Name:________________________
Regents Physics Lab
Washingtonville High School
Mr. Morgante
Laboratory Work Table of Contents
#
DATE
( _/_/_)
TITLE
1
Linear Measurement
2
Displacement Vector Lab I
3
Displacement Vector Lab, Part II
4
Acceleration of Freefall
5
Projectile Motion Lab
6
Hooke’s Law
7
Newton’s Second Law
8
Minilab – Force of Friction
9
Centripetal Force & Motion
10
Momentum Changes in an
Explosion
11
NOVA Series – Car Crash Video
12
Pendulum Lab
13
Static Electricity
14
Series & Parallel Circuits
15
Waves on a Spring
16
Reflection & Refraction
17
Particle Adventure
18
Regents Lab Practical
COMMENT
19
20
21
22
23
1
GRADE
L AB R EPORT S TYLE :
R E G E N TS P HY S I CS
1. TITLE & D ATE
→ Complete appropriately
2. PURPOSE
→ State the objective(s) of the lab concisely.
3. Materials & PROCEDURE
→ List lab equipment used in performing the lab. List numerically the
steps used in completing the gathering of the data required for the lab.
4. DATA
→ List and label all data taken to perform the lab. Make sure units are
clearly labeled for all measurements and contained in your data table.
5. CALCULATIONS & GRAPHING
→ Show all formulas used for each trial, make substitutions with units
and perform calculation(s). This section also includes all graphs and
charts when required. This section will also contain the error
calculation(s) when appropriate.
6. ANALYSIS
→ Answer questions in full sentences and give reasons for Yes or No
answers. If the question posed requires a calculated answer, be sure to
show all equations, substitutions with units and calculations.
7. CONCLUSION
→ Explain if the objective(s) was/were met. Describe a problem with
the lab and how this could be remediated.
2
NAME________________________________DATE________SCORE________
Regents Physics Lab
WHS
Mr. Morgante
Linear Measurement
Objective: Review linear measuring devices, calculations, relations.
Materials:
1. Use your Regents Reference Table to complete the following:
Prefix
Symbol
Notation
Prefix
mega
milli
kilo
micro
centi
nano
Symbol
Notation
2. Measure your pen/pencil to the nearest millimeter:_______________
1a. convert this measurement to a cm reading:_______________
1b. convert this measurement to a m reading:_______________
3. Measure your height to the nearest 1/10th of a meter:.________________
4. Review: Complete the blanks below. Show calculations
________ mm = 1 cm
________ m = 1 km
________ m = 5,000 cm
5. Measure the line below to the nearest 1/10th of a cm: ________
______________________________________________________
(over)
3
2. Measure your height and place your information on the white board. Heights can be
measured using the white marks that are found on the door of Room 352. Take all the
information down and then find the average height.
Your Height (m):_______________
Other Student’s height (m): _____________
_____________
__________
__________
_____________
_____________
__________
__________
_____________
_____________
__________
__________
_____________
_____________
__________
__________
_____________
_____________
__________
Average Student Height:
_____________
3. Measure your mass using the scale and place your information on the white board. Take
all the information down and then find the average height.
Your Mass (kg):_______________
Other Student’s mass (kg):
_____________
_____________
__________
__________
_____________
_____________
__________
__________
_____________
_____________
__________
__________
_____________
_____________
__________
___________
_____________
_____________
__________
Average Student Mass:
_____________
1. Measure the dimensions of the Room 311 door and write the answer below:
Height (m):_________
Width (m):_____________
2. Measure the length & width of the Physics book provided to you and find the cross sectional
area:
Length (m):____________ Width (m):_____________
Cross Sectional Area (m2):_________
4
Name _____________________________Due Date__________ Score___________
Regents Physics
WHS
Mr. Morgante
Displacement Vector Lab I
Objective: Review of displacement vectors, resultants, vector terminology, trigonometry, graphical analysis of
vectors.
Materials: Meter stick, string, protractors, graph paper, clipboards, calculators.
Procedure: Follow the instructions for each leg of travel. Ask Mr. Morgante for clarification if necessary.
N(90o)
W(90o)
E(90o)
S(90o)
Exercise #1
leg 1 move 1 m North
leg 2 move 2m East
Total Distance from start
Sketch
__________
Total Displacement from start
__________ magnitude
_________ direction (from North)
Exercise #2
Sketch
leg 1 move 2 m South
leg 2 move 3 m West
leg 3 move 4 m North
Total Distance from start
_________
Total Displacement from start
_________ magnitude
_________ direction (from North) (OVER)
Exercise #3
Sketch
leg 1 move 2.5 m Northeast
leg 2 move 2.5 m Northwest
Total Distance from start
_________
Total Displacement from start
_________ magnitude
_________ direction (from North)
5
Exercise #4
Sketch
leg 1 move 2 m East
leg 2 move 3 m North
leg 3 move 4 m West
leg 4 move 5 m South
Total Distance from start
_________
Total Displacement from start
_________ magnitude
_________ direction (from North)
Exercise #5
(CHAELLENGE PROBLEM)
Sketch
leg 1 move 1 m North
leg 2 move 1.5 m Northwest
leg 3 move 1 m West
leg 4 move 1 m UP From Floor
Total Distance from start
_________
Total Displacement from start
_________ magnitude
_________ direction (from North)
_________ direction (from Floor)
6
NAME________________________________DATE________SCORE________
Regents Physics Lab
WHS
Mr. Morgante
Displacement Vector Lab, Part II
Objective:
Review of displacement vectors, resultants,vector terminology,
Trigonometry, graphical analysis of vectors.
