DOCSLIB.ORG

Coefficient of Friction Lab-Incline Plane

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Coefficient of Friction Lab-Incline Plane Dr. Campbell 15 Lab Coefficient of Friction Incline Plane.docx 15 October 2015 Coefficient of Friction Lab-Incline Plane Name: Lab Partner(s): Period: Date(s): Objectives 1. To determine acceleration from a velocity versus time graph. 2. To draw and understand force diagrams. 3. To calculate frictional forces. 4. To determine the coefficient of friction between two surfaces. Theory As a cart goes up or down an inclined plane, it will be under the influence of two primary forces – gravity and friction. As the cart moves uphill (below left), the component of gravity and the friction force are both acting against the motion. This results in acceleration that we will call aup . This is the acceleration that slows the cart while it is going uphill. θ F g = mg sin F F = mg sin θ motion fr g Ffr a a up dn θ Cart going up the incline Cart going down the incline As the cart moves downhill (above right), the component of gravity pulls it down while the friction force pulls uphill, working against its motion, resulting in adn . Equipment and Materials Incline Plane Cart Motion Detector Meterstick Procedure 1. Set up the inclined plane or dynamics track as shown 1 m above. Measure a length of 1 meter along the incline eter starting at the point where it touches the table. Measure ∆∆∆h the height from the table to the bottom of the incline at θ this point, ∆∆∆h. Record this value in the Data Table. Measure and record the mass of your cart, m. Limit ∆∆∆h to 5 cm maximum. 2. Connect the Motion Detector to your LabQuest Mini and place it near the bottom of the incline. With the LabQuest connected to your computer, launch Logger Pro . 3. Click on the “stopwatch” icon just to the left of the green Collect button. Change the duration of the experiment to about 10 seconds (this may need be changed accordingly. Dr. Campbell 15 Lab Coefficient of Friction Incline Plane.docx 15 October 2015 4. Set the cart on the incline and practice pushing it uphill with just enough speed to rise near the top but not going over the edge. Be sure to catch the cart on its return before it crashes into the Motion Detector. Also remember the detector is will not record an object closer than about 15 cm. 5. Initiate data collection by clicking the green Collect button. When clicks are heard coming from the Motion Detector, push the cart up the incline as you practiced. A good set of data will show smooth curves on both the position and velocity graphs. 6. When you have completed your analysis with one angle, repeat for a different angle. Analysis Questions 1. Calculate the angle of the incline, θθθtrig , from your ∆h value. Note that ∆h/(1 meter) is the sine of angle θ. (Both numerator and denominator have to be in the same units!) 2. On the velocity vs. time graph, determine the section where the cart is moving uphill. How did you decide this was the correct section to be examining? Determine the slope of this portion of the graph, which will be aup . Record this value. 3. On the velocity vs. time graph, determine the section where the cart is moving downhill. How did you decide this was the correct section to be examining? Determine the slope of this portion of the graph, which will be adn . Record this value. Include a printout of the graph with the analysis in your lab report. 4. Write equations summing forces in the (x) and (y) directions for when the cart is moving up the ramp. 5. Write equations summing forces in the (x) and (y) directions for when the cart is moving down the ramp. Note: Make the positive direction for the (x) equation the same as in step four. 6. Use the equations from steps 4 and 5, the mass of the cart, and aup and adn to determine the frictional force acting on the cart. Notes: Do not use your angle from step 1 to determine the frictional force. If you made the positive direction down the ramp substitute the accelerations you determined on the graph as positive values. 7. Use the equations from steps 4 and 5, the mass of the cart, and aup and adn to determine the theoretical angle of θθθtheory ... 8. Calculate the percent difference between θθθtrig and θθθtheory . 9. Calculate the coefficient of static friction (µ s) for the experiment using the frictional force you determined in step 6 and the angle you found in step 7. 10. Repeat steps 1-9 for a second angle. Conclusion Questions 1. Is the acceleration greater when the cart is on the way up the ramp on the way down the ramp? Explain. 2. Do you expect the friction force to have a larger effect on the two accelerations if the angle is larger or smaller? Explain. 3. Should there difference between the coefficient of static friction (µ s) between the experiments at different angles? Is there difference between the coefficient of static friction (µ s) between the experiments at different angles? Explain why there might be a difference. 4. Would you expect the mass of the cart to have an effect on the acceleration? Explain .
