Name __________________________
Period ________
Forces & Motion LABS
Page
Assignment Title
1Energy and Falling Motion Lab
23Energy and Falling Motion Lab- Calculating PE
4Saving Humpty Dumpty
5Saving Humpty Dumpty- ?s & Calculations
6Swing of Things- Task 1 & 2
7Swing of Things- Task 3 & 4
8Swing of Things- Graphing
9Swing of Things- Graphing & Conclusion ?s
10Brake It, But Don’t Break It- Task 1
11- Brake It, But Don’t Break It- Task 2 & Final Task
12Brake It, But Don’t Break It- Graphing & ?s
13Give it a Whirl- Data Tables & Graphs
14- Give it a Whirl- Angle Sketching & Conclusion
15Give it a Whirl- Final Sketch
4.2
4.5
4.6
P8B1
4.7
4.8
P8B3
4.9
4.10
Date
Assigned
Date Due
Grade Received
lab
lab
lab
lab
lab
lab
lab
lab
TSW DESCRIBE THE RELATIONSHIP BETWEEN MASS AND GRAVITY.
TSW DESCRIBE THE FOLLOWING FORCES: GRAVITY AND FRICTION.
TSW PROVIDE EVIDENCE TO DEMONSTRATE THE RELATIONSHIP BETWEEN FORCE AND MOTION.
TSW KNOW THE EFFECTS OF BALANCED AND UNBALANCED FORCES ON AN OBJECT’S MOTION.
TSW IDENTIFY THE FORCE(S) ACTING ON MOVING AND STATIONARY OBJECTS.
TSW DETERMINE THE NET FORCE ON AN OBJECT GIVEN A DIAGRAM.
TSW KNOW EVERY OBJECT EXERTS GRAVITATIONAL FORCE ON EVERY OTHER OBJECT, AND THE MAGNITUDE OF THIS FORCE
DEPENDS ON THE MASS OF THE OBJECTS AND THEIR DISTANCE FROM ONE ANOTHER.
TSW DESCRIBE THE RELATIONSHIP BETWEEN DISTANCE AND GRAVITY.
TSW EXPLAIN THAT EVERY OBJECT EXERTS GRAVITATIONAL FORCE ON EVERY OTHER OBJECT.
Energy and Falling Motion lab
Define Problem: How does the type of ball affect the height of the bounce?
Hypothesis: (If, then, because) ______________________________________________________
______________________________________________________________________________
Experiment:
Controlled Variable: What about this experiment will you keep constant throughout your trials?
_____________________
____________________
_____________________
Independent Variable: (You have control over changing)
_________________________
Dependent Variable: (Changes as you change the independent variable)
____________________
Procedure:
1. Have one member of your group hold the meter stick upright, with the zero cm mark on the table.
2. Have a second member of your group drop a ball from the top of the meter stick (100 cm mark) in such a
way that it does not touch the meter stick on the way down.
3. Measure the height of the first six bounces, and record in the data table below.
4. Graph the data for each ball.
Data Table:
Type of Ball
1st
Bounce (cm)
2nd
Bounce (cm)
3rd
Bounce (cm)
4th
Bounce (cm)
5th
Bounce (cm)
6th
Bounce (cm)
Line Graph Data: Plot the height of each bounce for each ball. Draw a line to connect the points.
Type of Ball: _____________________
Type of Ball: _____________________
Type of Ball: _____________________
Type of Ball: _____________________
Type of Ball: _____________________
Type of Ball: _____________________
Analyzing Data/Forming Conclusions:
1. Which ball retained the greatest percentage of its kinetic energy on each bounce? _____________
How can you tell? ______________________________________________________________
2. Explain why the shape of all the line graphs is similar. ___________________________________
___________________________________________________________________________
3. What type of ball seems to bounce the least? ________________ What properties of this ball
make it bounce differently than other types of balls? ___________________________________
___________________________________________________________________________
Critical Thinking/Applying Knowledge:
4. Why can’t a ball bounce higher than the height from which it is dropped? ____________________
___________________________________________________________________________
5. Suppose we did the same investigation on carpeted floor. How would the carpet have affected the
results? Explain. ______________________________________________________________
___________________________________________________________________________
Falling motion and potential Energy
Type of Ball
Mass (m)
in “kg”; use kg for calc.
Bounce Height (h)
in “m”
Start
_______ g
_______ kg
1 meter
P.E.grav = m*g*h in “J”
*show what you multiplied*
_____ * 9.8 m/s² * 1m =
Bounce 3
Bounce 6
Type of Ball
Mass (m)
in “kg”; use kg for calc.