Materials:
Meter sticks, string, protractors, graph paper,clipboards, calculators, Rolatape
device.
Procedure:
Follow the instructions for each leg of travel. Ask Mr. Blon for
Clarification if necessary. The starting point for the lab is the exit door for Room
352, which points due North.
Note:
Scale drawing must be done on graph paper.
Exercise #1
Leg 1
Leg 2
Leg 3
Leg 4
Leg 5
move
move
move
move
move
2 m North
10 m West
37.5 m South
1.5 m East
1.5 m South
Total Distance from start
________
Total Displacement from start
________ magnitude
________ direction (from North)
Location: ________________________________________________________
Exercise #2
Leg 1
Leg 2
Leg 3
Leg 4
Leg 5
move
move
move
move
move
2 m North
6 m West
7 m North
2.3 m North, 31 below horizontal(floor)
1.6 m North
Total Distance from start
________
Total Displacement from start
________ magnitude
________ direction (from North)
Location: ________________________________________________________
7
Exercise #3
Leg 1
Leg 2
Leg 3
move 2 m North
move 30 m East
move 2 m North
Total Distance from start
________
Total Displacement from start
________ magnitude
________ direction (from North)
Location: ________________________________________________________
Exercise #4
Leg 1
Leg 2
Leg 3
Leg 4
move
move
move
move
2 m North
10 m East
2.5 m up from the floor
1.7 m North
Total Distance from start
________
Total Displacement from start
________ magnitude
________ direction (from North)
Location: ________________________________________________________
Exercise #5
Leg 1
Leg 2
Leg 3
Leg 4
Leg 5
move
move
move
move
move
2 m North
10 m West
37 m South
66 m East
37 m North
Leg 6
Leg 7
move 56 m West
move 2 m South
Total Distance from start
________
Total Displacement from start
________ magnitude
________ direction (from North)
Location: ________________________________________________________
8
Name: __________________
Regents Physics Lab
Date:__________
WHS
Score________
Mr. Morgante
Acceleration of Freefall
Procedures:
1. Using a free-fall timer, and a meter stick drop the ball from 15
different heights three times each and record the times.
2. Take the average time for each height.
3. Calculate the acceleration for each height using (d y = ½ g t2)
4. Calculate the final velocity for each height using
Vf2 =V i2 + (2)(9.81)( dy)
5. Calculate the average velocity for each height using
Vave = (Vf + V i)/2
6. Graph distance vs. time, Final Velocity vs. time, and average
velocity vs. time with time on the X axis. On each graph get
the best fit line and its slope (trendline with equation
displayed).
Questions:
1. Which graph V f or Vave. vs. time gives you the correct
slope?(9.81m/s 2) Why?
2. Find the area under your curve for time interval of t = 0 to
t = 0.4 seconds of the velocity vs. time graph which you
chose in question 1. What is it?
3. Using your distance vs. time graph at t = 0.4s , what is the
total distance traveled?
4. Do a percent difference of question 2 and 3 and use question
3 as the actual, what did you get?
5. Do a percent error for all of your individual accelerations
calculated using 9.81 m/s2 as the accepted. (A)At what
height(s) did you find your most error? (B)Why do you
think that is so?
9
Name:____________________
Regents Physics
Date:_____________
Mr. Morgante
Projectile Motion Lab
Objective: Examine and understand the projectile path of an object and the physics equations
that govern.
Sketch the Path of the projectile below:
Launched horizontally
+y
Table
+x
Launched at an angle
+y
Θ
Table
Table
+x
Experiment Methodology (Explain exactly what you did to conduct the experiment: ___________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
OVER
10
Procedures:
1. Set up a cannon to a desk with a table clamp.
2. Shoot the cannon horizontally (0) three times.
3. Measure the height of the barrel of the cannon and the range from the bottom of the floor to impact.
4. Calculate the time in the air.
5. Calculate Vx.
6. Vx = Vi
Data:
Trial
Height
(dy)
Range
(dx)
Time in air calculated
Initial velocity calculated
1
2
3
Average initial
Velocity
Show all calculations:
 Using your initial velocity average from above as the initial velocity for the cannon below.


Now shoot your cannon at 15 , 40, 60 and record the dx(range). Make sure you shoot and land on a surface at the
same elevation.
Calculate the range and compare. Do a % error.
Trail
Angle
Height
(dy)
Range
measured
(dx)
Range
calculated
(dx)
Initial
velocity
Vx
Vy
%
Error
1
2
3
Show all calculations:
Now you are ready to shoot for your grade. Your teacher will select the angle ______ to shoot your cannon. Using your
previous data calculate the range it should land. Show all of your work.
