Measurement Lab. Materials Cubes Rectangular Solids Cylinders Rulers

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1 Measurement Lab Materials Cubes Rectangular Solids Cylinders Rulers Procedure Part One 1. Obtain a cube and measure the length, width, and height. Be sure to include an estimated place in your measurement. 2. Determine the mass of the cube. Be sure to include an estimated place in your measurement. 3. Calculate the volume of the cube. Remember that V = L X W X H. 4. Calculate the density of the cube (Density = Mass/Volume). 5. Repeat this procedure for a rectangular solid. Record your data in the chart below. Data Table 1. Length (cm) Width (cm) Height (cm) Mass (g) Volume (cm 3 ) Density (g/cm 3 ) Volume and Density Calculations Cube Rectangular Solid Part Two 1. Obtain two cylinders. Measure the radius and the height of each cylinder. Be sure to include an estimated place in your measurements. 2. Determine the mass of the cylinders. Be sure to include an estimated place in your measurement. 3. Calculate the volume of the cylinders (V = r 2 h). Be sure to use significant figures in your calculation. 4. Calculate the density of the cylinders (D = M/V). Be sure to use significant figures in your calculation. 5. Make a data table similar to Data Table 1. Use the same format as Data Table 1 and include all important information. 1

2 Data Table 2. Volume and Density Calculations 2

3 Data Table 1. Length (cm) Width (cm) Height (cm) Mass (g) Volume (cm 3 ) Density (g/cm 3 ) Volume and Density Calculations Cube Measurement Lab Report Sheet Rectangular Solid Data Table 2. Volume and Density Calculations Additional Calculations Perform your math on the back of this paper. Circle your answer. 1. Convert the length of the longest side of your rectangular solid to millimeters. 2. Convert the length of the longest side of your rectangular solid from cm to inches (1.00 inch = 2.54 cm). 3. Convert the volume of the rectangular solid from cm 3 to inches Convert the density of your rectangular solid from g/cm 3 to kg/m 3. 3

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5 Volume Lab Materials Graduated cylinder Beakers Blocks Marble Overflow can Rock Procedure A 1. Fill a beaker to the 25-mL mark with water. 2. Pour the water into a graduated cylinder. Carefully read the bottom of the meniscus as shown in the picture. Is the reading exactly 25-mL? Record the value below, and answer the question. READING OF MENISCUS Why wasn t the reading in the graduated cylinder exactly 25-mL? Is the graduated cylinder or the beaker more accurate? Procedure B: Water Displacement of a marble 1. Obtain a marble and measure the diameter using a ruler. Divide the diameter by two to get the radius. 2. Calculate the volume of the marble using the formula:. 3. Fill the graduated cylinder to the 25.0 ml mark. 4. Place a marble into the graduated cylinder and record the new volume. 5. Subtract to find the volume of the marble. Volume using ruler measurements Diameter of marble (cm) Volume using water displacement Initial Volume of water (ml) Radius of marble (cm) Final Volume of Water (ml) Volume of marble (cm 3 ) Volume of Marble (ml) How closely did your two values for the volume of a marble agree? Which value is closer to the true value? Explain your answer. 5

6 Procedure C: Water Displacement of a block using an Overflow cup 1. Using a ruler, measure the length, width, and height of a rectangle. Calculate the volume using. 2. Fill the overflow can to just below the spout with water. Place a graduated cylinder below the spout of the can. 3. Submerge your rectangle in the water, collecting the overflowing water in the graduated cylinder. Read the volume from the graduated cylinder. Volume using ruler measurements Volume using water displacement Length (cm) Width (cm) Height (cm) Volume (cm 3 ) Volume (ml) How closely did your two values for the volume of a block agree? Which value is closer to the true value? Explain your answer. Procedure D: Water Displacement of a rock using an Overflow cup 1. Repeat procedure C, but this time use a rock and the overflow can. You will not take any ruler measurements on the rock. Volume from water displacement Would there be any other way to determine the volume of the rock? 6

7 Volume Lab Report Sheet Be sure to write in complete sentences. Do not start sentences with Yes or No. All work must be your own. Procedure A READING OF MENISCUS Why wasn t the reading in the graduated cylinder exactly 25-mL? Is the graduated cylinder or the beaker more accurate? Procedure B: Water Displacement of a marble Volume using ruler measurements Volume using water displacement Diameter of marble (cm) Initial Volume of water (ml) Radius of marble (cm) Final Volume of Water (ml) Volume of marble (cm 3 ) Volume of Marble (ml) How closely did your two values for the volume of a marble agree? Which value is closer to the true value? Explain your answer. 7

8 Procedure C: Water Displacement of a block using an Overflow cup Volume using ruler measurements Volume using water displacement Length (cm) Initial Volume of water (ml) Width (cm) Final Volume of Water (ml) Height (cm) Volume (cm 3 ) Volume (ml) How closely did your two values for the volume of a block agree? Which value is closer to the true value? Explain your answer. Procedure D: Water Displacement of a rock using an Overflow cup Volume from water displacement Would there be any other way to determine the volume of the rock? 8

9 Density Lab Look carefully at your metal before you start. Make a hypothesis based on its appearance. Hypothesis: My metal is Materials 100-ml graduated cylinder 150 ml beaker Pipette Triple-beam balance Procedure 1. Make sure your metal is clean and dry. If not, use a paper towel to dry it. 2. Mass your metal sample on the balance. Record the mass on the table below. Remember to record all of your measurements as you do each step. 3. Fill your graduated cylinder about half full of water. Read the initial volume of water. 4. Tilt the graduated cylinder and slide the metal sample carefully into the water. DO NOT SPLASH. This will produce an error in your measurements. 5. Measure the final volume of water in the graduated cylinder. Subtract the initial volume from the final volume to calculate the volume of the metal. 6. Repeat steps 1-6 for a total of four trials. Data Mass of metal Trial 1 Trial 2 Trial 3 Trial 4 Initial Volume of water Final Volume of water Volume of the metal Density (g/ml) Average Density of all four trials Range of the Density of all trials 9