Load more

Recommended publications
  • 2 Simple Machines
    Name Class Date CHAPTER 13 Work and Energy SECTION 2 Simple Machines KEY IDEAS As you read this section, keep these questions in mind: • What are simple machines? • What simple machines are in the lever family? • What simple machines are in the inclined plane family? • What are compound machines? What Are Simple Machines? We are surrounded by many different electronics and READING TOOLBOX machines. In physics, a machine is a mechanical device Compare As you read that changes the motion of an object. Remember that this section, make a chart machines make work easier by changing the way a force showing the similarities and is applied. Many machines, such as cars and bicycles, differences between the six simple machines. Describe are complicated. However, even the most complicated how each machine affects machine is made from a combination of just six simple input and output forces machines. Simple machines are the most basic machines. and distances. Include the Scientists divide the six simple machines into two fam- mechanical advantage each machine provides. ilies: the lever family and the inclined plane family. The lever family includes the simple lever, the pulley, and the wheel and axle. The inclined plane family includes the simple inclined plane, the wedge, and the screw. The lever family Simple lever Pulley EHHDBG@<EHL>K Wheel and axle 1. Infer What do you think The is the reason that the wedge inclined and the simple inclined plane plane are in the same family of simple machines? family Screw Simple inclined Wedge plane How Do Levers Work? If you have ever used a claw hammer to remove a nail from a piece of wood, you have used a simple lever.
    [Show full text]
  • Rokenbok Snapstack Student Engineering Workbook
    Inclined Plane v2.0 Progression: Applications in Design & Engineering - Section 1 Student Engineering Workbook Team Members: Total Points 1. 3. Workbook: /22 pts 2. 4. Challenge: /30 pts Key Terms Write the definitions of each key term in the space provided. 1. Simple Machine: 2. Inclined Plane: 3. Rise: 4. Mechanical Advantage: 5. Force: 6. Work: 7. Effort: 8. Load: 1 Learn, Build & Modify Elements of an Inclined Plane There are two basic elements of an inclined plane. Identify the correct element in the spaces provided. 9. 10. 9. 10. Purpose of an Inclined Plane Fill in the blanks below. 11. Purpose: 12. The inclined plane makes work easier by __________________ the amount of effort that must be applied to raise or lower a load. 13. To reduce the amount of effort needed to raise or lower an object in an inclined plane, the length of the slope should be _______________________. (extended or reduced) Build and Modify Place a check in the boxes below as the team completes each step. 14. Build Rokenbok Inclined Plane 15. Test Inclined Plane - Step 1 16. Test Inclined Plane - Step 2 2 Build & Modify Understanding Mechanical Advantage Fill in the blanks in the statements below. 17. Mechanical Advantage exists when the ______________________ force of a machine is _____________________ than the ____________________ force that was applied to it. 18. For a machine to create mechanical advantage, it must trade increased time or ____________________ for reduced effort. Mechanical Advantage in an Inclined Plane Use the formula for calculating mechanical advantage to solve the Example 1 - Inclined Plane problems below.
    [Show full text]
  • Chapter 8 Glossary
    Technology: Engineering Our World © 2012 Chapter 8: Machines—Glossary friction. A force that acts like a brake on moving objects. gear. A rotating wheel-like object with teeth around its rim used to transmit force to other gears with matching teeth. hydraulics. The study and technology of the characteristics of liquids at rest and in motion. inclined plane. A simple machine in the form of a sloping surface or ramp, used to move a load from one level to another. lever. A simple machine that consists of a bar and fulcrum (pivot point). Levers are used to increase force or decrease the effort needed to move a load. linkage. A system of levers used to transmit motion. lubrication. The application of a smooth or slippery substance between two objects to reduce friction. machine. A device that does some kind of work by changing or transmitting energy. mechanical advantage. In a simple machine, the ability to move a large resistance by applying a small effort. mechanism. A way of changing one kind of effort into another kind of effort. moment. The turning force acting on a lever; effort times the distance of the effort from the fulcrum. pneumatics. The study and technology of the characteristics of gases. power. The rate at which work is done or the rate at which energy is converted from one form to another or transferred from one place to another. pressure. The effort applied to a given area; effort divided by area. pulley. A simple machine in the form of a wheel with a groove around its rim to accept a rope, chain, or belt; it is used to lift heavy objects.