Questions:
1. At what angle should you get the farthest range: _________
2. At what angle should you get the longest hang time: ______
Accuracy Score: _________ Teacher validated: _______________
11
Date: ________
Name____________________________________Date_______ Score_________
Regents Physics
WHS
Mr. Morgante
Hooke’s Law
Purpose: To verify Hooke’s law and determine the spring constant for springs and a rubber band.
Equipment:
Stand
3 different springs
Rubber band
Masses
Meter stick
Discussion:
When a weight (force) is placed on a spring it will stretch the spring an amount that will be
proportional to the distance of stretch. F = kx (Hooke’s Law) where k is the spring constant. In this
lab you will place equal intervals of masses on a spring, 2 springs in series, and a rubber band. After
graphing force vs. stretch (a.k.a. elongation) you will be able to take the slope of the best fit line to
determine the spring constant of each case.
Procedure:
1. Hang a spring from the support. Measure the length of the spring. This is the spring’s
equilibrium length. Record.
2. Now place a mass on the spring so that it stretches a few centimeters. Record that length. Then
subtract the equilibrium length from it. Record this is as the amount of stretch.
3. Repeat step (2) using different masses to fill data chart. (Make sure you do not over stretch the
spring, thereby keeping the elastic limit of the spring intact.) Try to get at least 5 data points
from 5 different masses.
4. Repeat the above procedures for two springs in series and a rubber band. (Note: place 20 grams
on the rubber band to start and call this the equilibrium position.)
5. Graph all of the cases and provide best fit lines on a single set of axes. Calculate the slope
values of each of the cases.
Questions:
1. What does the slope value of the Force vs Stretch graph yield? (Hint: Do dimensional analysis)
2. How is the value of k related to the relative stiffness of the spring?
3. For all of your springs, why were all of your graphs straight lines?
4. How does the spring constant of two springs in series compare with the same individual single
spring values?
12
Stretch Law Experimentation of Hooke’s Law
Data
Table
Equilibrium Stretched
Elongation mass Force
Position:
position:
m
m
m
kg
Spring
Springs
in
Series
Rubber
band
13
N
Name:_________________
Regents Physics
Date:__________
WHS
Score:____________
Mr. Morgante
Newton's Second Law
Introduction:
You will investigate Newton's Second Law applied to a system moving in one dimension subject to
multiple forces. In particular, you will study the motion of a cart moving along a horizontal track
connected by a string over a pulley to a hanging mass. A sketch of the system is shown in Figure 1
below. The string connecting the cart and hanging mass remains under tension and does not stretch or
compress significantly. It follows that, even though the cart moves horizontally and the hanging mass
moves vertically, the cart and hanging mass have velocities and accelerations of the same magnitude.
We can therefore treat this as a one dimensional system. We will work in a coordinate system in which
the positive direction corresponds to motion of the cart toward the pulley and downward motion of the
hanging mass
f
T
m1
T
m2
m2 g
Materials: air track & cart, masses, photogate or stopwatch if photogate use is not feasible
Procedure
1. Study the Figure 1 sketch. Set the photogate to PULSE mode if feasible. Arrange the two
photogates a distance d apart, then allow the glider to start at d o such that it triggers the photogate
immediately after launch.
Part I.
2. Apply the accelerating force (m2g) using 10g, 20g, 30g, 40g, 50g respectively and calculate the
glider's acceleration from the recorded time. Run the cart for 5 trials, changing the accelerating force
only.
Part II.
3. Record the mass of the "empty" glider and calculate its acceleration from the recorded time using an
accelerating mass of 10g. Run the cart for 5 trials, changing the mass of the cart only in increments of
50 g.
14
Analysis
1. Plot graphs of
(a) accelerating Force (y-axis) vs. acceleration (data from Step 2)
(b) acceleration (y-axis) vs. mass of glider (data from Step 3)
2. Calculate the slope of graph (a). What should the slope represent?
3. What mathematical relationship is shown in graph (b) between acceleration and mass?
15
Name:______________________
Date:__________
Regents Physics
WHS
Score:___________
Mr. Morgante
Minilab - Force of Friction
Vector Diagrams & Coefficient of Friction
Purpose. Determine several coefficients of friction and some factors that affect the force of friction.
Materials: Wooden block, Spring Scale, Mass, Tape
Procedure: Since the minilab will be performed on a horizontal surface only, the normal force will
always be the force of weight.
1. Weigh (Fg) the block of wood with the spring scale (Fg=FN). Drag the block of wood across the
desktop on its largest surface at a constant speed so you get a constant force reading on the
spring scale. Do this several times to get an accurate measurement of the force needed to
overcome friction (Ff). In the block diagram below, draw ALL the vector’s associated with the
Free Body Diagram. Record the FN and Ff, then calculate the kinetic coefficient of friction (µk).
FN=__________
Ff=____________
µk=________
2. Place a 0.5 kg mass on top of the block and add this value to the mass of the block. Repeat
procedure 1 above by dragging the block several times across the desktop. Record the proper
values and calculate the kinetic coefficient of friction in this situation.