10 Calculations: 1. To calculate density for your data table, remember that Density = Mass of the metal Volume of the metal 2. To calculate the range of the density of all trials use: 3. To calculate percent error use: Range = highest density value lowest density value Percent Error = Average experimental value Accepted value X 100 Accepted value (Your teacher will tell you the identity your metal. You will look up the accepted value on the table provided by your teacher) 10

11 Density Lab Report Sheet Hypothesis: My metal is The metal actually is Accepted density Data Table: Mass of metal Trial 1 Trial 2 Trial 3 Trial 4 Initial Volume of water Final Volume of water Volume of the metal Density (g/ml) Average Density of all four trials Range of the Density of all trials Calculations: Show all the steps in your calculation of percent error here. 11

12 Concluding Questions: Please answer all questions in complete sentences. Use 2-3 sentences for each answer. 1. Was the hypothesis shown to be true? Why is it difficult to identify metals just by how they look? 2. Was the percent error low enough for this lab to be considered accurate? Is this an effective way to measure density? 3. Was your range large or small? What does this indicate about the precision of this method? 4. List and explain in detail three possible sources of error in this lab. Do not list human error. 12

13 Accuracy and Precision Lab Materials 100-ml graduated cylinder 150 ml beaker Pipette Triple-beam balance Procedure 1. Place about 100 milliliters of tap water into your beaker. The exact volume is not important. 2. Determine the mass of the empty graduated cylinder. You will only do this once. 3. Add exactly 50 milliliters to the graduated cylinder. Use the pipette to get it as close to 50 milliliters as possible. Remember to read the bottom of the meniscus. 4. Determine the mass of the graduated cylinder and the 50 milliliters of water. 5. Calculate the mass of the 50 milliliters of water. 6. Pour the water from the graduated cylinder back into the beaker. 7. Repeat steps 3-6 until you have a total of 4 trials Clean-Up 1. Dry the lab bench and the balance if any water spilled. 2. Empty the beaker, graduated cylinder and pipette and return them to your teacher. Do not try to dry the graduated cylinder because the paper towels can easily get stuck. Data Table Trial One Trial Two Trial Three Trial Four Mass of graduated cylinder X X X Mass of cylinder and 50 ml of water Mass of 50 ml of water Average mass of 50 ml of water Range of the mass of 50 ml of water Calculations Please show your math in the space provided. 1. Range = highest trial lowest trial 13

14 2. Percent Error = Average experimental value Accepted value X 100 Accepted value (The accepted value is grams) Concluding Questions (Please answer in full sentences. Use 2-3 sentences per answer.) 1. Which value represents accuracy: the percent error or the range? Explain. 2. Which value represents precision: the percent error or the range? Explain. 3. List and explain two reasons why the mass was not exactly the same in each trial. 4. A student performs the same lab that you did, except they used 25 milliliters of water. Part of their data table is shown below. Comment on their accuracy and precision. Mass of 25 grams of water Trial One Trial Two Trial Three Trial Four

15 Accuracy and Precision Lab Data Tables: Table 1: Individual Values Complete the table below. Use your data (not the class data) to calculate percent error. Station Accepted Value Experimental Value Percent Error Table 2: Class Values Group Station 1 Station 2 Station 3 Station 4 Station 5 Station 6 Class Average Class Range 15

16 Calculations: Show your calculations for the percent error for each station below. Remember that the formula for percent error is: Percent Error = Average experimental value Accepted value X 100 Accepted value Station 1 Percent Error Calculation (show math) Concluding Questions: Please answer the following questions in complete sentences. Answer them on a sheet of loose leaf and staple that sheet to this one. 1. Were your hypotheses shown to be true?? Since you had 2 separate hypotheses, you must have at least 2 separate sentences to answer this question. 2. Do all of the class measurements have the exact same value for each station? 3. Which station had values that were most nearly alike? Explain why these measurements are so similar. 4. Which station had measurements that were the most varied? Explain why these measurements were so different. 5. What are three possible sources of error in this experiment? If a student were to repeat this experiment, what should they do to correct each error? 16

17 Materials Tubes Stands and Clamps Marbles Timers Tape Speed Lab: Tubes Procedure 1. Place your tube on the floor. Place a piece of tape 2 meters from the bottom of the tube. 2. You will allow the ball to roll four times down the tube. You will then calculate the speed for each roll, and the average speed. To get your data: a. Measure the distance from the bottom edge of the tube to the finish line. b. One lab partner (the roller) will hold the ball at the top of the tube. c. The other partner (the timer) will stand at the tape finish line and hold the stopwatch. d. The roller will release the ball (do not push it, just let it go) and call Start when the ball leaves the tube. The timer should start the stopwatch. e. When the ball rolls over the finish line, the timer should stop the stopwatch and record the time. f. If you have a roll where the ball goes off course or you make a mistake, disregard that trial and do it again. 3. Raise the tube and repeat the experiment at a steeper angle. Data Tables Low Angle Distance (m) Trial 1 Trial 2 Trial 3 Trial 4 Time (s) Speed (m/s) Average Speed (m/s) Range of speed values 17

18 Higher Angle Distance (m) Trial 1 Trial 2 Trial 3 Trial 4 Time (s) Speed (m/s) Average Speed (m/s) Range of speed values What You Will Turn In: On a separate sheet of paper: 1. DATA TABLES - Neatly recopy the data tables 2. SAMPLE CALCULATIONS Show the calculation of speed for one of your trials. 3. CONCLUDING QUESTIONS - Please answer all questions in complete sentences. Use 2-3 sentences for each answer. a. What was the main purpose of this experiment? b. What variables were kept constant in this experiment? c. Were your range values large or small compared to the average speed values? What does this indicate about the precision of this method? d. List and explain in detail three ways to extend or improve this lab. Do not list human error. 18