    [Show full text]
  • 3657 SIMPLE MACHINES: INCLINED PLANE, WEDGE and SCREW Grade Levels: 7-12 15 Minutes CAMBRIDGE EDUCATIONAL 1998
    #3657 SIMPLE MACHINES: INCLINED PLANE, WEDGE AND SCREW Grade Levels: 7-12 15 minutes CAMBRIDGE EDUCATIONAL 1998 DESCRIPTION Uses animated graphics and real examples to illustrate an inclined plane, wedge, and screw. Offers a definition of each and examines the relationship between the three. Shows how they have been used historically. Also defines simple machines and mechanical advantage. Reviews main concepts. ACADEMIC STANDARDS Subject Area: Science ¨ Standard: Understands motion and the principles that explain it · Benchmark: Knows the relationship between the strength of a force and its effect on an object (e.g., the greater the force, the greater the change in motion; the more massive the object, the smaller the effect of a given force) · Benchmark: Knows that when a force is applied to an object, the object either speeds up, slows down, or goes in a different direction Subject Area: Historical Understanding ¨ Standard: Understands and knows how to analyze chronological relationships and patterns · Benchmark: Knows how to construct time lines in significant historical developments that mark at evenly spaced intervals the years, decades, and centuries · Benchmark: Knows how to identify patterns of change and continuity in the history of the community, state, and nation, and in the lives of people of various cultures from times long ago until today AFTER SHOWING 1. Point out objects in the classroom that incorporate inclined planes, wedges and screws. 2. Dissect a toy or household gadget. Record progress in science notebooks with written notations and drawings. Identify each part as to type of simple machine and function. 3. Study the history of simple machines.
    [Show full text]
  • Instructional Terminology A
    Instructional Terminology ENGINEERING 15.0000.00 Analyze – to examine of the elements or structure of something A AC Voltage - alternating current; an electric current that reverses Archimedes Principle - any object wholly or partly immersed in fluid direction will be buoyed up by a force equal to the weight of the fluid displaced by the object AC/DC - alternating current and direct current; an electric Architectural engineer - an engineer who specializes in the Acceleration – the rate of change of a velocity per unit of time structural, mechanical, and electrical construction of buildings (a=∆v/∆t) Area - a part of an object or surface Accuracy - the degree to which the result of a measurement, calculation, or specification conforms to the correct value or a Assembling – putting together individual parts to create a final standard; exactness product Aeronautical engineer – a person who designs machines that fly; Assembly – individual parts that fit together to create a final product also known as Aerospace engineer Assessment – an evaluation technique Aerospace engineer —a person who designs machines that fly Atomic – relating to an atom, the smallest particle of a chemical Alloy – a mixture of metals element Alternating Current – electric current that reverses direction Atomic engineering – the branch of engineering concerned with the application of the breakdown of atoms as well as the fusion of atomic Alternative - available as another possibility nuclei or other subatomic physics; also known as nuclear engineering Ampere (AMP) – a
    [Show full text]
  • The Hay Inclined Plane in Coalbrookdale (Shropshire, England): Geometric Modeling and Virtual Reconstruction
    S S symmetry Article The Hay Inclined Plane in Coalbrookdale (Shropshire, England): Geometric Modeling and Virtual Reconstruction José Ignacio Rojas-Sola 1,* and Eduardo De la Morena-De la Fuente 2 1 Department of Engineering Graphics, Design and Projects, University of Jaén, Campus de las Lagunillas, s/n, 23071 Jaén, Spain 2 Research Group ‘Engineering Graphics and Industrial Archaeology’, University of Jaén, Campus de las Lagunillas, s/n, 23071 Jaén, Spain; [email protected] * Correspondence: [email protected]; Tel.: +34-953-212452 Received: 9 April 2019; Accepted: 22 April 2019; Published: 24 April 2019 Abstract: This article shows the geometric modeling and virtual reconstruction of the inclined plane of Coalbrookdale (Shropshire, England) that was in operation from 1792 to 1894. This historical invention, work of the Englishman William Reynolds, allowed the transportation of boats through channels located at different levels. Autodesk Inventor Professional software has been used to obtain the 3D CAD model of this historical invention and its geometric documentation. The material for the research is available on the website of the Betancourt Project of the Canary Orotava Foundation for the History of Science. Also, because the single sheet does not have a scale, it has been necessary to adopt a graphic scale so that the dimensions of the different elements are coherent. Furthermore, it has been necessary to establish some dimensional, geometric, and movement restrictions (degrees of freedom) so that the set will work properly. One of the main conclusions is that William Reynolds designed a mechanism seeking a longitudinal symmetry so that, from a single continuous movement, the mechanism allows two vessels to ascend and descend simultaneously.