FN=__________
Ff=____________
µk=________
3. Repeat procedure 1. again (without the 0.5 kg mass on top) across a new surface (suggestion;
the floor or a wooden lab table or any other surfaces Mr. M provides). Again, draw the vector
diagram, record the appropriate data and perform the proper calculations.
FN=__________
Ff=____________
µk=________
16
4. Again repeat procedure 1. on the desk top, except this time with the block on one thin edge. Be
sure to drag the block several times across the table top at a constant speed carefully reading the
scale and average your results. Draw, record and calculate below similar to #1-3.
FN=__________
Ff=____________
µk=________
5. Finally repeat Procedure 1. with the block on its largest surface but determine the force required
to just start moving the block. Be sure to do this several times and accurately read the scale.
Draw, record and calculate below. Use this information to calculate the static coefficient of
friction.
FN=__________
Ff=____________
µs=________
17
Name:______________________
Date:__________
Score:___________
Regents Physics
WHS
Mr. Morgante
Centripetel Force & Motion
Objective
If an object moves in a circular path there must be a Centripetal Force acting on it. This experiment
determines this Centripetal Force and compares it with the balancing force of gravity on a hanging
object.
Equipment
All data and calculations can be recorded using these sheets and your handout.
Definition
According to Mr. Isaac Newton, an object's "natural state of motion" is to stay at rest if it's already at
rest or to continue in linear, uniform motion unless it's subjected to a net, external force. This means
that if an object is moving at constant velocity (or speed) in a straight line, it will continue to move in a
straight line, at that same velocity, unless some outside force changes its motion in some way.
So in order for an object to move in a circular path, some force is needed to pull it away from the
straight-line trajectory it "wants" to follow (i.e., its natural state of motion). Some force needs to pull
the rotating object in at every single point along its circular path in order for it continue moving in a
circular fashion (instead of allowing it to follow its natural state of motion).
For example, imagine a stopper attached to a string that's rotating on a table. The stopper "wants" to
continue in a straight line. But a force, transmitted via the string, pulls it in to the center at every point
along its circular path. This force is called the centripetal force and is symbolized as Fc and is equal to
the tension in the string. Mathematically, this force is equal to F c = mv2/r, where m is the mass of the
rotating stopper, v is the stopper's linear velocity (or speed), and r is the radius of its circular orbit.
Now, imagine the string that's connected to the stopper goes through a hole in the table and connects
directly to a mass that simply hangs there. What forces act on the hanging mass? The acceleration due
to gravity causes a downward force on the hanging mass; this downward force on the hanging mass is
commonly called its weight. Weight is different from mass. The weight of an object is equal to its mass
times the acceleration due to gravity which can be written mathematically as: Fg = mg.
The tension in the string (which is equal to the centripetal force) is now produced by this force of
gravity on the hanging mass. This force is applied by the string and is supplied by the tension due to
the weight of the hanging mass (which is simply the force due to gravity on the hanging mass). In this
lab experiment, you will calculate the centripetal force (F c) a rotating stopper feels; then, you'll
compare this centripetal force to the weight of the hanging mass (Fg = mg) to see if they truly are equal
(in essence, you're determining if the centripetal force the stopper feels is produced by the force of
gravity, or weight, of the hanging mass).
Materials:
Plastic handle
Rubber stopper
String
Graph paper
Washers
Paper clips
Stopwatch
Scale to mass washers
18
Mass(4Washers):
____________
massRubberstopper:
____________
Procedures:
1. Mass a washer and mass of rubber stopper, record.
2. Measure the length of string from the top to the center of the stopper.
3. Put on safety goggles.
4. Place intervals of 4 washers on the bottom spin till the height of the system remains unchanged.
5. Time 5 revolutions.
6. Repeat and put your data into the data table.
Data: Sample Chart
Length
Number
(m)
of
washers
Washer
weight
(N)
Time
for 5
rev.
(s)
Average
Time
(s)
Total
distance
traveled
in 1
rev.(m)
Tangential
velocity
(m/s)
Ac
(m/s2)
Fc
(N)
4
8
12
16
20
Questions:
1. In which direction is the velocity of the rubber stopper directed?
2. In which direction is the ac of the rubber stopper directed?
3. In which direction is the Fc of the rubber stopper directed?
4. Draw a 2-dimensional diagram of the rubber stopper carving out the circular path being sure to
label the v, ac and Fc appropriately.
5. What is the relationship between the length of the radius and ac? What effect does doubling the
radius have on the centripetal acceleration? What effect does doubling the velocity have on the
centripetal acceleration?
6. What is the relationship between the length of the radius and F c? What effect does doubling the
mass have on the centripetal force? What effect does halving the radius have on the centripetal
force?
7. Does the weight of the washers equal the centripetal force? Why or why not (think tension in
string)?
8. % Error: Do a % error for the weight of the washers vs. the centripetal force and include results
in your data chart.
19
Name:_______________________
Date:__________
Score:_____________
Regents Physics Lab
Mr. Morgante
Momentum Changes in an Explosion
A bullet fired from a rifle and a railway locomotive both have large moment values. Although the mass
of the bullet is small, it has a large velocity. The locomotive’s velocity is small, but it has a large mass.
