Circular Motion Gravitation Labs
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Course
Outline
%
on
Dates
Unit
Exam
Title
Possible
Labs
Math
and
Data
Collection
Review
8/19-8/23
-Round
Things
-Determining
G
using
a
spring
scale
Newtonian
Mechanics
Kinematics
(1D/2D)
15
8/26-9/13
Kinematics
LTF
#1
Constant
Velocity
LTF
#2
Acceleration
on
a
Ramp
LTF
#3
Not-So
Free
Fall
LTF
#4
Freefalling
Washers
LTF
#5
Vector
Scavenger
Hunt
LTF
#6
Map
of
Texas
LTF
#7
Projectile
Motion
LTF
#8
Dart
Gun
-Force
Tables
Newton’s
Laws
17
9/16-10/8
Newton’s
Laws
LTF
#9
Newton's
2"
Law
LTF
#10
Atwood
Machine
LTF
#11
Coefficient
of
Friction
Work,
Power,
and
Energy
10/9-10/18
Work,
Power,
and
Energy
LTF
#15
Running
the
Stairs
LTF
#18
Roller
Coaster
Momentum
10/21-10/31
Momentum
LTF
#13
Crumple
Zone
LTF
#14
Conservation
of
Momentum
Particles/linear
momentum
Circular
Motion/Gravitation
14
11/7-11/22
Circular
Motion/Gravitation
Circular
motion/rotation
LTF
#12
Centripetal
Force
-Kepler's
Laws
Virtual
Lab
Oscillation/gravitation
LTF
#21
Waves
in
a
Spring
LTF
#16
The
Pendulum
Swings
LTF
#17
Simple
Harmonic
Motion
Wave
Motion
and
Sound
2/26-3/7
Wave
motion
and
sound
Fluid
mechanics
and
thermal
15
Thermodynamics
and
Fluids
13
11/25-12/13
Thermodynamics
&
Fluids
Fluid
mechanics
-Buoyancy
lab
-Pressure-depth
lab
Temperature
&heat
-Calorimetry
lab
Kinetic
theory/thermo
Electricity
and
magnetism
25
Centripetal
Force
Exploring
Uniform
Circular
Motion
An
object
that
moves
in
a
circle
at
constant
speed,
v,
is
said
to
experience
uniform
circular
motion
(UCM).
The
magnitude
of
the
velocity
remains
constant,
but
the
direction
of
the
velocity
is
continuously
changing,
as
shown
in
Figure
1.
Figure
]
Notice
that
the
velocity
vectors
are
not
pointing
in
the
same
direction.
The
velocity
vector
is
always
tangent
to
the
circular
path.
This
is
why,
should
the
string
break,
the
object
flies
off
in
a
straight
line.
Figure
2
An
object
revolving
in
a
circle
is
continuously
accelerating,
even
when
the
speed
remains
constant.
The
acceleration
vector
is
always
pointing
toward
the
center
of
the
circular
path
and
it
is
always perpendicular
to
the
velocity
vector,
as
shown
in
Figure
2.
Centripetal
(center-seeking)
acceleration,
a.,
is
defined
as:
Copyright
©
2012
Laying
the
Foundation®,
Inc.,
Dallas,
Texas.
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rights
reserved.
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us
online
at
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If
we
measure
the
period,
7,
the
time
needed
for
the
object
to
make
a
complete
revolution,
we
can
calculate
the
speed
of
the
object
in
UCM.
During
this
time,
it
travels
a
distance
equal
to
the
circumference
of
the circle,
277,
where
r
is
the
radius
of
the
circular
path.
The
object’s
speed,
then,
is
represented
by
v
=
%
According
to
Newton’s
second
law
(XF
=
ma),
an
object
that
is
accelerating
must
have
a
net
force
acting
upon
it
and
we
call
this
force
centripetal
force.
This
force
is
acting
in
the
same
direction
as
the
acceleration
which
is
toward
the
center
of
the
circle
(Figure
3).
Figure
3
The
equation
for
centripetal
force
can
be
expressed
as
271\
[vz}
T
an’y
F=ma=ma,=m|—
|=m|——|=m
r
Centripetal
force
is
the
net
force
which
points
toward
the
center
of
the
circle,
and,
as
examples,
can
take
the
form
of
a
gravitational
force,
frictional
force,
or
tension
in
a
string.
Copyright
©
2012
Laying
the
Foundation®,
Inc.,
Dallas,
Texas.
All
rights
reserved.
Visit
us
online
at
www./tftraining.org.
PURPOSE
In
this
activity
you
will
verify
the
relationship
between
centripetal
force,
mass,
and
ve1001ty
in
an
object
in
uniform
circular
motion.
You
will
be
using
the
assumption
that
the
centripetal
force
generated
by
the
whirling
stopper
balances
the
force
of
weight
for
the
hanging
mass.
