Kinematics and Dynamics Practicals

These pracs may be of use to teachers in the Kinematics & Dynamics Modules
of the Year 11 Course.

Practical No. 1 – Average Velocity (Kinematics

Module)
 

Introduction:

This prac is very simple. The main point of this prac from my view is to introduce you to
the linear air track as a piece of physics equipment. We will use the air track again (next
time with data loggers) to perform a momentum conservation experiment.

Aim:

To measure the average speed of an object.

Method: 

1.      Place a small car on the linear air track at the end near the air source (vacuum
cleaner).

2.      Arrange a metre ruler on the side of the air track.

3.      Turn the air supply on by pressing the switch on the side of the vacuum cleaner.

4.     Push the metal clip on the car gently against the metal clip at the end of the air track
until the black pen mark on the side of the air track is just covered by the car.

5.     Release the car and measure the time taken for the car to move 1 metre down the
air track.

6.      Record this data in the Table below.

7.     Repeat the experiment 4 more times. Calculate the average speed of the car for
each trial.

 
Results:

Table: Average Speed of Car over distance of 1 metre

TIME (s) AVERAGE SPEED OF CAR (m/s)
   
   
   
   
   

Discussion & Conclusion

As directed by the teacher

 
Practical No. 2 – Acceleration Due to Gravity By
Ticker-Timer  (Kinematics Module)
Introduction: 

The Ticker-Timer provides a simple means of collecting distance versus time data in
motion experiments. Today it has been superseded by the data logger. It is, however,
worthwhile to have a familiarity with data collection using the Ticker-Timer. Teachers
should discuss with students the relative merits of the two instruments.

Aim: 

To determine the local value of the acceleration due to gravity using the ticker-timer.

 
Method: 

1.      Set up the equipment as shown below.

2.      Turn power on and drop paper tape, allowing the attached weight to pull it through
the ticker-timer.

3.      Examine tape to ensure that the dots are spaced so as to indicate uniformly
accelerated motion. If not, repeat step 2. Do not waste tape!
4.      Produce a tape that has at least six dots in a row from the start clearly showing
uniformly accelerated motion. Analyse this section of the tape to complete the Table
below. Take more dots into account if you can. Remember that the time
between consecutive dots is 0.02 seconds (1/50 s – the frequency of the
mains supply).

5.      Draw a graph of average velocity versus time and calculate the slope of this
graph. Remember that average velocity over a time interval occurs at the middle of
that time interval. The value of the slope is your experimental value of the local
acceleration due to gravity.

Results:

Table: Analysis of data from tape

Interval Time for Displacement Average Total time
No. each covered in Velocity elapsed to
Interval (s) each Interval during each middle of
(cm) Interval Interval (s)
(cm/s)
1 0.02     0.01
2 0.02     0.03
3 0.02     0.05
4 0.02     0.07
5 0.02     0.09
         
         
         

Draw your graph of Average Velocity versus Time. 

Slope of your average velocity versus time graph = __________

Comment on any discrepancy between your experimental value of the
acceleration due to gravity and the accepted average value of 980 cms -2.

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..
Practical No. 3 – Balls on Slopes  (Kinematics
Module)
Introduction: 

In a now famous experiment, Galileo demonstrated that the motion of a ball rolling down
an inclined plane is uniformly accelerated motion. From this he extrapolated that the
motion of any body free falling vertically is also uniformly accelerated motion.

Using the principle of conservation of energy and some basic rotational kinematics, it can
be shown that for a solid spherical ball rolling down an inclined plane, the linear speed of
the ball at the bottom of the inclined plane is given by:

where v h = height of inclined plane and g =

= linear speed of ball at bottom of incline,
-2
acceleration due to gravity, which can be assumed to be 9.8 ms .

Aim:

To verify that the speed of the ball at the bottom of the inclined plane is proportional to
the square root of the height of the incline. 

Your Task: 

Design a Method for achieving the above Aim. HINTS: Remember your basic
definitional equations for average velocity given earlier in this course. Remember the
benefit of graphs and straight-line relationships between variables. Use the equipment
available to check out the practicality of your ideas.

Draw a diagram of proposed Experimental set-up.

Write out your Method.

Practical No. 4 – Vector Addition & Subtraction
(Dynamics Module)
Introduction: 

The vertical “Force Board” is a board to which two pulleys have been attached. String
can be threaded over the pulleys and various masses can be hung from the ends of the
string. A third known or unknown mass can then be added to the string between the
two end masses in a position that results in an equilibrium of forces. The acceleration
due to gravity acting vertically downwards produces the weight force of each set of
masses. A white sheet of paper can be attached to the board behind the masses and the
pattern of forces can then be traced onto the paper (or photographed using your mobile
phone). The forces can then be analyzed using vector analysis.