Both of these objects have a large momentum because momentum is defined as the product of the
mass of an object times its velocity. Momentum is a vector quantity, therefore magnitude and
direction are important.
In this laboratory we will examine the momentum of two objects that begin at rest but are suddenly
forced apart by an explosion. We will examine the momentum of the system of the two objects both
before and after they are forced apart to determine what changes in momentum, if any, have occurred.
Place two laboratory dynamics carts next to each other with the compressed exploder of one touching
the end of the other cart. Arrange two barriers at a minimum separation of 50 - 60 cm from each end of
the carts. You can increase this distance if you find it necessary. A diagram appears below.
M1
Books
M1
M2
Barrier
Cart A
Cart B
Barrier
Strike the trigger of the exploder to release it and observe the manner in which the carts strike the
barriers. Arrange the starting position of the carts before explosion so that the carts strike the barriers
at the same time. Mark this starting position with a piece of tape.
To analyze the situation let us mass each of the carts and determine the mass in kilograms. Let us call
the time it takes from the explosion to the instant the carts hit the barriers one “second”. The distance
each traveled divided by one “second” will then be the average velocity. This means that the distance
each cart traveled in reaching the barrier is its average velocity. Measure this distance in meters. The
momentum of each cart can be found by multiplying its mass by its average velocity. Repeat the
experiment using additional mass on one of the carts. Make sure to add the additional mass to the mass
of the cart and record this value. Adding even more mass, take data for four more situations. Do not
put all of the mass on one of the carts. Try to keep the mass distributed (albeit unequally) between the
carts.
Report:
Construct a table showing the mass, velocity, momentum of each cart in the system and the total
momentum of the system for each of the 5 trials. An example of the headings on the chart appears
below.
Questions:
1. What is the momentum of each of the carts before the explosion occurs? What is the
momentum of the system at this time? Explain.
2. What was the momentum of each of the carts after the explosion occurred? What was the
momentum of the system after the explosion occurred? Explain.
3. State Newton’s Third Law Of Motion and apply it to the situation involving the two carts.
4. State the law known as the Law Of Conservation Of Momentum.
20
NAME________________________________DATE________SCORE________
Regents Physics
WHS
Mr Morgante
NOVA Series
Car Crash Video
1. Autobahn crash – opening sequence: Determine crash times and distances, comments
Road
Impact #1 time_______
Impact #3 time_______
vf =____
Impact #2 time________
Impact #4 time _______
vi= ______
Ingo says:_______________________________________________________________
Briefly sketch and describe the “rollover bar-survival space” concept:
2. Safety glass
Benedictis solution (sketch&describe)
Col. J.P. Stapp, MD, USAF Ret. says
3. The Strange Case of Louie Zito + Cornell Crash Test Labs
Sketch and calculations:
Vertical displacement: ____ft=______meters
Assume free-fall, g = 9.8m/s2, vf (ground) =______
Using Impulse knowledge, how did L.Z. survive this fall?_________________________
_______________________________________________________________________
What sound does the egg make when it collides with the elastic material?____________
Describe what happens to unrestrained passengers in a collision or rapid deceleration:
21
4. Nils Bohlin and the 3 –point system/ Heppy eggs and others
1970’s “Belt someone, USA”____________
1959:_________________________
Why is the 3-point restraint system so effective?
What is “submarining”?
5. Crumple Zones and Ingo, Berreni
Sketch and describe the basic ideas behind the crumple zone, survival space, etc.
Describe:
6. Thorax impact test and big expensive anthropomorphic collision test devices
Sketch and label thorax impact test
Sketch and label neck flexion test
/\/\
What energy conversion occurs in the thorax impact test?_________________________
7. The Air bag: history,technical aspects, fatal results, the future:
timeline date: ________
________
________
________
________
event: ______________
________
________
________
________
technical data:
How and why did fatal accidents happen with airbag deployments?
Briefly outline coming developments in airbag technology:
22
Name:_________________
Regents Physics
Date:__________
WHS
Score:__________
Mr. Morgante
Pendulum Lab - SHOW ALL WORK!!!
Objective: To determine the conversion of PE & KE in a pendulum system
Materials: Stopwatch, string, mass pendulum hook on ceiling.
WORK & ENERGY SOLUTION:
1.
Height of Pendulum from the Floor at Lowest Point = _________________m
2.
Height from Floor Pendulum is raised to = __________________m
3.
Mass of object hanging from pendulum = ________kg
4. Time to travel from Raised height in #2 to lowest height #1 = _______secs.
5.
Potential Energy of Pendulum at Raised Height in #2 = ____________J (Show sketch & work
below)
6.
Calculate Kinetic Energy of pendulum at Lowest Point in Path of Travel based on information
from #4 above= ___________J (Show sketch & work below)
7.
Calculate Maximum Velocity of pendulum during path of travel from #5 above
= ___________m/s (Show work below)
8.
Change the mass on the pendulum but keep the length of the string the same. Does this effect
the time it takes to get from the maximum to lowest height?
9.
Change the length of the string, but keep the same mass in #8 above. Does this effect the time
it takes to get from the maximum to lowest height?