Bounce Height (h)
in “m”
Start
_______ g
_______ kg
1 meter
P.E.grav = m*g*h in “J”
*show what you multiplied*
_____ * 9.8 m/s² * 1m =
Bounce 3
Bounce 6
Type of Ball
Mass (m)
in “kg”; use kg for calc.
Bounce Height (h)
in “m”
Start
_______ g
_______ kg
1 meter
P.E.grav = m*g*h in “J”
*show what you multiplied*
_____ * 9.8 m/s² * 1m =
Bounce 3
Bounce 6
Type of Ball
Mass (m)
in “kg”; use kg for calc.
Bounce Height (h)
in “m”
Start
_______ g
_______ kg
1 meter
P.E.grav = m*g*h in “J”
*show what you multiplied*
_____ * 9.8 m/s² * 1m =
Bounce 3
Bounce 6
Type of Ball
Mass (m)
in “kg”; use kg for calc.
_______ g
_______ kg
Bounce Height (h)
in “m”
Start
Bounce 3
1 meter
P.E.grav = m*g*h in “J”
*show what you multiplied*
_____ * 9.8 m/s² * 1m =
Bounce 6
Type of Ball
Mass (m)
in “kg”; use kg for calc.
Bounce Height (h)
in “m”
Start
_______ g
_______ kg
1 meter
P.E.grav = m*g*h in “J”
*show what you multiplied*
_____ * 9.8 m/s² * 1m =
Bounce 3
Bounce 6
Analyze Your Data:
1. Which ball had the highest potential energy at the start? __________ at bounce 6? ___________
2. What can you infer about the relationship between the mass of the ball and the amount of potential
energy stored in it? ____________________________________________________________
3. What does the change in height after the first bounce tell you about the amount of energy stored in
the ball? Where is the energy going? ______________________________________________
___________________________________________________________________________
4. How do your findings support the law of conservation of energy? ___________________________
Saving Humpty Dumpty!
___________________________________________________________________________
As a final culmination of everything you have learned about falling objects, you and your
fellow engineers will design a protective vehicle or container that will protect Humpty Dumpty
from an impact when he “has a great fall” from a height greater than 3 meters in the air. You
may use almost any materials that you wish to slow and eventually stop Humpty Dumpty, but
you must not, under any circumstances, allow him to break into pieces—all the kings horses
and all the kings men won’t be able to put Humpty Dumpty back together again!
Rules and Guidelines **Any violations to these rules/guidelines will result in automatic competition
disqualification**




No glass, metals or sharp objects
No commercially made containers (ex:
Tupperware)
No alterations may be made to Humpty Dumpty
Design no larger than 15 cm x 15 cm x 15 cm


Design must have a door or hatch so that
Humpty Dumpty may be easily placed inside
before the drop, and easily removed upon
completion of the drop
The container must be worked on at school –
you cannot take it home to complete 
Brainstorming (6 pts)
1) What forces will be acting on Humpty Dumpty as he falls towards the ground?
___________________________________________________________________________________
2) How can you counteract these forces to prevent Humpty Dumpty from breaking?
___________________________________________________________________________________
3) What materials could your group use to build the container?
___________________________________________________________________________________
Final Design: Sketch (5 pts) and Materials
*Must be drawn neatly, using a ruler where needed, with materials used labeled.
Outside View (If you hold it in your hand, what do you see?)
Inside View “Cross-Section” (If you cut it in half, what would you see?)
What materials did your group use to
What part of your design included
Why did you choose to use these
build Humpty Dumpty’s device? (2 pts)
this material? (3 pts)
materials? (3 pts)
Egg-straordinary Questions (15 pts) Answer in complete sentences!
1) What do you think is the most important safety device used in your container? Why do you think this? (2 pts)
______________________________________________________________________________________
______________________________________________________________________________________
2) Give an example of how each of Newton’s Laws of Motion apply to this experiment. (3 pts)
a.
First Law: ____________________________________________________________________
______________________________________________________________________________________
b. Second Law: ___________________________________________________________________
______________________________________________________________________________________
c.