    [Show full text]
  • The Amazing Normal Forces
    THE AMAZING NORMAL FORCES Horia I. Petrache Department of Physics, Indiana University Purdue University Indianapolis Indianapolis, IN 46202 November 9, 2012 Abstract This manuscript is written for students in introductory physics classes to address some of the common difficulties and misconceptions of the normal force, especially the relationship between normal and friction forces. Accordingly, it is intentionally informal and conversational in tone to teach students how to build an intuition to complement mathematical formalism. This is accomplished by beginning with common and everyday experience and then guiding students toward two realizations: (i) That real objects are deformable even when deformations are not easily visible, and (ii) that the relation between friction and normal forces follows from the action-reaction principle. The traditional formulae under static and kinetic conditions are then analyzed to show that peculiarity of the normal-friction relationship follows readily from observations and knowledge of physics principles. 1 1. Normal forces: amazing or amusing? Learning about normal forces can be a life changing event. In introductory physics, we accept and embrace these totally mysterious things. Suddenly, normal forces become a convenient answer to everything: they hold objects on floors, on walls, in elevators and even on ceilings. They lift heavy weights on platforms, let footballs bounce, basketball players jump, and as if this was not enough, they even tell friction what to do. (Ah, the amazing friction forces – yet another amazing story! [1]) Life before physics becomes inexplicable. This article is about building an intuition about normal forces using the action-reaction law of mechanics and the fact that real objects are deformable.
    [Show full text]
  • Simple Machines and Building the Great Pyramid B.Indd
    Systems and Simple Machines Simple Machines and Building the Great Pyramid Correlation Fountas & Pinnell N DRA 30 Estimated Lexile Measure 660L Written under funding from Monroe 2–Orleans BOCES by: Antonietta Quinn, Resource Teacher Danielle Hoch, Reading Specialist Designed and Printed by the BOCES 2 Printing and Graphics Services. 10/11 Copyright 2011 by the Board of Cooperative Educational Services for the Second Supervisory District of Monroe and Orleans Counties, Elementary Science Program. All rights reserved. This publication may only be reproduced for one-time classroom use. No part of this publication may be stored in a retrieval system, or transmitted or reproduced, in any form by any means, electronic, mechanical photocopying, recording, or otherwise, without the prior written permission of Monroe 2–Orleans BOCES, Elementary Science Program. Elementary Science Program www.espsciencetime.orgwww espsciencetime or Table of Contents Background .........................................................3 Great Pyramid ....................................................4 Gather and Move Stone ..................................6 Levers and Inclined Planes .............................7 Wedges.............................................................. 11 Conclusion .........................................................12 Glossary .............................................................13 2 15 Background Lever The pyramids of Egypt are amazing. They a stiff bar that sits or turns on a fulcrum were built without the tools we use today. used to raise or move a load. There were no computers. There were no complex machines to cut and move the Limestone large stones. The Egyptians did not have a rock used as a building stone. electricity. Still they were able to build these giant pyramids. Pharaoh About four thousand years ago, Egypt was an ancient Egyptian king. ruled by kings. These kings were called Quarry pharaohs (fair-ohs). When the pharaohs a pit where stone is gathered.
    [Show full text]
  • Inclined Planes • Wood, Robert
    TEACHER’S GUIDE TEACHER’S GUIDE Suggested Internet Resources Periodically, Internet Resources are updated on our Web site at www.LibraryVideo.com • www.galaxy.net/~k12/machines This Marvelous Machines Web site lists a series of simple machine experi- ments and other activities designed for student inquiry. • www.fi.edu/qa97/spotlight3/spotlight3.html The Franklin Institute Online presents information on simple machines. Suggested Print Resources • Lafferty, Peter. Eyewitness Books: Force & Motion. DK Publishing, New York, NY; 2000. • Nankivell-Aston, Sally. Science Experiments with Simple Machines. Scholastic Library Publishing, New York, NY; 2000. • Pollard, Michael. Roads and Tunnels (Superstructures Series). Raintree Steck Vaughn,Austin,TX; 1996. Inclined Planes • Wood, Robert. Mechanics Fundamentals. McGraw Hill, New York, NY; 1996. Grades 3–6 ourney to Mammoth Island, a whimsical place where TEACHER’S GUIDE Jinvestigating scientific principles is always an adventure. Paula J. Bense, M.Ed. Olive, a young girl, assisted by the Island’s mammoth Curriculum Specialist, Schlessinger Media population and a visiting inventor helps the locals discover The Way Things Work Video Series why and how machines work. Science facts are clearly includes these 26 programs: demonstrated, giving kids an opportunity to see how • BALLOONING • INCLINED PLANES • SCREWS important everyday machines are linked together by the • BELTS & GEARS • LEVERS • SENSORS science that drives them. Students come to see that sci- • COOLING • LIGHT • SINKING • ELECTRICITY • MAGNETS • SOUND ence is a way of organizing information about the world, • ENGINES • MUSICAL INSTRUMENTS • SPRINGS explaining why things work the way they do and allowing • FLIGHT • PHOTOGRAPHY • STEAM POWER • FLOATING • PRESSURE • TELECOMMUNICATIONS us to predict what might happen in new situations.