23
Name:______________________
Regents Physics
Date:_______
Score:__________
Mr. Morgante
Electros t atic s Lab
Materials:
Styrofoam cups
Fur
Styrofoam plates
Scotch Tape
PVC Rod
Procedures:
You will be investigating charging object by friction. When you are asked to write your observations, please do
so in a clear, complete manner.
1. Tape a piece of string to a Styrofoam cup and hang it from the edge of the desk so that it can move freely.
Rub the outside of the cup with fur. Rub a PVC rod with fur and bring it near the hanging cup.
A. Observations:
B. How does the distance between the PVC rod and the cup affect the results you observe?
2. Take the PVC rod and rub it with fur. Bring the fur near the suspended cup.
A. Observations:
B. What might you conclude with your observations?
3. The forces between charged objects are called electric forces. When a charged object is brought close to the
hanging cup, the cup is acted on by three forces: gravitational force pulling down, the string tension pulling
up along the string, and the electrostatic force.
A. Can you keep the hanging cup in a stable position with a single charged cup or PVC?
B. Can you keep the hanging cup in a stable position with two or more objects?
C. Sketch force diagrams showing all of the forces acting on the hanging cup for at least two different
situations.
4. Hang two cups next to each other and see what happens?
5. Bring the PVC rod near the hairs on your arm. What happens?
6. Charge two plates with fur. Try floating one on top of another. Can this work? Why or why not? Explain.
7. Take approximately 15 cm of scotch tape and hang it from the desk so that it isn’t clinging to anything and it
is free to swing. Rub the PVC Rod with fur and bring the PVC near the tape what happens? Why?
8. Now bring the fur near the tape what happens? Why?
9. Take two more pieces of tape off and fold over 3 cm of the edge and make a tab. Now place one on the desk
sticky side down. Write B on that tab. Now place the other piece of tape on top of it sticky side on top of
the “B” tape. Write T on this tape’s tab. Lift the tape off the desk and gently rub the tapes to get rid of their
charges. This quickly separate the tapes.
10. Bring the T tape next to the hanging tape. What happens? Explain.
11. Bring the B tape near the other piece of tape. What happens? Explain.
12. Hang the tapes from the desk and bring the PVC rod near the tapes. Using the concept that like charges
repel and the PVC rod has a negative charge, what is the charge on each of the tapes? Explain.
13. Construct & place your electrophorus (see image below) on top of the Styrofoam plate. Bring the charge
PVC rod near the tin but do not touch it. Now touch your finger to the pie tin. You should get a spark.
24
Electrophorus Apparatus
14. Test to see the charge on the pie tin. What is the charge on the pie tin?
15. How did it get that charge? Explain on a molecular level.
Electros t atic s Lab
Questions for discussion:
1. Before you pulled the two tapes apart, was there any charge on them?
2. When you pulled the tapes apart, where did the charge on each tape come from?
3. What is happening on a molecular level as you rub the PVC and the fur?
4. In a normal atom how many electrons are there compared to the number of protons?
5. Your body has billions of billions of electrons and protons in it. Why don’t we all repel or stick to each
other?
6. What is the mass of a proton? An electron? Which has more mass?
7. Is the electron in a hydrogen atom the same as an electron in a uranium atom?
Notes and Sketches:
25
Name_______________
Regents Physics
Date:________
Score:_____________
Mr. Morgante
Series and Parallel Circuits Lab
OBJECTIVE:
1)
Draw and construct a Series circuit. Measure the current and voltage across each
resistor and the complete circuit.
Draw and construct a Parallel circuit. Measure the current and voltage across each
resistor and the complete circuit.
2)
APPARATUS: circuit board, jumper wires, ammeter, voltmeter, power supply.
PROCEDURE:
I.
Design and sketch a three light bulb series circuit controlled by a switch.
Use the grid and power supply below. Label bulbs as R 1, R2, R3.
DC, B Range
Power Supply
Instructor check _______
1) Using the textbook and notes, outline the Voltage, Current, and Resistance
relations in a series circuit.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2) Measure the Voltage and Current in each resistor (bulb). Sketch the location of the ammeter and
voltmeter on your above cirucit.
The Ammeter is placed in _____________ with a resistor.
The Voltmeter is placed in_______________with a resistor.
Bulb #
Voltage (V)
1
2
3
Total
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Current (I)
Resistance (Ω)
II.
Design and sketch a three light bulb parallel circuit controlled by a switch. Use
the grid and power supply below. Label bulbs as R 1, R2, R3.
DC, B Range
Power Supply
Instructor Check___________
1) Outline the Voltage, Current, & Resistance relations in parallel circuits.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2)
Measure the Voltage and Current in each resistor (bulb). Sketch the location of the ammeter
and voltmeter in a parallel circuit.
The ammeter is placed in _______________________ with a resistor.
The voltmeter is placed in ______________________ with a resistor.
Bulb #
Voltage (V)
Current (I)
Resistance (Ω)
1
2
3
Total
Summary: Do your results support the rules for series and parallel circuits? Explain your answer
below.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
27
Name ________________
Regents Physics Lab
Date: _____________
Score:___________
Mr. Morgante
Waves on a spring
Purpose: In this activity you will be measuring the speed of a wave two different ways.
