Radon Tutorial
Monday, January 10, 2011
Wednesday, May 6, 2009
Golf Range!
Go to the website at http://www.sciencejoywagon.com/explrsci/media/range.htm and experiment to find the following. Follow each experiment with a diagram and a series of calculations that show your answers.
a) the launch velocity necessary to hit a ball at a 45 degree angle and score a hole-in-one. Based on the time for the parabola, calculate v(x) and v(y) initial.
b) the launch velocity necessary to hit a ball at a 30 degree angle and score a hole-in-one. Based on the time for the parabola, calculate the maximum height of the ball.
c) the launch velocity necessary to hit a ball at an angle of your choosing not mentioned above and score a hole-in-one. Based on your data, calculate v(f) before the ball hits the cut. Determine the maximum height of the ball and v(x).
Repeat a) b), and c) with AIR on and determine the percentage of error in your calculations in each case. Show all work.
Hand in your INDIVIDUAL work before leaving class.
Thursday, April 23, 2009
Projectile Motion Simulation, 4/28
GO to PHET.
You will be experimenting with the applet found there. You will need to answer the following questions INDIVIDUALLY and hand in at the end of the hour.
Questions to Ponder and Answer
Using the projectile motion simulation, what variables can be tested that could affect projectile motion?
Predict which of these do affect projectile motion and provide reasoning for why you think a particular variable might affect or not affect projectile motion. Explain this for each variable.
Test your predictions by looking at changes in each variable. Remember to change only one variable at a time.
Use the tape measure to determine the height and distance a trajectory travels.
What angle might give you the greatest height? How could you test this with a simulation that does not go off the page?
What angle might give you the greatest distance? How could you test this with a simulation that does not go off the page?
What angle will give you minimum trajectory distance? Explain the reasoning behind this.
What is the change in x and the change in y for a tankshell with a cannon angle degree of 80 and an initial speed of 40?
Is this the same for a Buick at the same angle and speed? Explain why or why not?
You will be experimenting with the applet found there. You will need to answer the following questions INDIVIDUALLY and hand in at the end of the hour.
Questions to Ponder and Answer
Using the projectile motion simulation, what variables can be tested that could affect projectile motion?
Predict which of these do affect projectile motion and provide reasoning for why you think a particular variable might affect or not affect projectile motion. Explain this for each variable.
Test your predictions by looking at changes in each variable. Remember to change only one variable at a time.
Use the tape measure to determine the height and distance a trajectory travels.
What angle might give you the greatest height? How could you test this with a simulation that does not go off the page?
What angle might give you the greatest distance? How could you test this with a simulation that does not go off the page?
What angle will give you minimum trajectory distance? Explain the reasoning behind this.
What is the change in x and the change in y for a tankshell with a cannon angle degree of 80 and an initial speed of 40?
Is this the same for a Buick at the same angle and speed? Explain why or why not?
Monday, April 13, 2009
Momentum and Force on a Box
1. Get a box from the teacher. Fill it with newspaper. Measure the mass of the box and the paper. Use a spring scale to figure the force of friction. Now, divide by the mass of the box to figure acceleration due to friction _______ m/s/s
Now, throw a ball into the box from a distance of around a meter. As soon as the ball leaves your hand, it should have a constant velocity. The box will move as a result of the ball hitting the box.
2. Draw a picture of the ball and the box before they interact, and after they interact using a momentum drawing.
3. Measure the distance the box traveled in meters. Since the only thing slowing the box down was friction, we can now find the initial speed of the ball and the box. d = _____ m
d = _____ m
v(f)= 0 m/s
a= a(friction) = ______ m/s/s
v(i) = ??
4. Can we say that v(i) is the speed of the ball before the collision? Why or why not? Explain to me, using the equation m(ball)v + m(box)*0 = m(ball)v(i) + m(box)v(i)
Turn this sheet in INDIVIDUALLY WHEN YOU ARE DONE.
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THOUGHT LABS--EVERYONE HANDS IN THEIR OWN SHEET AT THE END OF THE HOUR
A. Given a 10 g paintball, and a 2 kg target on wheels, determine the momentum of the paintball.
B. Given two protons, one traveling to the left, and another traveling to the right, at .99% of the speed of light, what will be the momentum on collision?
C. Given a ramp that is 10 cm high, with a marble at the bottom, and a second marble, determine the momentum of the first marble at the moment of collision.