19 Acceleration Lab In this lab, you will measure the acceleration of a marble or metal ball as it shoots from a PVC pipe. We will then compare the experimentally measured acceleration to the accepted value of 3.00 m/s 2. Materials Pipe Marble Timers Meter sticks Tape Procedure 1. This lab is done in groups of three. One person (the Starter) will release the marble into the tube. One (the Timer) will start the stopwatch when the marble leaves the tube. The third (the Caller) will call Stop when the marble crosses the finish line. 2. The Starter should take his position at the end of the pipe. 3. The other students should measure the distance (about 1meter) from the end of the pipe to the finish line. Record the distance. 4. The Starter should release (not throw) a marble down the pipe. 5. When the marble rolls out of the pipe, the Timer will start the stopwatch. 6. When the marble crosses the finish line, the Caller should call Stop so the Timer can stop the stopwatch. Record the time. 7. Repeat the procedure for a total of four trials. Data Distance (m) Trial 1 Trial 2 Trial 3 Trial 4 time (s) V f (m/s) Total Time (s) Acceleration (m/s 2 ) Average Acceleration Percent Error Range 19

20 Calculations: 1. To calculate velocity final for your data table, remember that: V f = Distance time 2. In our lab, we did not time how long it took the marble to travel down the tube. We will assume that it takes seconds to travel down the tube. To calculate the acceleration, use the formula: a = V f - V o s Remember that the initial velocity, V o, is zero. 3. To calculate the Percent Error, use the following formula: Percent Error = Experimental - Accepted X 100 Accepted The accepted acceleration is 3.00 m/s 2. It is not 9.8 m/s 2 because the object is not in free-fall, but is rolling down a ramp. 4. Calculate the range of your acceleration values (highest acceleration lowest acceleration). 20

21 Acceleration Lab Report Sheet Data Table: Distance (m) Trial 1 Trial 2 Trial 3 Trial 4 Time (s) V f (m/s) Total Time Acceleration (m/s 2 ) Average Acceleration Percent Error Range Sample Calculations: In the space below, show how you calculated velocity, total time, acceleration and percent error for only one of your trials. 21

22 Concluding Questions: Please answer all questions in complete sentences. Use 2-3 sentences for each answer. 1. What variables were kept constant in this experiment? 2. Was the percent error low enough for this lab to be considered accurate? Is this an effective way to measure acceleration? 3. What factors might have caused your value of acceleration to differ from the accepted value? 4. Was your range large or small? What does this indicate about the precision of this method? 5. List and explain in detail three ways to extend or improve this lab. Do not list human error. 22

23 Projectile Motion Lab Materials Ring Stand Clamp Tubes Marbles Procedure Set-Up: Place your tube on top of the lab bench as shown in Figure 1. Be sure that the bottom end of the tube is flush with the edge of the lab bench. Seeing the Path: One partner will drop (not throw) the marble down the tube. The other should watch the path of the marble as it falls. Partners should then trade places so that they both see the path of the marble. Figure 1. Measuring the Height (y): Measure the height that the marble dropped from the bottom of the tube to the floor. This is shown in Figure 2. Measuring the Distance (x): Allow the marble to drop through the tube four times. Each time, measure the horizontal distance that the marble travelled. This is shown in Figure 2 Figure 2. DATA TABLE 1 Height,y(cm) Height,y(m) Distance, x(cm) Distance, x(m) Ave. Distance (m) Range Trial 1 Trial 2 Trial 3 Trial 4 23

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25 On the diagram below, draw and label: a) A line or curve that shows the path of the marble. b) The height of the lab bench (y) c) The average horizontal distance the marble travelled (x) Projectile Motion Lab Report Sheet Questions (Answer in complete sentences): 1. On the circle below, draw an arrow or arrows to show the force(s) that acted on the marble while it was in the air. Explain your arrow(s) next to the drawing. 2. On the circle below, draw arrows to indicate the two velocities that the marble had while it was in the air. Explain your arrows next to the drawing. 25

26 3. What was the range of the distance values? Is this range large or small in comparison to the average distance? Were your measurements precise? Calculations Section Complete the following table: Measurement Height,y (m) Value Average Distance, x (m) Time in air (s) Horizontal velocity, v x (m/s) To calculate the time the air, use y = ½ gt 2. You will have to solve this equation for t 2, and then take the square root. Show this calculation below. To calculate the horizontal velocity (v x ), use v x =x/t. Use the time calculated in the previous problem. Show this calculation below. 26

27 Friction Lab In this lab, we will investigate friction, a force that generally works against us when we are pushing or pulling something across a flat surface. In the space below, make a hypothesis about the following two questions. Be sure to explain the reason behind your hypothesis. a) Will there be more friction on a smooth surface, or a rough surface? b) Will there be more or less friction when you add mass to an object and pull it? Hypothesis: a) b) Materials Spring Balance Wood block(rough/smooth sides) Plank Procedure Part One 1. Suspend a wood block from a spring balance to obtain its weight in Newtons. Record the weight in Data Table 1. (NOTE: If your scale only reads in grams, multiply the grams by to convert to Newtons) 2. Place the block on the wooden plank (NOT THE LAB BENCH) with the smooth surface downward. 3. Keep the spring balance level with the table and pull the block at an even rate along the plank. In Data Table 1 record the force indicated on the spring balance while it is sliding. Do this for a total of three trials. 4. Flip the block so that the rough side is down. Again pull the block three times, recording the force on the spring balance. 5. If needed convert all your grams measurements to Newtons by multiplying by ) 27