Part 1: Measure the speed of a longitudinal wave.
Stand 3 to 5 meters apart. Pull the coils toward you and release. The pulse will travel to the other end and reflect back to
you.
 Measure the distance.
 Time the travel for 5 round trips.
 Calculate the speed of the pulse.
Part 2: Measure the speed of a transverse wave.





Measure the length of the spring.
Have on person shake the spring side to side in order to get one complete loop. Keep the amplitude of the wave
constant for all trials. About ½ meter at most.
Time 10 complete cycles (to and fro).
Now increase the speed to get two loops and repeat.
Continue …
Data Table
Longitudinal
Pulse
trial
1
Length
Total Distance =
length x 10
m
m
# of
waves
wavelength
Time for
5 round
trips
s
Speed
m/s
Transverse
Wave
# loops
m
1
2
3
4
5
6
time for
10 cycles
s
period
Frequency
Speed
s
Hz
m/s
0.5
1
1.5
2
2.5
3
Ave speed->
Part 3: Graph wavelength (y-axis) vs. frequency (x-axis).
Definitions: Define the following words:
Wave, pulse, longitudinal wave, transverse wave, period, frequency, amplitude.
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Questions:
1. How did the speed of the wave pulse compare with the average speed measured using standing waves?
2. What kind of relationship does the wavelength vs. frequency graph give you?
3. A 1200 Hz note is played on a flute. What is the wavelength of the note?
4. A 6.4 x 10-7 m ray of light is incident upon a photocell. What color, think frequency, is this light ray? (Use
reference table.)
5. How would the speed of a wave be affected if the spring was oscillating in a different medium such as water?
Explain.
29
Name_______________
Date:________
Regents Physics
Reflection & Refraction
Score:_____________
Mr. Morgante
Part 1: Reflection/Refraction with Pins
Reflection:
Outline the front of your mirror
Using two pins place them to the left side of the middle of the mirror (see
20.1).
θi
Figure
θr
Figure 20.1
Figure 20.2
Then look from the right side of the mirror and line up two pins images with each other and place a
pin on the right side so that the pin blocks out the image of the two pins. Then place another pin
behind that pin that blocks out the pin in front of it and the two images. Circle the holes in your paper
and connect the dots and draw it to the front side of the mirror.
Draw a normal line where the two lines meet the mirror. Using a protractor measure and record the
angles of incidence and reflection (see Figure 20.2).
Trace the reflected rays.
Using a protractor measure the angle of incidence and reflection.
Now rotate the mirror to the right about the normal line. Then place two more pins to the right and
draw that reflected ray. Measure the reflected angle from the previous normal line. Record angles (see
Figure 20.3).
α
θi
θr
Figure 20.3
θr’
1. How has the angle of reflection
changed?
2. Explain why the angle of reflection
does not appear to be equal with the
angle of incidence.
3. Using your data determine the
unknown “x” value in the following
expression, θi + xα = θr’
Refraction:
Trace the outline of your block then place two pins at an angle to the block (see Figure 21.1).
Figure
21.1
Figure
21.2
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Part 1: Refraction Cont’d
Then look through the block from the other side and line up two pins with the pins on the other side of
the block (see Figure 21.2).
Connect the lines to the block. Draw a normal line on each side of the block. Connect the lines across
the block and using a protractor measure the angles of incidence and refraction.
4. Calculate the index of refraction for the block.
5. What is the block made out of? Do a % error.
6. Calculate the speed of light in the block.
List your answers to questions # 1 – 6 beside appropriate diagrams. In order to receive full
credit, remember to show your work including formulas and substitutions with units.
Part 2: Reflection/Refraction
Additional Questions for Lab: Show all work and box all answers to receive full credit
1. Could you ever have a situation where light travels faster than the speed of light in a vacuum?
(Hint: Use the index of refraction formula to guide your thinking.)
2. Describe the relationship between refraction angle, θR, speed of light in a medium, v, and
index of refraction, n.
3. Draw a scaled refraction diagram of light traveling through air incident on flint glass at an
angle of 90˚ to the surface of the boundary. (Verify results via Snell’s Law.)
4. Draw a scaled refraction diagram of light traveling through corn oil incident on glycerol at an
angle 60˚ to the normal. (Verify via Snell’s Law/Identify quick solve logic, Hint: use question #2
as a starting pt.)
5. Determine the critical angle, θc, for Zircon (a guy’s best friend). Take medium two, n 2, as air.
6. Determine the minimum angle necessary to produce a total internal reflection case for the
previous problem. Illustrate the ray diagram.
7. Yellow light, f = 5.09 x 10 14 Hz, travels from water into air.
(a) With what speed does light travel through air?
(b) Does the frequency value change for the yellow light as it moves from one medium to
the next? Explain.
(c) Determine the individual wavelengths of the light in these two media.
31
Name_______________
Regents Physics
Date:________
Score:_____________
Mr. Morgante
Particle Adventure
http://particleadventure.org/particleadventure/index.html
What is Fundamental?
