Laboratory 2

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The University of Tennessee, Knoxville *

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Chemistry

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Apr 3, 2024

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Laboratory 2: Newton’s laws Manuelle Toro mtoromar@vols.utk.edu Purpose: For this lab we hope to learn about newton’s laws and how each of them play a critical role in our daily life, we will encounter a lot of examples to showcase the prevalence of set laws in how the forces we encounter constantly through the date, happen due to known concepts these laws showcase. Newton’s first law 1. Discuss with other students what you think happens to the head of a buckled-up driver when the car is hit from behind. a. When this happens it is expected that the force coming from the velocity of the car impacting the driver’s car will absorb the force as set force needs an opposing force that lead to the net forces to be zero, thus the force will then be transfer to the driver that will push him forwards creating a hyperflexion, as this happens the force, pushed the brain forwards and the anterior cortex will impact with the cranium, this can lead to brain inflammation such as encephalitis, and most likely a concussion of the brain. 2. Discuss what you think happens to the head of a buckled-up passenger in a moving car when the car hits a stopped car. a. In the beginning of the impact the force of the velocity the car carries pushes forwards, but the sudden stop from going a high speed to 0 leads to opposing forces that pushes the driver of the impacting vehicle forwards. When this happens, the brain is pushed forwards and the dorsal cortex will impact the cranium, this impact can lead to several complication such as injury of the cerebellum leading to motricity problems, or trauma to the spinal cord leading to possible paralysis. Experiment 1: 1. Record what happens to the ball when you conduct the following three experiments.  From rest, walk quickly forward. o we see that the ball rolls quickly off the book forwards, we can explain this to happen as that the ball currently has the same velocity as I do and as such when I stop it will continue to carry the same velocity as there is no opposing force.  From rest, walk quickly backwards.

o When we do the same experiment as above but this time walking backwards, we see that the balls roll off the book we see that the ball rolls backwards we can explain this by the same example as that of the first experiment.  Walk forward at a steady pace, keeping the ball on the book with your other hand. Let go of the ball while walking steadily. Then stop suddenly. o In this example we see that the ball attempts to rolls off forwards but once we stop we see that although it does move forwards it doesn’t fully roll of like the other experiments we can say this happens due to the fact that while we are holding the ball in place we are putting an opposing force on the ball making the net forces equal to zero, thus the ball remains at rest while it’s on top of book. 2. Using Newton's First Law, predict what should happen to the head of the buckled-up driver in the stopped car. Where should the brain trauma occur in this type of accident? a. Returning to the first idea said it is believing the driver of the stopped car will then get the energy from the driving car as such the force will lead the driver to push forwards causing the brain’s anterior cortex to impact the front of the cranium as such doing trauma in the frontal lobe. 3. Using Newton's First Law, predict what should happen to the head of the buckled-up passenger in the moving car. Where should the brain trauma occur in this type of accident? a. At the beginning of the accident, the forces of sudden stop will push the passage forwards but due to the sudden impact opposing forces will be put in the opposite direction causing the passage to be pushed backwards. This leads to brain to be pushed backwards impacting the dorsal cortex, as it impacts with the back of the cranium, this will create trauma In either the cerebellum or the spinal column.

Experiment 2: y = 0.21x 2 + 0.3169x - 0.0344 -0.05 0 0.05 0.1 0.15 0.2 0 0.1 0.2 0.3 0.4 0.5 Position X(m) Time (s) position vs Time F=0.5 N 1. 0.15 0.2 0.25 0.3 0.35 0.4 0.45 0 0.1 0.2 0.3 0.4 0.5 0.6 f(x) = 1.28 x − 0.03 Acceleration Vs Force Acceleration (m/s^2) Force (N) 2. Refer to your graph and describe the relationship between force and acceleration using words. What is the physical meaning of the slope?  We see a directly proportional relationship between acceleration and force we see that as we increase the acceleration we expect a proportional increase in force, thus we can see a straight line, the slope in this case represents the expected mass of the object so that it can be accelerated thus we require a certain amount of force.

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3. What is your best estimate for the mass of the cart?  The best estimate of the mass would have to be the slope of the graph which is 1.2759 kg. Newton’s 3 rd law Experiment 3: Clip 1 observation: we can see that as the professor keeps exercising an external force to the blue card so that it remains at rest, but when looking at the forces we can see how the blue line exercise a positive force against the pull of the red card that shows negative net forces, this should show opposing forces as such the blue car is able to remain at rest. Clip 2 observation: similarly to the first clip in this one we see that forces are opposing each other as the professor is pulling both cars in opposite directions, we can then see that as the tension of the rubber band holding the cars together increase we see a spike in the magnitude of the forcer in both direction this is done so that the net forces reaches zero so that one force counteracts the other. Clip 3 Observation: in this clip the professor switches the dynamic of the cars in this case the cars are being pushed towards each other and unlike the other clips the blue car now shows a negative magnitude while the red card shows a positive magnitude of force this can be explain due to the fact forces are opposites of each other and as they are pushed together there are other forcer trying to push them apart as such the amount of force required to bring them closer increase as the distance between each car become narrower, thus the counteracting forces to reach net zero forces. 1. Do these force versus time graphs help you understand Newton's third law? a. I think these graphs does make us understand how forces work over time but personally It doesn’t really help me to understand the whole purpose of the third law, I think a better approach would be to show us with direction how the forces are acting upon an object so that it’s easier to visualize and comprehend. Reflections: Personally, I enjoyed how dynamic this lab was, it felt more like you could interact with the content and I was able to properly bring into an experimental aspect the concepts learned in this module. Overall, the experiments made sense, and I can see how either in person or online as I am, anyone can properly grasp the subject by matters of experimentation freely and at their own pace.