28 Part Two 1. Place the block on the wooden plank (NOT THE LAB BENCH) with the smooth surface downward. Stack a second block on top of the first. Pull the block three times, recording the force on the spring balance.in Data Table Also, try three blocks. Record your data in Table If needed convert all your grams measurements to Newtons by multiplying by ) DATA Data Table 1 Weight of block (N) Trial 1 Trial 2 Trial 3 Sliding Friction[smooth side] (g) Sliding Friction[rough side] (g) Sliding Friction[smooth side] (N) Trial 1 Trial 2 Trial 3 Average Range Sliding Friction[rough side] (N) Data Table 2 Sliding Friction [2 Blocks, smooth side] (g) Trial 1 Trial 2 Trial 3 Sliding Friction [3 Blocks, smooth side] (g) Sliding Friction [2 Blocks, smooth side] (N) Trial 1 Trial 2 Trial 3 Average Range Sliding Friction [3 Blocks, smooth side] (N) 28

29 Hypothesis: Restate your two hypotheses. Be sure to state the reasons for your hypotheses. a) Friction Lab Report Sheet b) DATA Data Table 1 Weight of block (N) Trial 1 Trial 2 Trial 3 Sliding Friction[smooth side] (g) Sliding Friction[rough side] (g) Sliding Friction[smooth side] (N) Trial 1 Trial 2 Trial 3 Average Range Sliding Friction[rough side] (N) Data Table 2 Sliding Friction [2 Blocks, smooth side] (g) Trial 1 Trial 2 Trial 3 Sliding Friction [3 Blocks, smooth side] (g) Sliding Friction [2 Blocks, smooth side] (N) Trial 1 Trial 2 Trial 3 Average Range Sliding Friction [3 Blocks, smooth side] (N) 29

30 Conclusions (Write in complete sentences.) 1. Was your hypothesis (a) accepted or rejected? Use data from Data Table 1 to support your answer. 2. Was your hypothesis (b) accepted or rejected? Use data from Data Table 2 to support your answer. 3. Based on your answer to the question 1, will a mountain bike (rough tires) have more or less friction than a racing bike (smooth tires)? 4. How does weight affect sliding friction? Use data from Data Table2 to support your answer. 5. List and describe two situations when friction might be helpful. 30

31 Weight Lab INTRODUCTION In this lab, you will measure the mass of several different objects and calculate their weight using W=mg. Next, you will measure their weight using a spring scale and see if they agree with the calculated weights. PROCEDURE 1. Go to one of the stations set up in the lab. Write down the name of the object that is there in DATA TABLE Determine the mass of the object on the triple beam balance and record it in the DATA TABLE Hook the object to the spring scale and hold it up to determine the weight. Be sure that the object is not swinging or bouncing or you will not get an accurate measurement. Record the scale weight in DATA TABLE 1. Be sure to measure in Newton s and not grams or ounces. 4. Repeat steps 1-3 until you have measured the mass and weight of all the objects. DATA TABLE 1 Name of Object Mass (grams) Object 1 Object 2 Object 3 Object 4 Object 5 Object 6 Scale Weight (N) CALCULATIONS (Record all values in DATA TABLE 2) 1. Convert the mass of each object from grams to kilograms. Remember that 1000 g = 1 kg. 2. To calculate the Calculated Weight, use the formula W=mg. 3. Recopy the Scale Weight from DATA TABLE To calculate the % error, use the following formula: % Error = Scale Weight Calculated Weight X 100 Calculated Weight 5. Calculate the Range of the percent errors (highest-lowest). Mass (kg) Object 1 Object 2 Object 3 Object 4 Object 5 Object 6 Calculated Weight (N) Scale Weight (N) % Error Range of % Errors 31

32 SAMPLE CALCULATIONS FOR OBJECT ONE Calculating Mass in Kilograms Calculating the Calculated Weight Calculating the Percent Error CONCLUDING QUESTIONS Please answer all questions in complete sentences. Be sure to use numbers from your data table to support your answers. 1. How closely did your Scale Weights compare with the Calculated Weights? Were the percent errors low enough to consider the spring scales accurate? 2. Was the range small enough for this experiment to be considered precise? 3. Could you get the same number of decimal places on the spring scales as on the triple-beam balances? How might this have affected your results? 32

33 Materials Pulley Lab Pulleys Various objects Spring balance String Procedure Part One: Single Fixed Pulley 1. Carefully lift the one of the three objects directly using the spring scale. Tie a string on the object if necessary. Record the weight as the Resistance Force in DATA TABLE 1. Be sure to record the value in Newtons. 2. Set up a single, fixed pulley as shown below. Pull down on the spring balance to lift the mass. Record the reading on the balance as the Effort Force in DATA TABLE 1. Be sure to record the value in Newtons. 3. Repeat Steps 1 and 2 for each of the three objects. DATA TABLE 1. Resistance Force (N) Object 1 Object 2 Object 3 Effort Force (N) Mechanical Advantage (Resistance / Effort) Average Mechanical Advantage Range of Mechanical Advantages 33

34 Part Two: Single Movable Pulley 1. You will now repeat the exact same process, recording the Resistance Force and Effort Force for each object, but use the following set-up for the pulley. Record your data in DATA TABLE 2. DATA TABLE 2. Resistance Force (N) Object 1 Object 2 Object 3 Effort Force (N) Mechanical Advantage (Resistance / Effort) Average Mechanical Advantage Range of Mechanical Advantages Part Three: Double Pulley 1. Again, record the Resistance Force and Effort Force for each object, but use the following set-up for the pulley. Record your data in DATA TABLE 3. 34