1. What is the name of this statue?
(Good, you are at the beginning!)
2. What were the 4 fundamental “elements”?
3. Experiments helped scientists determine that atoms have what type of core?
4. The term "atom" is a misnomer. Why?
5. Physicists have discovered that protons and neutrons are composed of even smaller particles
called what?
6. The majority of the atom is made up of what?
7. All the known matter particles are composites of quarks and leptons, and they interact by
exchanging what?
8. It is known that the 100s of particles are all made from how many fundamental particles?
9. For how many years have physicists known that there were more than just protons, neutrons,
electrons, and photons? 5? 25? 60? 100?
What is the World Made of?
10. For each kind of matter particle there is a corresponding what?
11. What affects matter and antimatter the same way because it is not a charged property and a
matter particle has the same mass as its antiparticle?
12. What behaves just like the electrons but curl in the opposite way because they have the
opposite charge?
13. There are six quarks, but physicists usually talk about them in terms of three pairs, name
them:
14. What are the two lightest quarks called?
15.
Which is the most massive quark?
16. What are the two properties of a hadron?
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17. What are the two classes of hadrons?
18. What are the two types of Baryons?
19. What is the characteristic of the Meson?
20. Name the 6 types of leptons and their charges?
21. "Lepton" comes from the Greek for "small mass," but this is a misnomer. Why?
22. The heavier leptons, the muon and the tau, are not found in ordinary matter at all, why?
23. List the three lepton families?
24. Which lepton decays are possible? Why or why not?
(A)
(A tau lepton decays into an electron, an electron antineutrino, and a tau neutrino.)
(B)
(A tau lepton decays into a muon and a tau neutrino.)
25. What are protons made of?
26. What are electrons made of?
27. Note that both quarks and leptons exist in three distinct sets. Each set of quark and lepton
charge types is called a what?
28. The most fundamental matter particles are called what?
29. What's the difference between a force and an interaction?
What Holds it Together?
30. List the four forces.
31. All interactions which affect matter particles are due to an exchange of what?
32. The carrier particle of the electromagnetic force is what?
33. What binds the nucleus together?
33
34. How many color-anticolor combinations are there for gluons?
35. What cannot exist individually because the color force increases as they are pulled apart?
36. What is meant by the statement “Color charge is always conserved”? Explain
37. The strong force binds quarks together because quarks have what?
38. What is responsible for the decay of massive quarks and leptons into lighter quarks and
leptons?
39. List the carrier particles of the weak interactions.
40. What is the unified electroweak theory?
41. List the gravity force carrier particle.
42. List four important quantum numbers of particles.
43. At one time, physicists thought that no two particles in the same quantum state could exist in
the same place at the same time. What is this called?
44. Particles that do obey the above principle are called?
45. Particles that do not obey above Principle are called?
46. What is a fermion?
47. What is a boson?
Particle Decays and Annihilations
http://particleadventure.org/particleadventure/frameless/decay_intro.html
48. What is particle decay?
49. The release of energetic particles due to the decay of the unstable nuclei of atoms is called?
50. Name the three types of radiation?
51. List the stopping power material for each of the three types of radiation.
52. What is the residual strong force?
53. How long it would take for half of a given bunch of uranium atoms to decay is called?
54. Where does the missing mass in a radioactive decay go?
55. When a fundamental particle decays, it changes into what two things?
56. What is the Heisenberg Uncertainty principle?
34
57. Only weak interactions can cause the decay of what type of particles?
58. What do Physicists call particle types?
59. What happens when a particle and its anti particle come together?
60. In Neutron Beta Decay what are the three end products?
61. When an electron and a positron collide what are you left with?
62. What do you get when a proton and an antiproton collide?
Unsolved Mysteries
63. Who unified electricity and magnetism?
64. Physicists hope that a Grand Unified Theory will do what?
65. The relationship between matter particles and force carriers is called?
66. What is a type of matter that we cannot see which was inferred from gravitational effects?
How do we know any of this?
67. What did Rutherford conclude?
68. What were the two shapes of the deflected probe?
How Do We Detect What is happening?
69. What do dolphins and bats use to “see”?
70. What is the meaning of the slide wavelength in a cave?
71. How do physicists decrease a particle's wavelength so that it can be used as a probe?
72. How does a physicist wants to use particles with low mass to produce particles with greater
mass?
How Do We Experiment with Tiny Particles?
73. What is the nearest particle accelerator to you right now?
74.
How can you create an electron?
75. How can you create a proton?
76. How can you create an antiparticle?
35
77. List the four major accelerators?
78. What Makes a Particle Go in a Circle?
79. If a magnetic field makes electrons go clockwise, in which direction does it make positrons
go?
80. Can an object accelerate while keeping the same speed?
81. What is an event?
How Do We Interpret Our Data?
82. What are the two basic shapes of a detector?
83. Which chambers are electrons and protons detected?
84. In what direction does the path of a neutral particle bend in a magnetic field?
85. On this page http://particleadventure.org/particleadventure/frameless/quiz_track.html list the 6
answers to the pictures?
36