Key learning objectives

• To visualize what a vector triangle really means.

• To develop students’ skills in manipulating apparatus.

When students draw vector triangles in their work, they sometimes have difficulty in
visualizing what the diagram really means. This experiment will give them a clear
example and will help them to visualize the meaning of vector triangles in other
contexts. As this experiment is a little fiddly, it is a good chance for students to develop
their manual dexterity in manipulating apparatus. Both of the learning objectives above
should be stressed to the students before they carry out the experiment. They should
also be encouraged to take time in order to get good quality results.

In this experiment, all three masses are known. However, you can adjust the method to
calculate the size of an unknown third mass.

Aim:

To demonstrate vector addition & subtraction. 

Method: 

1.     Use the Force Board supplied to arrange an example of equilibrium of forces. That
is, arrange the three sets of masses and mass carriers on the board so that there is
no movement – one set at each end of the string and one in the middle. Once there
is no movement, the three weight force vectors are in equilibrium.

2.     Place a blank sheet of paper behind the middle mass carrier and carefully trace the
pattern made by the string and mass carrier so that your diagram clearly shows the
angles made by the string and the middle mass carrier. These are the same as the
angles made between the three force vectors.
3.     Determine the magnitude (size) of each force vector in newtons by using F = ma,
-2
assuming a = 9.8 ms . Record these in the Table below.

4.     Use your traced diagram and a protractor to measure the angles between the force
vectors. Record these in the space provided over the page.

5.     In the space provided below, use the information you have collected to draw a
scaled vector diagram showing the addition of the three force vectors. Since
the forces are in equilibrium, your diagram should form a closed vector polygon. In
other words, your three vectors should add together to give zero – the size of
the net force acting on a system in equilibrium.

Results:

Table: Size of Forces

Force Number* Total Mass Size of Force (N)
Hanging (kg)
1    
2    
3    

*See diagram below for numbering of forces.

                           

Angle between Force 1 and 2 = ____________

Angle between Force 2 and 3 = ____________

Angle between Force 3 and 1 = ____________

 

Now draw your Scaled Vector Addition Diagram: 

Scale: ___________

* What does it mean if your vector diagram is not a closed triangle? Think about this
and discuss with your group and teacher.

 
Practical No. 5 – Acceleration Versus Mass
(Dynamics Module)
 

Introduction: 

This prac uses Experiment M10 Acceleration & Mass from the Sensing Science
software from Data Harvest. Data loggers & light gates are required.

Aim: 

To investigate the relationship between the mass of a body and the acceleration
produced by constant force acting on that body. 

 
Method: 

1.      Set up the experimental apparatus as shown below.

2.      Measure the mass of the trolley car with string & interrupt card attached.

3.      Launch and set-up the Timing Software.

4.      Choose a pulling force by placing four to six 50g masses on the mass carrier
provided. This pulling force will remain the same throughout the experiment.

5.      Hold the trolley car in the start position. Check that the string moves freely over the
pulley with the weight attached and that the trolley car will move in a straight path
through the light gate without colliding with anything.

6.      Return the trolley car to the start position. Click on the Run icon to start the timing
software and release the trolley car. The acceleration of the car will be measured
as the interrupt card passes through the light gate and should appear in the Table &
graph on the computer screen.

7.      Click on the Run icon to turn off the timing and move the car back to the start
position.

8.      Add a 500g mass to the car.

9.      Click on the Run icon to re-start the timing & release the trolley.

10.  Repeat steps 7 to 9 until the total mass added to the trolley is 2.0kg.

11.  Record the five sets of measurements in the Table below.

12.  Use the graph paper provided to plot a graph of acceleration (vertical axis) versus
1 / mass (horizontal axis).

13.  Comment in the space provided on what conclusion you can draw from the nature of
your graph.

Results:

Table: Acceleration v's Mass Data

Mass (kg) (1/Mass) (kg-1) Acceleration (ms-2)
1.0 (trolley car by itself) 1.0  
1.5 0.67  
2.0 0.5  
2.5 0.4  
3.0 0.33  

Now draw your graph of Acceleration v's (1/Mass). Use both graph paper &
Excel Spreadsheet and draw the graph twice. This is to gain experience in both
methods of graphing.