35 DATA TABLE 3. Resistance Force (N) Object 1 Object 2 Object 3 Effort Force (N) Mechanical Advantage (Resistance / Effort) Average Mechanical Advantage Range of Mechanical Advantages What You Will Turn In You will write this lab as a formal lab report. You may type the report to make it look more professional. Use the following format: Name: Pulley Lab: Partner: Date: Data Tables Neatly recopy your data tables in this space. Conclusions (Write in paragraph format, not a numbered format) 1. Was there a difference in the Average Mechanical Advantage calculated for the single fixed pulley (Part One) and the single movable pulley (Part Two)? Explain. 2. When you added an extra pulley to the system in Part Three, did the Average Mechanical Advantage increase, decrease, or stay the same? 3. Which pulley system produced the greatest mechanical advantage? 4. Comment on the precision of Parts One, Two, and Three. Be sure to list the range values to support your answer. 5. Which type of pulley had a mechanical advantage of 1? What is a practical use of this pulley since it had no mechanical advantage? 35

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37 Inclined Plane Lab Will it take more work to lift a wooden block or to drag it up a ramp? Write your hypothesis (including your reasoning), in the space below. Hypothesis A: Will it take more work to lift a small cart or to drag it up a ramp? Write your hypothesis (including your reasoning), in the space below. Hypothesis B: Materials Ramp Blocks or weights Meter sticks Spring Balance Cart Procedure DETERMINING THE POTENTIAL ENERGY 1. Using a triple-beam balance, determine the mass of the block. Record all your data in the Data Table Use a meter stick to determine the height of the inclined plane at the very top of the ramp. See Figure Now calculate the Potential Energy at that height using: PE =mgh. Be sure to use the correct units. DETERMINING THE RAMP WORK 1. Measure the length of the ramp from the edge of the desk to the top of the ramp as shown below. 2. Attach the block to a spring balance. Record the Ramp Force (N) required to pull the block to the height of the ramp. Be sure to drag the block and not lift it, and to measure the force while it is moving. 3. Now calculate the work using W=Fd. The distance is the length of the ramp. Now repeat this procedure using a small cart. Figure 1. Length Height 37

38 DATA TABLE Mass of object (g) Mass of object (kg) Height of ramp (cm) Height of ramp (m) Potential Energy (J) Length of ramp (cm) Length of ramp (m) Ramp Force (N) Ramp Work (J) Block Cart 38

39 Inclined Plane Lab Report Sheet Hypothesis A: Hypothesis B: DATA TABLE Mass of object (g) Mass of object (kg) Height of ramp (cm) Height of ramp (m) Potential Energy (J) Length of ramp (cm) Length of ramp (m) Ramp Force (N) Ramp Work (J) Block Cart Sample Calculations (Show only one trial and include units) Calculation of Potential Energy Calculation of Ramp Work 39

40 Conclusions Was Hypothesis A supported or rejected? Why or why not? Was Hypothesis B supported or rejected? Why or why not? How did the Potential Energy and the Ramp Work compare for both the wooden block? Were they close enough to be considered equal? How did the Potential Energy and the Ramp Work compare for both the cart? Were they close enough to be considered equal? Was it easier to pull the block or the cart? Explain your answer. 40

41 Potential and Kinetic Energy Lab In this lab you will allow a metal ball to roll down a tube. You will measure the height of the tube to calculate the potential energy of the ball, and the mass and velocity of the ball to calculate the kinetic energy of the ball. We will compare the kinetic and potential energy of the ball to see if they are the same. In the space below, write a hypothesis about the potential and kinetic energy of the ball. Will they be the same, or will one be larger than the other. Be sure to state the reason for your hypothesis. Hypothesis: Materials Tubes Metal balls Timers Meter sticks Tape Procedure 1. Place your tube on the floor. Determine the height of the tube by holding a meter stick vertically against the tube. 2. Determine the mass of a cup. 3. Place a metal ball in the cup and determine the mass of the ball and cup. 4. Subtract the mass of the cup from the mass of the ball and cup to determine the mass of the ball. 5. Place a piece of tape about 15 cm from the edge of the tube. This will be your starting line. 6. Place another piece of paper two meters from the starting line and mark it as the finish line. 7. You will allow the ball to roll three times down the tube. To get your data: a. Measure the distance from the bottom edge of the tube to the finish line. b. One lab partner (the roller) will hold the ball at the top of the tube. c. The other partner (the timer) will stand at the tape finish line and hold the stopwatch. d. The roller will release the ball (do not push it, just let it go) and call Start when the ball leaves the tube. The timer should start the stopwatch. e. When the ball rolls over the finish line, the timer should stop the stopwatch and record the time. f. If you have a roll where the ball goes off course or you make a mistake, disregard that trial and do it again. 41

42 DATA TABLE 1 Height of tube (cm) Trial 1 Trial 2 Trial 3 Trial 4 Mass of cup (g) Mass of cup and ball (g) Mass of ball (g) Length ball rolled (m) Time (s) Calculations (Record in DATA TABLE 2) 1. Convert the height of the tube to meters. 2. Convert the mass of the ball to kilograms. 3. Calculate the Potential Energy the ball had at the top of the tube using: PE=mgh 4. Calculate the velocity of the ball using: v=distance/time 5. Calculate the Kinetic Energy of the ball using: KE = ½ mv 2 6. Calculate the difference between Potential and Kinetic Energy for each trial, the average difference, and the range of the differences. DATA TABLE 2 Height of tube (m) Trial 1 Trial 2 Trial 3 Trial 4 Mass of ball (kg) Potential Energy (J) Velocity (m/s) Kinetic Energy (J) Difference between PE and KE Average Difference Range of Differences 42

43 Potential and Kinetic Energy Lab Report Sheet Hypothesis: Data Table 1 Height of tube (cm) Trial 1 Trial 2 Trial 3 Trial 4 Mass of cup (g) Mass of cup and ball (g) Mass of ball (g) Length ball rolled (m) Time (s) DATA TABLE 2 Height of tube (m) Trial 1 Trial 2 Trial 3 Trial 4 Mass of ball (kg) Potential Energy (J) Velocity (m/s) Kinetic Energy (J) Difference between PE and KE Average Difference Range of Differences 43

