and 'g'.
2. Choose 5 different ramp angles and perform three trials for each of the 5 angles. Keep the angles small (less than 30 degrees). Measure the time required for the cart travel a distance of 1 meter for each trail. Average the three trials to get an average time for an angle. Record your data in the table. Calculate the acceleration for each angle based on the average time.
3. Make a graph of acceleration v. sin(theta) and determine the slope of the best fit line.
4. Each person should turn in their own graph, table, and slope calculation to CANVAS.
*You can measure the ramp angle (aka theta) directly or determine it by using trig identities and the ramp dimensions.
ramp, cart, meter stick, stop watch, protractor
*Please turn the cart over (wheels up) when you are not using it.
*You can use the compass app on your phone instead of a protractor to find the angle of the ramp.
*Be careful to not let your cart fall off the ramp.
Instructions:
1. Create a table with columns for average time, distance, acceleration, ramp angle, sine of the ramp angle, and 'g'.
2. Choose 5 different ramp angles and perform three trials for each of the 5 angles. Keep the angles small (less than 30 degrees). Measure the time required for the cart travel a distance of 1 meter for each trail. Average the three trials to get an average time for an angle. Record your data in the table. Calculate the acceleration for each angle based on the average time.
3. Make a graph of acceleration v. sin(theta) and determine the slope of the best fit line.
4. Each person should turn in their own graph, table, and slope calculation to CANVAS.
*You can measure the ramp angle (aka theta) directly or determine it by using trig identities and the ramp dimensions.
Vector Racing Game Activity (Hewitt)
Sailboat Vector Lab 1 (Hewitt)
*Limited equipment, must be done as a class
Tension Rubber band Lab 1 (Hewitt)
*Use force sensors instead of spring scales.
*Students must be careful with rubber bands.
*Students must be careful with rubber bands.
Tension Rubber band Lab 1 (Hewitt)
Tug of War Lab
Shoe on an Incline Lab
Ergobot Maze Assignment
Instructions:
Only one person from your group should use the student code to visit the ergobot textbook site to communicate with the ergobot through the ipad's bluetooth.
Ergobot Online Text book site: http://www.essential-physics.com
Online Text Book Student Code: Provided by Mr. Barker in class.
Go to page 178 for Investigation 6A: Vector navigation.
Click on the 'interactive simulation' under 'Part 1: Simulating the ErgoBot navigating a maze'.
Note: Although vector operations are commutative, the order of vector addition will matter in completing this lab.
Part 1:
Using the simulation tool (no ergobot needed), enter a series of displacement vectors that will allow you to complete maze 1. After your group successfully completes the maze simulations online, connect one ipad from your group to the ergobot and see if the ergobot will complete the corresponding paper mazes provided by Mr. Barker. Repeat this process for mazes 2, 3 and 4. Submit screen shots to CANVAS of your successful maze simulation completions in order to receive credit for Part 1.
Part 2:
As a group, create a unique maze on paper. Your maze path must be wide enough to accommodate the ergobot turning and cannot exceed the boundaries of a 2 meter by 2 meter square. You must have a starting point and an ending point. Create a solution to your maze by creating a list of displacement vectors. Test your solution by connecting with your ergobot. Submit a photo of your maze and a screen shot of your solution to CANVAS here in order to receive credit for Part 2. When another group has finished their maze (and they have created a successful list of displacement vectors as a solution), try to complete their maze successfully.
Only one person from your group should use the student code to visit the ergobot textbook site to communicate with the ergobot through the ipad's bluetooth.
Ergobot Online Text book site: http://www.essential-physics.com
Online Text Book Student Code: Provided by Mr. Barker in class.
Go to page 178 for Investigation 6A: Vector navigation.
Click on the 'interactive simulation' under 'Part 1: Simulating the ErgoBot navigating a maze'.
Note: Although vector operations are commutative, the order of vector addition will matter in completing this lab.
Part 1:
Using the simulation tool (no ergobot needed), enter a series of displacement vectors that will allow you to complete maze 1. After your group successfully completes the maze simulations online, connect one ipad from your group to the ergobot and see if the ergobot will complete the corresponding paper mazes provided by Mr. Barker. Repeat this process for mazes 2, 3 and 4. Submit screen shots to CANVAS of your successful maze simulation completions in order to receive credit for Part 1.
Part 2:
As a group, create a unique maze on paper. Your maze path must be wide enough to accommodate the ergobot turning and cannot exceed the boundaries of a 2 meter by 2 meter square. You must have a starting point and an ending point. Create a solution to your maze by creating a list of displacement vectors. Test your solution by connecting with your ergobot. Submit a photo of your maze and a screen shot of your solution to CANVAS here in order to receive credit for Part 2. When another group has finished their maze (and they have created a successful list of displacement vectors as a solution), try to complete their maze successfully.