AP Physics Lab Report

Measure the mass and calculate the density of the magnet using the correct significant figures and units. Show work for full credit. (2 points)

During the water drops on a penny, we had an opportunity to make predictions and participate in several trials. Although participating in experiments is important, one way the classroom teacher could enhance the experience would you to have the students come up with a list of testable questions. Once the students have made their list of questions, allow the students to make a prediction, and then test their hypothesis. There were four groups of students each doing their own independent trails and asking their own questions, however, the results were very similar. Although, different techniques were used, the outcomes still allowed each student to have an experience observing surface tension. (See Question 1)

E. What would happen if you dropped the object into the beaker while using the Archimedes’ Principle method instead of submerging the object?

10) If the second positive charge were moved away from the first Positive charge, would this involve positive or negative work.

2. Bring the Styrofoam cup close to another person's hair. What do you observe? What conclusions can you make regarding charged Styrofoam?

Students will be able to describe how matter changed and explain why it changed. (Evaluation: Students were required to form a hypothesis of what would happen when a given liquid were to stay outside all day long in the winter cold and state what happened to the molecules to change the liquid into a solid. Based on what you know, how would you explain why the liquid changed into a solid?)

| an object with a volume of 3.91 x 10-24 nm3 and a mass of 7.93 x 10-14 ng

be of interest to calculate the theoretical force using a derivation of equations and comparing them

Purpose: The purpose of this lab is to ensure that students are able to understand how to conduct measurements of length, mass, temperature, density and volume using different measuring devices. Students will also learn how to dilute substances by using simple algebra.

For this experiment, it is expected that at the

a will equal 0 and b will equal 32.85, since that is the length of the space shuttle.

Directions: It is important that you provide answers in your own words. Please focus only on information from the text/eBook to create your own solutions.  Please do not use direct information from an outside source (especially copying and pasting from an “answer” website). Use of direct information from an outside source is against school policy.  All answers will be checked for plagiarism. Instances of plagiarism can result in probation or possible dismissal from the school.

Shoot A relative size is 0.2 with the charge being positive. Shoot B relative size is 0.4 with the charge being positive as well. Then in Shoot C it has a relative size of 0.8 with the being positive also.

In part A, the weight of each force is found by multiplying the mass(g) of each force by gravity(10.0 m/s^2). The weight of force one is calculated using the mass, 55.0 grams, by gravity to give a weight of 550 Newtons. A potential source of error in this step of the experiment may come from rounding the acceleration due to gravity from 9.8 m/s^2 to 10.0 m/s^2. This will leading to slightly higher values of weight for each of the forces.

I’ll finish this off with the Third Law, for every reaction there is an equal and opposite reaction. This is shown when the ball hits the other balls. Because they are sandwiched between two other balls the energy gets transferred to the final ball where it continues the path of the first ball thus showing an equal reaction between the end balls. With the balls