44 Sample Calculations (Show only one trial and include units) Calculation of Potential Energy Calculation of Velocity Calculation of Kinetic Energy Conclusions 1. Based on the differences between potential and kinetic energy, was your hypothesis correct? 2. What may be the cause(s) of the differences between potential and kinetic energy? 3. Based on the range of the differences, was this experiment precise? 4. Suggest two ways to extend the experiment. What other materials could be used? 44

45 Toy Car Energy Lab In this lab you will roll a toy car down a ramp. You will measure the height of the ramp to calculate the potential energy of the car, and the mass and velocity of the car to calculate the kinetic energy of the car. We will compare the kinetic and potential energy of the car to see if they are the same. In the space below, write a hypothesis about the potential and kinetic energy of the car. Will they be the same, or will one be larger than the other. Be sure to state the reason for your hypothesis. Hypothesis: Materials Ramps Toy cars Timers Meter sticks Tape Procedure 1. Determine the mass of your toy car. 2. Place a piece of tape at the edge of the ramp. This will be your starting line. 3. Place another piece of paper at least two meters from the starting line and mark it as the finish line. Measure and record the distance from the bottom edge of the ramp to the finish line. 4. You will allow the car to roll down the ramp from three different heights. For each height a. Measure the height that you will release the car. b. One lab partner (the roller) will hold the car at the top of the ramp. c. The other partner (the timer) will stand at the tape finish line and hold the stopwatch. d. The roller will release the car (do not push it, just let it go) and call Start when the car leaves the ramp. The timer should start the stopwatch. e. When the car rolls over the finish line, the timer should stop the stopwatch and record the time. f. If you have a roll where the car goes off course or you make a mistake, disregard that trial and do it again. 5. Repeat this for the other two heights. DATA TABLE 1 Mass of car (g) Trial 1 Trial 2 Trial 3 Height of Ramp (cm) Length car rolled (m) Time (s) 45

46 Calculations (Record in DATA TABLE 2) 1. Convert the height of the ramp to meters. 2. Convert the mass of the car to kilograms. 3. Calculate the Potential Energy the car had at the top of the ramp using: PE=mgh 4. Calculate the velocity of the car using: v=distance/time 5. Calculate the Kinetic Energy of the car using: KE = ½ mv 2 6. Calculate the difference between Potential and Kinetic Energy for each trial, the average difference, and the range of the differences. DATA TABLE 2 Mass of car (kg) Trial 1 Trial 2 Trial 3 Height of Ramp (m) Potential Energy (J) Velocity (m/s) Kinetic Energy (J) Difference between PE and KE Average Difference Range of Differences 46

47 Toy Car Energy Lab Report Sheet Hypothesis: DATA TABLE 1 Mass of car (g) Trial 1 Trial 2 Trial 3 Height of Ramp (cm) Length car rolled (m) Time (s) DATA TABLE 2 Mass of car (kg) Trial 1 Trial 2 Trial 3 Height of Ramp (m) Potential Energy (J) Velocity (m/s) Kinetic Energy (J) Difference between PE and KE Average Difference Range of Differences 47

48 Sample Calculations (Show only one trial and include units) Calculation of Potential Energy Calculation of Velocity Calculation of Kinetic Energy Conclusions 1. Based on the differences between potential and kinetic energy, was your hypothesis correct? 2. What may be the cause(s) of the differences between potential and kinetic energy? 3. Based on the range of the differences, was this experiment precise? 4. Suggest two ways to extend the experiment. What other materials could be used? Be sure to explain each suggestion fully. 48

49 Heat Absorbed by Metals Lab Materials Thermometer 400 ml Beaker Small beaker Metal Samples Hotplate Thread Procedure a. Fill a 400 ml beaker about three-quarters full with water. Place it on a hotplate and allow it to boil. b. Obtain a metal sample. Describe the metal, and measure its mass. c. Measure the air temperature of the room. This is also the initial temperature of the metal. d. Once the water is boiling, turn off the hotplate. e. Tie a thread around the metal sample and gently lower it into the water. f. Allow the metal sample to sit in the water for three minutes. After three minutes, stir the water and measure the temperature of the water. This is also the final temperature of the metal. g. Repeat this for two more metal samples. You do not need to get new water, just bring it to a boil again. CALCULATIONS 1. For each metal sample, calculate the change in temperature: T = T final T initial 2. Calculate the heat absorbed by the metal using Q = mc p T. The specific heat of some common metals is shown in the chart below. Metal C p (J/g o C) Metal C p (J/g o C) Aluminum Lead Brass Iron Copper Gold DATA TABLE Identity of metal Trial 1 Trial 1 Trial 3 Color/luster Mass (g) Initial temperature of metal ( o C) Final temperature of metal ( o C) Change in temperature, T ( o C) Specific Heat (J/g o C) Heat (Joules) Heat (calories) 49

50 50

51 Heat Absorbed by Metals Lab Report Sheet DATA TABLE Identity of metal Trial 1 Trial 1 Trial 3 Color/luster Mass (g) Initial temperature of metal ( o C) Final temperature of metal ( o C) Change in temperature, T ( o C) Specific Heat (J/g o C) Heat (Joules) Heat (calories) Calculations Show your calculations for the heat absorbed by the metals in the space below. Metal 1: Metal 2: Metal 3: Show your conversions from Joules to calories. Remember that 1.00 calorie = 4.18 Joules. Metal 1: Metal 2: Metal 3: 51

52 Questions. (Please answer in complete sentences.) If all of the metal samples had the same mass, which would absorb the most heat? How does this relate to the specific heat value of the metal. Suppose you had a gold sample, would it require more or less heat to raise its temperature compared to the metals used in this experiment? Again, assume all the metals were the same mass. Why are the specific heat of copper and brass so similar? What does this tell you about the composition of brass? 52