Third Law: ____________________________________________________________________
______________________________________________________________________________________
3) What forces acted upon Humpty Dumpty in your container and how did they affect him? (1 pt) ____________
______________________________________________________________________________________
______________________________________________________________________________________
4) How did the weight of your container affect the velocity as it fell? (1 pt) ____________________________
______________________________________________________________________________________
5) How did Humpty Dumpty’s container’s design counteract the effects of gravity? (2 pts)
______________________________________________________________________________________
______________________________________________________________________________________
6) At what point did Humpty Dumpty have the greatest Potential Energy? What type of PE did he have? (2 pts)
________________________________________________________________________________
7) At what point in the fall did Humpty Dumpty have the greatest Kinetic Energy? How do you know? (2 pts)
______________________________________________________________________________________
8) What do you wish you had done differently with Humpty Dumpty’s device? (2 pts) ______________________
______________________________________________________________________________________
Egg-straordinary Calculations (11 pts) Be sure to use proper units!
Velocity = distance / time
Potential Energy = mass x gravity x height from ground level
Momentum = mass x velocity
Kinetic Energy = ½ mass x velocity2
Mass: (3 pts)
Mass of your egg
g
Mass of Humpty Dumpty’s device (kg)
kg
g
Total mass (kg)
kg
Velocity: (6 pts)
Distance device fell from (m)
cm
Time it took to fall (s)
Velocity of Humpty Dumpty’s falling device (m/s)
m
How much momentum (kg x m/s) did Humpty Dumpty’s device gain as it fell? _______________ Show work
Energy: (2 pts)
Potential Energy (J)
Kinetic Energy (J)
Swing of Things- Measuring the Motion of a Pendulum
Task 1- Examining the “Unpopular Ride”
This first set of trials represents the unpopular ride you want to change:
Length of
Trial
string
(in “cm”)
# of
washers
Amplitude
Period
What happens to the size
(Angle pulled to the
(# of full swings in
of each swing (amplitude)
side in degrees °)
1 min. *no units)
as time passes?
1
50 cm
1
40°
2
50 cm
1
40°
3
50 cm
1
40°
Average # of full swings (in 1 minute)
(add Trial 1 + 2 + 3, then divide the answer by 3)
Task 2- Length of the Pendulum String
Define Problem: How does changing the length of the pendulum string affect the period of the pendulum?
Hypothesis: (If, then, because) ______________________________________________________
______________________________________________________________________________
Experiment:
Controlled Variable: What about this experiment will you keep constant throughout your trials?
_____________________
____________________
Independent Variable: (You have control over changing)
_____________________
_________________________
Dependent Variable: (Changes as you change the independent variable)
Length of
Trial
string
(in “cm”)
# of
washers
Amplitude
(Angle pulled to the
side in degrees °)
Period
____________________
Average Period # of full
(# of full swings in swings in 1 minute (add trials
1 min. *no units*)
1
10 cm
1
40°
2
10 cm
1
40°
3
30 cm
1
40°
4
30 cm
1
40°
5
50 cm
1
40°
Use Average from
6
50 cm
1
40°
Task 1: 50 cm, 40°!!
7
70 cm
1
40°
8
70 cm
1
40°
then divide by 2 *no units*)
Graph: Graph the average data above on the graph provided in the back of this lab packet.
What happens to the size of each swing (its amplitude) as time passes? ________________________
Task 3- Amplitude (Initial Angle from Start to Rest)
Define Problem: How does changing the amplitude (angle from start to rest) affect the period of the pendulum?
Hypothesis: (If, then, because) ______________________________________________________
______________________________________________________________________________
Experiment:
Controlled Variable: What about this experiment will you keep constant throughout your trials?
_____________________
____________________
_____________________
Independent Variable:_______________________ Dependent Variable: ____________________
Length of
Trial
string
(in “cm”)
# of
washers
Amplitude
(Angle pulled to the
side in degrees °)
1
50 cm
1
10°
2
50 cm
1
10°
3
50 cm
1
50°
4
50 cm
1
50°
5
50 cm
1
90°
6
50 cm
1
90°
Period
Average Period # of full
(# of full swings in swings in 1 minute (add trials
1 min. *no units*)
then divide by 2 *no units*)
Graph: Graph the average data above on the graph provided in the back of this lab packet.
Task 4- Suspended Mass
Define Problem: How does changing the suspended mass affect the period of the pendulum?
Hypothesis: (If, then, because) ______________________________________________________
______________________________________________________________________________
Experiment:
Controlled Variable: What about this experiment will you keep constant throughout your trials?