D. Given two carts, one with a mass of 1 kg, and one with a mass of 2 kg, moving towards one another at a speed of 2 m/s, what will be the resulting motion if they stick together at the moment of collision?
E. Given a baseball, a bat, and a video camera, determine the change in velocity of the ball.
Now, throw a ball into the box from a distance of around a meter. As soon as the ball leaves your hand, it should have a constant velocity. The box will move as a result of the ball hitting the box.
2. Draw a picture of the ball and the box before they interact, and after they interact using a momentum drawing.
3. Measure the distance the box traveled in meters. Since the only thing slowing the box down was friction, we can now find the initial speed of the ball and the box. d = _____ m
d = _____ m
v(f)= 0 m/s
a= a(friction) = ______ m/s/s
v(i) = ??
4. Can we say that v(i) is the speed of the ball before the collision? Why or why not? Explain to me, using the equation m(ball)v + m(box)*0 = m(ball)v(i) + m(box)v(i)
Turn this sheet in INDIVIDUALLY WHEN YOU ARE DONE.
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THOUGHT LABS--EVERYONE HANDS IN THEIR OWN SHEET AT THE END OF THE HOUR
GENERAL DIRECTIONS:
For each of the following situations below, design a procedure to determine experimentally the unknown quantity specified in the problem. You may not damage or destroy any of the equipment you use, and your method must be feasible and practical.
In each case,
- List the equipment you would need, and include a labeled diagram.
- Write a brief but concise procedure, describing any measurements you
would make, assigning each measurement a symbol (e.g. time = t ) .
- Show explicitly using equations how the measured quantities would be
used to determine the unknown quantity.
- Indicate one possible source of experimental error and discuss how it
would affect your value for the unknown quantity you are ultimately
measuring.
B. Given two protons, one traveling to the left, and another traveling to the right, at .99% of the speed of light, what will be the momentum on collision?
C. Given a ramp that is 10 cm high, with a marble at the bottom, and a second marble, determine the momentum of the first marble at the moment of collision.
D. Given two carts, one with a mass of 1 kg, and one with a mass of 2 kg, moving towards one another at a speed of 2 m/s, what will be the resulting motion if they stick together at the moment of collision?
E. Given a baseball, a bat, and a video camera, determine the change in velocity of the ball.
Wednesday, April 8, 2009
Thursday, April 2, 2009
Momentum and the Bumper--Friday and Monday
Today, you will start by experimenting with the applet found here that focuses on momentum of elastic and inelastic collisions.
Create three systems of inelastic momentum and three collisions of elastic momentum. In each, please indicate the masses involved before the collision, the masses involved after the collision, and the relative velocities before and after.
Your data should look like this
BEFORE AFTER Type of collision: elastic or inelastic
m(wagon1)
v (wagon 1)
m(wagon 2)
v (wagon 2)
Write your six trials down on a sheet of lined paper and hand into the teacher, along with your definitions of elastic and inelastic.
When you get done, set up a logger pro with a cart as indicated in the picture. Remember, you must design a bumper that is SOFT, MID-RANGE, and HARD. Test each bumper by pushing the car into the box. Use the v-t graph and write the speed before collision, the speed after the collision, and the time it took to change direction. Note the condition of the bumper after the collision, and document with a picture (camera should be on my desk, or take a pic on your cell phone) Hand the three LoggerPro graphs into the teacher.
Finish Worksheet 1, Unit IX.
Create three systems of inelastic momentum and three collisions of elastic momentum. In each, please indicate the masses involved before the collision, the masses involved after the collision, and the relative velocities before and after.
Your data should look like this
BEFORE AFTER Type of collision: elastic or inelastic
m(wagon1)
v (wagon 1)
m(wagon 2)
v (wagon 2)
Write your six trials down on a sheet of lined paper and hand into the teacher, along with your definitions of elastic and inelastic.
When you get done, set up a logger pro with a cart as indicated in the picture. Remember, you must design a bumper that is SOFT, MID-RANGE, and HARD. Test each bumper by pushing the car into the box. Use the v-t graph and write the speed before collision, the speed after the collision, and the time it took to change direction. Note the condition of the bumper after the collision, and document with a picture (camera should be on my desk, or take a pic on your cell phone) Hand the three LoggerPro graphs into the teacher.
Finish Worksheet 1, Unit IX.
The world of Momentum and Impulse
I would suggest watching this as a class.
When you are done, begin Unit IX, Worksheet 1
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