53 Heats of Solution Lab In this lab you will investigate two reactions. One will release heat (exothermic) and one will absorb heat from the surroundings (endothermic). The reactions we will study are dissolving reactions Materials Thermometer Calorimeter 10-ml grad. Dropper cylinder Weigh paper Small beaker Calcium Chloride Ammonium nitrate Scoops Procedure PART ONE: CALCIUM CHLORIDE h. Obtain about 30-ml of distilled water and place it in a small beaker. i. Measure exactly 10-ml of the distilled water into a graduated cylinder. Use a dropper to get the volume exact. j. One milliliter of water is equal to one gram. Record the grams of water you used in DATA TABLE 1. k. Place the 10-ml of water in the calorimeter. Place the thermometer in the water. Wait at least two minutes and then record the initial temperature in DATA TABLE 1. l. Determine the mass of a piece of weighing paper. m. Add calcium chloride to the weigh paper until you have grams of calcium chloride. Remember to subtract the mass of the weighing paper. n. Add the calcium chloride to the water in the calorimeter. Stir the solution with the thermometer, and record the highest (or lowest) temperature that is shown on the thermometer. o. Clean your calorimeter and thermometer and repeat for a total of three trials. PART TWO: AMMONIUM NITRATE You will now repeat the exact same procedure from Part One. However, use ammonium nitrate instead of calcium chloride. Be sure to use a clean scoop. Record your data in DATA TABLE 2. CALCULATIONS 3. Calculate the total mass (m) of water and crystals (calcium chloride or ammonium nitrate). 4. Calculate the change in temperature: T = T final T initial 5. Calculate the heat exchanged using Q = mc p T. Use 1.00 calories/g o C as the specific heat of the solution. 6. Calculate the range of the heat values. 53

54 DATA TABLE 1. Mass of water (g) Trial 1 Trial 1 Trial 3 Mass of weigh paper (g) Mass of weigh paper and calcium chloride(g) Mass of calcium chloride (g) Initial temperature of water ( o C) Final temperature of water ( o C) Mass of water and calcium chloride(g) Change in temperature, T ( o C) Heat (calories) Range of Heat values (calories) DATA TABLE 2. Mass of water (g) Trial 1 Trial 1 Trial 3 Mass of weigh paper (g) Mass of weigh paper and ammonium nitrate(g) Mass of ammonium nitrate (g) Initial temperature of water ( o C) Final temperature of water ( o C) Mass of water and ammonium nitrate (g) Change in temperature, T ( o C) Heat (calories) Range of Heat values (calories) 54

55 DATA TABLE 1. Mass of water (g) Heats of Solution Lab Report Sheet Trial 1 Trial 1 Trial 3 Mass of weigh paper (g) Mass of weigh paper and calcium chloride(g) Mass of calcium chloride (g) Initial temperature of water ( o C) Final temperature of water ( o C) Mass of water and calcium chloride(g) Change in temperature, T ( o C) Heat (calories) Range of Heat values (calories) DATA TABLE 2. Mass of water (g) Trial 1 Trial 1 Trial 3 Mass of weigh paper (g) Mass of weigh paper and ammonium nitrate (g) Mass of ammonium nitrate (g) Initial temperature of water ( o C) Final temperature of water ( o C) Mass of water and ammonium nitrate (g) Change in temperature, T ( o C) Heat (calories) Range of Heat values (calories) 55

56 CALCULTIONS Show one trial for Part One and Part Two. Be sure to include units in your calculations. Calculation of Heat (Part One) Calculation of Heat (Part Two) Conclusions Which reaction was exothermic, which was endothermic? Be sure to support your answer with data from your experiment. Based on your ranges, is this experiment precise? Explain. What applications to daily life might these two reactions have (HINT: think about the winter and about sports injuries). 56

57 Make Your Own Thermometer Lab In this lab you will make your own thermometer, much the same way that Fahrenheit and Celsius did in the 1700 s. This is a procedure called calibration. You will then use your thermometer to measure the temperature of several different solutions and compare your temperature readings to a commercial thermometer. In the space below, make a hypothesis about how accurate your homemade thermometer will be compared to a commercial thermometer. Be sure to include the reason for your hypothesis. Hypothesis: Materials Blank Thermometer Commercial Thermometer 400-ml beakers Hot plate Ice cubes Rulers China Markers Procedure CALIBRATING YOUR BLANK THERMOMETER 1. Place ice in a 400-ml beaker. Add just enough water to cover the ice. 2. Fill a second 400-ml beaker to the 200-ml mark with water. Place it on a hot plate to boil. 3. Place your blank thermometer in the ice water and allow it to sit for two minutes. Take a wax pencil and make a mark at the level of the alcohol as your 0 o C point. 4. When the water on the hot plate has come to a full boil, place the thermometer bulb in the middle of the water and hold it there for two minutes. Do not leave the thermometer leaning against the side of the beaker or sitting on the bottom of the beaker. Take a wax pencil and make a mark at the level of the alcohol as your 100 o C point. 5. Turn off the hot plate. 6. Using a ruler, mark the other gradations on the thermometer. Will you be able to mark by 20 s, by 10 s, or by 5 s? TESTING YOUR THERMOMETER AGAINST A COMMERCIAL THERMOMETER 1. Place one ice cube into the hot water. Stir with the commercial thermometer until the ice completely dissolves. Then record the temperature with your thermometer and the commercial thermometer. Record your data in the data table. 2. Place two more ice cubes into the hot water (a total now of three ice cubes). Stir until the ice dissolves and record your data with both your thermometer and the commercial thermometer. 3. Keep adding two more cubes to get temperature readings at a total of five and seven ice cubes. 4. Empty all beakers into the sink, and place all materials to dry as per your teacher s instruction. 57