_____________________
____________________
_____________________
Independent Variable:_______________________ Dependent Variable: ____________________
Length of
Trial
string
(in “cm”)
# of
washers
Amplitude
(Angle pulled to the
side in degrees °)
1
50 cm
1
40°
2
50 cm
1
40°
3
50 cm
3
40°
4
50 cm
3
40°
5
50 cm
5
40°
6
50 cm
5
40°
Period
Average Period # of full
(# of full swings in swings in 1 minute (add trials
1 min. *no units*)
then divide by 2 *no units*)
Graph: Graph the average data above on the graph provided in the back of this lab packet.
Conclusion: How did changing the length of
the pendulum string affect the period
(number of full swings in a minute)?
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
Conclusion: How did changing the
amplitude affect the period (number of
full swings in a minute)?
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Conclusion: How did changing the
suspended mass affect the period
(number of full swings in a
minute)?
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Swing of Things Conclusion Questions- For full credit, write in complete
sentences.
Be as thorough as possible. The more you include, the more points you can possibly earn for your response.
1) What force(s) keep a pendulum going? Explain. __________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2) What forces cause a pendulum to come to a stop? Explain. _________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3) At what point in a pendulum’s swing does the washer have the most potential energy? Why?
_____________________________________________________________________________
_____________________________________________________________________________
4) At what point does it have the most kinetic energy? Why? How could it gain more KE?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5) What is happening to the total energy of the pendulum as time goes on? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
Brake It,
Car: _______
But Don’t Break It $
You and your partners are industrial engineers working at a glassware company. At the
warehouse, carons of fragile glassware are stored in a loft above the ground floor. The
president of the company has given you the job of designing a ramp for cars to carry the boxes
of glassware down to the main floor. The ramp must fit in a relatively small area and get the
glass down quickly, but without breaking. It will take too long to wrap each glass with protective
padding or to fasten the boxes down. Speed alone must provide the margin of safety.
$Task 1:Ramp Height
Define Problem: How does the height of the ramp affect the distance that the car rolls?
Hypothesis: (If, then, because) ______________________________________________________
______________________________________________________________________________
Experiment:
Controlled Variable: What about this experiment will you keep constant throughout your trials?
_____________________
____________________
Independent Variable: (You have control over changing)
_____________________
_________________________
Dependent Variable: (Changes as you change the independent variable)
Trial
____________________
Ramp
Starting Position
Distance Rolled
Total Distance (d)
Number
Shifting
Height
(Distance from where car
in “cm”
in “cm” (Starting position
of
Units
in “cm”
started to the base of ramp)
+ Distance Rolled)
1
5 cm
48 cm
1
2
10 cm
48 cm
1
3
15 cm
48 cm
1
4
20 cm
48 cm
1
5
25 cm
48 cm
1
6
30 cm
48 cm
1
7
35 cm
48 cm
1
8
40 cm
48 cm
1
Washers
$Task 2:Starting Position on Ramp
Define Problem: How does the starting position of the car on the ramp affect the distance that the car rolls?
Hypothesis: (If, then, because) ______________________________________________________
______________________________________________________________________________
Experiment:
Controlled Variable: What about this experiment will you keep constant throughout your trials?
_____________________
____________________
_____________________
Independent Variable:_______________________ Dependent Variable: ____________________
Trial
Ramp
Starting Position
Distance Rolled
Total Distance (d)
Number
Shifting
Height
(Distance from where car
in “cm”
in “cm” (Starting position
of
Units
in “cm”
started to the base of ramp)
+ Distance Rolled)
1
20 cm
0 cm
1
2
20 cm
5 cm
1
3
20 cm
10 cm
1
4
20 cm
15 cm
1
5
20 cm
20 cm
1
6
20 cm
25 cm
1
7
20 cm
30 cm
1
8
20 cm
35 cm
1
Washers
$Final Challenge:Eliminate Breakage
Now that you have finished the preliminary tests, it is time to prepare your design for the warehouse
ramp. The president has offered to let you use any materials you wish (screen, foam, fabric) to help
stop the car once it rolls down the ramp. The washer(s) should not move much after slowing to a stop,
or hitting the barrier. The group that does the following will win the contract with the glassware
company: Has the car starting at the highest starting position on the ramp, stops the car in the
shortest distance, and moves the load the least.