MATERIALS
Each
lab
group
will
need
the
followmg
calculator,
TI®
graphing
Centripetal
Force
Apparatus,
set
meter
stick
stopwatch
washers
or
hanging
weight
set
SAFETY
ALERT
1.
Goggles
must
be
worn
at
all
times.
2.
Make
sure
you
have
enough
room
to
swing
your
stopper
without
hitting
other
students.
3.
Check
to
see
that
your
cord
is
not
frayed
before
beginning
your
experiment.
PROCEDURE
1.
Put
your
goggles
on
and
leave
them
on
for
the
entire
laboratory
period.
2.
One
partner
should
construct
your
apparatus
as
pictured
in
Figure
4
below.
Rubber
stopper
T
Glass
tube
wrapped
with
tape
Figure
4
Copyright
©
2012
Laying
the
Foundation®,
Inc.,
Dallas,
Texas.
All
rights
reserved.
Visit
us
online
at
www.ltftraining.org.
10.
a.
Mass
the
rubber
stopper
and
record
its
mass
in
kilograms
in
Data
Table
1
on
your
student
answer
page.
Attach
one
end
of
the
cord
securely
to
the
rubber
stopper.
b.
Pass
the
other
end
of
the
cord
through
the
glass
or
plastic
tube.
¢.
Bend
a
large
paperclip
into
a
hook
and
attach
it
to
the
free
end
of
the
cord.
This
hook
needs
to
support
several
large
washers.
.
The
other
partner
should
use
a
balance
to
mass
your
group’s
washers
+
hook.
Keep
adding
washers
until
the
mass
exceeds
100
grams.
Record
the
mass
of
your
stack
of
washers
and
hook
in
kilograms
in
Data
Table
1
on
your
student
answer
page.
Load
the
stack
of
washers
onto
the
hook.
If
the
stack
is
too
large
to
hang
securely
from
the
hook,
you
can
secure
the
stack
together
with
a
piece
of
string
and
hang
the
string
from
the
hook.
If
you
choose
this
method,
re-weigh
your
hook
as
well
as
the
stack
of
washers
with
the
string
attached.
Adjust
the
cord
so
that
there
is
about
0.75
m
of
cord
between
the
top
of
the
tube
and
the
stopper.
The
partner
that
is
going
to
operate
the
apparatus
should
support
the
stack
of
washers
in
one
hand
and
hold
the
tube
with
the
other.
Begin
whirling
the
stopper
by
moving
the
tube
in
a
circular
motion.
Slowly
release
the
stack
of
washers
and
adjust
the
speed
of
the
stopper
so
that
the
stack
of
washers
remains
relatively
stationary,
meaning
the
stack
is
no
longer
climbing
or
falling.
Important:
Keep
the
stopper
whirling
in
an
elevated,
horizontal
circle
as
pictured
in
Figure
4.
The
tube
should
be
held
high
enough
in
the air
so
that
the
spinning
stopper
does
not
threaten
any
part
of
the
spinner’s
head.
Make
several
trial
runs
to
master
the
technique.
Be
mindful
of
your
space
so
that
you
do
not
accidentally
hit
any
other
students
with
your
spinning
stopper.
When
you
have
learned
how
to
keep
the
velocity
of
the
stopper
and
the
position
of
the
washers
relatively
constant,
have
your
partner
measure
the
time
it
takes
for
20
revolutions
by
counting
down
the
revolutions
“5,4,3,2,1,
go!
1,2,3,
....
”
Record
this
time
in
Data
Table
1
on
your
student
answer
page.
The
partner
with
the
apparatus
should
stop
the
whirling
stopper
by
placing
his
or
her
finger
at
the
fop
of
the
tube
so
as
to
capture
the
length
of
the
radius
of
your
circle.
Use
caution
when
performing
this
task
so as
not
to
be
hit
by
the
stopper.
Once
the
stopper
comes
to
rest,
keep
your
finger
in
place
so
that
the
length
of
the
cord
will
not
change.
Measure
the
radius,
r,
from
the
center
of
the
tube
to
the
center
of
the
stopper.
Use
the
appropriate
number
of
significant
digits
and
record
the
value
in
Data
Table
1
on
your
student
answer
page.
Repeat
the
procedure
for
two
additional
trials
keeping
the
same
stopper
and
the
same
stack
of
washers,
but
varying
the
radius.
Keep
the
radius
between
0.50
m
and
0.90
m.
Record
all
data
to
the
appropriate
number
of
significant
digits
in
your
data
table.
Copyright
©
2012
Laying
the
Foundation®,
Inc.,
Dalfas,
Texas.
All
rights
reserved.
Visit
us
online
at
www.ltftraining.org.
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