58 DATA TABLE Temperature of water with one ice cube( o C) Temperature of water with three ice cubes( o C) Temperature of water with five ice cubes( o C) Temperature of water with seven ice cubes( o C) Your Thermometer Commercial Thermometer Percent Error Average Percent Error Range of Percent Errors CALCULTIONS To calculate the percent errors, use the following formula: Your temperature - Commercial temperature X 100 Commercial Temperature To calculate the Range of Percent Errors, simply subtract the lowest from the highest. 58

59 Thermometer Lab Report Sheet Hypothesis: DATA TABLE Temperature of water with one ice cube( o C) Temperature of water with three ice cubes( o C) Temperature of water with five ice cubes( o C) Temperature of water with seven ice cubes( o C) Your Thermometer Commercial Thermometer Percent Error Average Percent Error Range of Percent Errors CALCULTIONS Calculation of Percent Error (just show one) Calculation of Range of Percent Errors 59

60 Conclusions Based on temperature values, was your hypothesis correct? Be sure to support your answer with numerical data from the experiment. Based on your average percent error, is your thermometer accurate? Explain. Based on your range, is your thermometer precise? Explain. What other ways or materials might be used if this experiment were repeated in the future. Be sure to explain each suggestion. 60

61 Materials Salt Sand Magnesium Ribbon Copper Wire/powder 6M HCl 5 test tubes Test-tube rack Weigh paper Funnel Filter Paper Waste Beaker Physical and Chemical Changes Lab Small beaker Evaporating Dish Hot Plate Tweezers Clay Triangle Procedure: Part One 1. Label four small pieces of paper salt, sand, magnesium, and copper. Obtain pea sized sample of each substance and place them on the paper. 2. Make detailed observations about each substance and record them in Data Table Place a small amount of each substance into its own test tube. You will use the entire samples of the magnesium and copper. 4. Add approximately two centimeters of water to each test tube and flick the test tube to mix. Record detailed observations in Data Table Now add 8 drops of hydrochloric acid (HCl) to each of the 4 test tubes. Record detailed observations in the Data Table Empty all the test tubes into the waste beaker provided by your teacher. Clean the test tubes and place them upside down in the rack to dry. Procedure: Part Two 1. Place a small amount of sand and salt into a new test tube. Record your observations in Data Table Add water to the test tube until it is about a third full. Flick the test tube to mix and record your observations in Data Table Fold a piece of filter paper and place it in a funnel. Place the funnel on a ring stand with a small beaker underneath. 4. Pour the contents of your test tube into the funnel and allow it to filter. Record your observations about the material left in the filter paper and the liquid that goes into the beaker in Data Table Transfer the liquid from the beaker to an evaporating dish. Heat the dish almost to dryness on a hotplate, and record your observation in Data Table 2. Clean-Up 3. Wash the all glassware. 4. Return all materials to the supply table. 5. Clean your area with a wet paper towel. 61

62 Data Table 1 Substance Salt Observations of substance alone Observations of substance in water Observations of substance and HCl Sand Magnesium Copper Data Table 2 Observations of salt and sand Observations of salt and sand upon addition of water Observations on material that remained in the filter paper Observations on liquid that filtered into the beaker Observations after heating the liquid in the evaporating dish 62

63 Physical and Chemical Changes Lab Report Sheet Data Table 1 Substance Salt Observations of substance alone Observations of substance in water Observations of substance and HCl Sand Magnesium Copper Data Table 2 Observations of salt and sand Observations of salt and sand upon addition of water Observations on material that remained in the filter paper Observations on liquid that filtered into the beaker Observations after heating the liquid in the evaporating dish 63

64 Questions to Answer: Which of the four substances had a physical change when the water was added? What did you observe to support this? Which of the four substances had a chemical change when the HCl was added? What did you observe to support this? Based on your observations, which is a more reactive metal, magnesium or copper? What substance(s) remained on the filter paper when your filtered the sand/salt/water mixture? What substances were in the liquid when you filtered the sand/salt/water mixture? What did you do the experiment that would prove this? 64

65 Solubility Lab Hypothesis In this lab will investigate how many grams of salt can be dissolved in water. This number is called the solubility of a compound. In the space below make a hypothesis about how many grams of salt can dissolve in 25 ml of water. To help you, imagine one gram of salt to be about the size of a pea, and 25 ml to be the volume of a medicine cup. Be sure to explain why you made this hypothesis. Materials 50-ml graduated cylinder ml beaker Thermometer Triple-beam balance Small beaker of salt 2 Spoons Weigh paper Procedure 1. Use a graduated cylinder to measure 25.0 ml of water. 2. Pour the water into the beaker. Record the temperature. 3. Weight a piece of weigh paper and record the mass. 4. Move the weights on the scale so that you have added one gram to the mass of the paper. 5. Using the spoon, add salt to the weigh paper until the pointer is at zero. You now have 1.0 gram of salt. Add the salt to your beaker and stir with a separate spoon until it is all dissolved. 6. Using the same piece of weigh paper, measure out another 1.0 gram of salt. Add the salt to the beaker and stir until it is dissolved. Keep repeating this step until it is impossible to dissolve any more salt. BE SURE TO COUNT HOW MANY ADDITIONS OF SALT YOU MADE! 7. Rinse out your beaker and repeat the procedure for a total of four trials (if time permits). Clean-Up Wash the beaker and the spoons. Return all materials to the supply table. Dry the lab bench and the balance if any water spilled. 65

66 Data Table Temperature of water Mass of Weigh Paper Mass of Weigh Paper + One Gram Grams of salt dissolved in 25 ml Solubility of salt in grams/100 ml Average Solubility (grams/100 ml) Percent Error Trial One Trial Two Trial Three Trial Four Range Calculations Usually, solubility is measured in grams of solute that will dissolve in 100 ml of water. You only used 25 ml of water. Show how you would calculate the mass that will dissolve in 100 ml. Error Analysis Calculate the range and the percent error. Remember that the formula for percent error is: Percent Error = Average experimental value Accepted value X 100 Accepted value (The accepted value is 37 grams/100 ml) 66

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