 
Conclusion:

What conclusion can you draw from your graphs? 

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

 
Practical No. 6 – Acceleration Versus Force
(Dynamics Module)
Introduction:

This prac uses Experiment M9 Force, Mass & Acceleration from the Sensing
Science software from Data Harvest. Data loggers & light gates are required. 

Aim:

To investigate the relationship between the acceleration of a system of constant mass

and the applied net force acting on that system.

Method:

Use the same basic method as for the Prac No.3 but this time start with five 50g masses
on the trolley and a 50g mass carrier hanging over the pulley to act as the initial force
on the system. Measure the acceleration produced. Increase the force on the system by
transferring one 50g mass from the trolley to the mass carrier and repeat the
experiment. Note that the total mass of the system remains constant as you increase
the force acting on the system. Continue until all of the 50g masses are on the mass
carrier. (Note: By “system” in this prac, we mean the trolley + masses on trolley +
interrupt card + masses hanging over pulley + cord. The force due to gravity acting on
the masses hanging over pulley is applied to this whole system NOT just to the trolley.) 

Results:

Table: Acceleration v's Force Data

Total Mass Hanging Force on System (N) Acceleration of System
from Pulley (kg) (ms-2)
     
     
     
     
     

Draw a graph of Acceleration (vertical axis) versus Force (horizontal axis).

 
Conclusion: 

What conclusion can you draw from your graph? 

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..
 

If you wish to take the prac further, you can calculate the mass of the whole
system from the slope of the acceleration v's force graph and then compare this
mass with the value obtained using electronic scales. Mass of system =
1/slope of your graph.

 
Practical No. 7 – Conservation of Momentum
(Dynamics Module)
Introduction:

If no external net force acts during a collision, the total momentum of the system is not
changed by the collision and therefore the total momentum of the system before
collision equals the total momentum of the system after collision.  The practical that
follows is based on Experiment M15 Inelastic Collisions from the Sensing Science
software from Data Harvest.

Aim:

To analyse the change in momentum of a system of two linear air track vehicles during
collision. 

Method:

1.      Set up the equipment as shown in the following diagram. The light gates are
connected to the input terminals of a data logger as shown. Place blue tack firmly on
the ends of vehicles 1 & 2 that are facing each other. Measure and record the
masses of vehicles 1 & 2 with blue tack & interrupt cards attached.  Note that the
diagram below was copied from the notes supplied with Experiment M15 Inelastic
Collisions from the Sensing Science software from Data Harvest.  Note also
that the pin & cork shown on the ends of the vehicles were replaced by blue tack in
our version of the practical.

2.      Launch and set-up the Timing Software to enable the velocity of vehicle 1 to be
measured before the collision and the velocity of vehicle 1 & 2 combined to be
measured after collision.

3.      Click on the Run icon to start the timing software. The relevant velocities will be
measured as the interrupt cards pass through the relevant light gates and should
appear in the Table & graph on the computer screen.
4.      Turn the air on in the linear air track. Hold vehicle 2 at rest in a designated spot
between the light gates until vehicle 1 is in motion.

5.      Push the metal clip on vehicle 1 firmly against the metal clip at the end of the air
track until the black pen mark on the side of the air track is just covered by vehicle 1.
This will allow vehicle 1 to spring forward when released.  The clips & pen mark are
not shown in the diagram above.  There are many ways of applying an initial force to
vehicle 1 in a consistent manner.

6.      Release vehicle 1 and record the velocities measured by the data logger in the Table
below. Record the before and after velocities only for cases where the vehicles
collide and coalesce.

7.      Repeat the experiment 4 more times.

Results:

Table No.1: System Data Before Collision

Trial No. Mass of Velocity of Mass of Velocity of Total

Vehicle 1 Vehicle 1 Vehicle 2 Vehicle 2 Momentum of
(kg) (m/s) (kg) (m/s) System Before
Collision (Ns)
1       0  
2       0  
3       0  
4       0  
5       0  

Table No.2: System Data After Collision

Trial No. Mass of Vehicles 1 & Velocity of Combined Total Momentum of

2 Combined (kg) Vehicles (m/s) System After
Collision (Ns)
1      
2      
3      
4      
5      

Table No.3: Change of Momentum of System During Collision

Trial No. Change of Momentum of System During Collision (Ns)

1  
2  
3  
4  
5  
 

Conclusion:

Comment on the extent to which your results support the idea that if no external net
force acts during a collision, the total momentum of the system is not changed by the
collision.