    [Show full text]
  • The Enigma of the Inclined Plane from Hero to Galileo Sophie Roux, Egidio Festa
    The Enigma of the Inclined Plane from Hero to Galileo Sophie Roux, Egidio Festa To cite this version: Sophie Roux, Egidio Festa. The Enigma of the Inclined Plane from Hero to Galileo. Mechanics and Natural Philosophy before the Scientific Revolution, Kluwer Academic Publishers, pp.195-221, 2008. halshs-00806464 HAL Id: halshs-00806464 https://halshs.archives-ouvertes.fr/halshs-00806464 Submitted on 2 Apr 2013 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. THE ENIGMA OF THE INCLINED PLANE FROM HERON TO GALILEO 1 Sophie Roux and Egidio Festa The law of the inclined plane states that the ratio between a weight and the force needed to balance this weight on a given inclined plane is equal to the ratio between the length and the height of this plane. With the peremptory tone for which he is known, Descartes affirmed that this law was 2 known to “all those who write about mechanics”. Yet the problem of the inclined plane appears neither in Aristotle nor in Archimedes, and while writers such as Heron of Alexandria, Pappus of Alexandria, Leonardo da Vinci, Girolamo Cardano, and Colantonio Stigliola do indeed formulate it, they do not find the solution.
    [Show full text]
  • THE JOHNSTOWN INCLINE Johnstown, Pennsylvania
    THE JOHNSTOWN INCLINE Johnstown, Pennsylvania REGIONAL HISTORIC MECHANICAL ENGINEERING The American Society of LANDMARK Mechanical Engineers HISTORICAL SIGNIFICANCE OF THE JOHNSTOWN INCLINE Johnstown, Pennsylvania has become known for carried people up to safety, as well as boats, many things, among them a reputation for its emergency personnel, and equipment down to devastating floods. The largest flood in the valley to aid in rescue operations. Johnstown’s history occured on May 31, 1889, when some 2,209 people lost their lives. Although Originally, the Cambria Iron Company the destruction was great, the people of incorporated the Cambria Inclined Plane Johnstown began to rebuild their lives and Company to attend to the business of the Incline. community. In April 1935, Westmont Borough began operating the inclined plane, after purchasing it The Cambria Iron Company, then the largest land from the Cambria Inclined Plane Company for the owner in the county, began developing a hill-top price of one dollar. Following World War II, the community on Yoder Hill. The grade between use of the Incline declined after better roads had Johnstown and the new community, eventually been built up Yoder Hill. In April 1961, it was named Westmont, was over seventy percent, too closed by Westmont due to the financial burden steep for horses and wagons. In order to make and safety concerns over deteriorated equipment. the development accessible to Johnstown, the Under public pressure against closing it, the Cambria Iron Company began construction of an operating responsibilities were transferred to the inclined railway in 1890. Many of the parts of the Cambria County Tourist Council under a lease Incline were manufactured in Johnstown by the agreement.
    [Show full text]
  • TECHNOLOGY: a School-Museum Connector Part 1: Explore
    TECHNOLOGY: A School-Museum Connector A Guide for Teachers to use to: > Explore Museum Exhibits > Discover Technology in Your School > Organize Your Own Exhibit Part 1: Explore Museum Exhibits Look in any exhibit at Field Museum that presents a culture or any exhibit at the Chicago Historical Society that includes tools. Find an example of any of the following kinds of simple machines. They may not look like machines, but they are. A machine is "any device that provides a mechanical advantage--that is, allows a limited amount of effort to do useful work in lifting or moving a load." Random House Encyclopedia the lever This kind of machine magnifies effort so it is easier to move a load. You will not necessarily see the fulcrum (the pivot). This is a kind of lever. What work does the lever help people do? the inclined plane This kind of machine is a ramp. The Ancient Egyptians probably used ramps to move the stones to build the pyramids. What do people move with this inclined plane? Connections--Sponsored by Kraft General Foods DePaul Center for Urban Education ©1992 the wedge A wedge is two inclined planes together. These are used to concentrate force. What work did these people use the wedge to do? What kinds of mathematics have people applied to make these tools? For example, each of these tools involves angles. Technology Exhibits 2 Part 2: Discover Technology in Your Own School INCLINED PLANES Have your students identify examples of the inclined plane in your own school. (Start with the staircase.) Make a list of the applications of the inclined plane.
    [Show full text]