Goal
Has the highest
ramp height
Has the car starting
at the highest
starting position on
the ramp
Stops the car in the
shortest distance
Moves the load the
least
Successfulness of
Ramp
5
Ramp height of
41-60 cm
4
Ramp height of
31-40 cm
3
Ramp height of
21-30 cm
2
Ramp height of
11-20 cm
1
Ramp height of
0-10 cm
Starts car from a
height of
48-61 cm
Starts car from a
height of
30-47.9 cm
Starts car from a
height of
20-29.9 cm
Starts car from a
height of
10-19.9 cm
Starts car from a
height of
0-9.9 cm
Stops the car in
1-10 cm
0
washers fall off the
car
Achieves goal on
first try
Stops the car in
10.1-25 cm
1
washer falls off the
car
Achieves goal on
second try
Stops the car in
25.1-45 cm
2-4
washers fall off the
car
Achieves goal on
third try
Stops the car in
45.1-60 cm
5-7
washers fall off the
car
Achieves goal on
fourth try
Stops the car in
60.1 cm or more
8-10
washers fall off the
car
Achieves goal on
fifth try
Graphing:
Conclusion:
1. How did the height of the ramp affect the distance the car rolled? Was your hypothesis correct?
___________________________________________________________________________
___________________________________________________________________________
2. How did the starting position affect the distance the car rolled? Was your hypothesis correct?
___________________________________________________________________________
___________________________________________________________________________
3. What kind of energy does the car have before it starts to roll down the ramp? Why?
___________________________________________________________________________
4. How much energy did the car have before it started to roll down the ramp? Assume the mass of the
car is ________g or ________ kg. ________________________________________________
5. What kind of energy does the car have as it is rolling down the ramp? Why? __________________
___________________________________________________________________________
6. What forces are acting on the car as it rolls down the ramp? What affect do they have on the car?
___________________________________________________________________________
___________________________________________________________________________
7. What would happen to the blocks if the car ran into the solid barrier? How does this observation
show Newton’s First Law of Motion? _______________________________________________
___________________________________________________________________________
8. How can the results of these tasks be applied to designing amusement park rides?
___________________________________________________________________________
___________________________________________________________________________
Give it a Whirl
Exploring Circular Motion and Whirling Rides
You work for an amusement park ride design company. The company has asked you
to design a new whirling ride that demonstrates centripetal force and G force, and wants
you to submit your ride concept in the form of a diagram. You will experiment with a ride that
has a seat attached to the end of a cable. The cable and seat should be able to extend outward as the ride
revolves faster and faster. Incorporate this experiment into your new and different thrill ride.
Data Tables and line Graphs
Independent
Radius (cm)
Variable:
Trial
Time
Gs
1
30 s
6
2
30 s
6
3
30 s
6
20 cm
30 cm
50 cm
60 cm
Average
RPM: Revolutions Per
Minute
(Average * 2)
Independent
Variable:
Trial
Time
Radius
1
30 s
40 cm
2
30 s
40 cm
3
30 s
40 cm
Number of Gs (# of washers)
2 Gs
6 Gs
10 Gs
Average
RPM: Revolutions Per
Minute
(Average * 2)
Note: Sketches on the following page should be completed
while collecting this data. 
Angle Sketching
Sketch your contraption, estimating the angle formed between the straw and the rider. Draw diagrams of
what you see. Repeat the experiment several times with additional Gs attached.
*Refer back to these sketches when you are ready to answer Conclusion Question #3.
Example:
Show # of Gs, and angle
2 Gs
6 Gs
10 Gs
between straw and rider
Conclusion Questions
1. What happened to the RPMs of the rider when you added additional Gs?
2. What happened to the RPMs of the rider when you decreased the radius of the circular path?
3. As the number of Gs increased, how did the angle between the straw and the rider change?
4. The revolving rider is constantly changing its direction of motion. Newton’s Second Law says a change in
motion must be caused by a force. What produces the force that causes the circular motion of the rider?
What happens to the motion of the rider as the force is increased?
5. According to Newton’s Third Law, the rider must exert an equal an opposite force on the string. How did
this experiment show this equal and opposite reaction?
6. Predict what would happen if the string attached to the rider suddenly broke. In what direction will the
rider go? Which Law of Motion predicts that this is what will happen?
7. What new things did you learn about the design of amusement park rides from this activity? (List three
or more)
Final Sketch: What will your ride actually look like?
Prepare a sketch of your final ride design that includes all of the following:
Force/Law of Motion- use arrows to indicate direction
Artistic Value
 Net force
 Acceleration (+/-)
 Inertia
 Centripetal force
 Centrifugal force
 1st Law- Inertia
 2nd Law- F = ma
 3rd Law- =/opp reaction
 Color (colored pencils or markers)
 Neatly done - Use ruler or straight edge to draw
 Creative
Short (2-3 sentence) Description of Ride
 G-force/gravity
 Friction (sliding, rolling, fluid)
What would I expect to see if I was standing in front
of the ride, and then it started?
Description: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________