Air Force Of Gravity Lab Report

Students in an AP Physics lab perform an electrostatics experiment involving two charged spheres suspended

To result in a net zero force, the other vector would have to be of the same magnitude as the one shown but in the opposite direction. The stone pushes down on the ground with a certain force and the ground pushes up on the stone with an "equal and opposite" force. the normal force vector

The value of G, the universal gravitational constant, was not experimentally determined until until nearly a century later by Henry Cavendish using a torison balance. His instrument to determine the value of G included a light, rigid rod with two small lead spheres attached to the ends. The rod was suspended by a thin wire, and when the rod twisted, the torsion of the wire exerted a torsional force that was proportional to the angle of rotation of the rod. Cavendish was able to determine the gravitational force of attraction between the two masses. By measuring the masses, distance, and force, Cavendish

Sum of the forces = 0 because the system is in equilibrium, so we can do F= ma, ma= 0, so F=0

During the experiment GGC students used a variety of techniques with specific time and mass

Also, we need to understand words like meniscus, parallax, the difference between accuracy and precision, the use of a metric system, the use of scientific notation, and etc. Furthermore, the purpose for doing this experiment is to understand why measurements is not precise and how to describe uncertainty and error. This is important because we’re going to face the same problem every time we do the same type of lab, and when the

“Newton’s Third Law is one of the fundamental symmetry principles of the universe which states that “For every action, there is an equal and opposite reaction”[1] .In simple words it means that for every action there is a reaction, which is equal to the magnitude of the force applied but opposes the direction of the action.

For my Senior Project, I am submitting a lab which I completed in AP Chemistry. In the Gravimetric Analysis of Calcium and Hard Water Lab my lab partner and I conducted an experiment in which we calculated the mass of the precipitate formed by the mass of the isolated analyte present in the reactants before the reaction. During our experiment, we used resources such as graduated cylinders, sodium carbonate, bunsen burners, an analytical balance, watch glass, filter paper, a funnel, tongs, and an oven. The lab equipment allowed us to effectively precise measurements of water hardness. For example, the analytical balance gave us a more precise measurement than a triple beam balance would. The temperature of the burners as well as the temperature

% Recovery = Amount of the substance recovered Original amount of the substance x 100

The purpose of this experiment was to replicate Galileo’s incline experiment and to see if the classroom experiment would produce the exact measurement for the acceleration of gravity in meters per seconds squared that Galileo produced. It was hypothesized that the solid metal ball would have an acceleration of gravity between 9.8 and 10 meters per second squared.

The Lab Two was conducted to further improve the concept of rounding, using significant figure rules, finding the volume of the solid, and learn in depth about the conversion factors using equalities. The only thing needed in the Lab Two was object measured for its height, width, and length.

However, in the experiment free-fall was not actually depicted because the experiment was conducted in the classroom rather than a vacuum. Any object acted upon the force of gravity is free-fall, but it can not encounter air resistance. The conditions did not reach the criteria, therefore, the data values are less than the actual amount because it is not truly in free-fall. In graph 3 looking at the average grade data, the averages are: -8.065, -9.097, -9.275, -9.506 m/s2from the least to greatest mass respectively. The values are close, but do not reach -9.8m/s2. Random error played a more minor role in the data. For example, in graph two the 10 grams had an imprecise data set. The mass had an indirect effect on the paper as the mass is accelerating. The movement of the trailing part of the spark timer strip through the device could have been indirectly affected based on the rate of the movement of the paper. Therefore, the values of the displacement could have been greater or less. In another way, procedural error could account for the outliers in the data. When the displacement had to be measured for each spark timer strip per mass, the procedure stated to skip 3 spaces of marked dots when recording the data. Where to begin measuring because certain strips were clearer than others caused

The objective of this lab consists of gaining perspective and understanding of experimental errors and uncertainty in the parameters of physical measurements.

This report is to investigate the heat flow across the insulating tiles on the space shuttle, find the appropriate thickness of it, and to find a suitable method and parameters to solve the problem. Crank Nicolson method was most suitable to solve the problem as it has the highest accuracy and stability compare to the other methods. The parameters (nx, nt) were found to be 21 and 268 to give an accurate and quick respond. An insulating tile with 5.79cm thickness was used to provide a maximum inner surface temperature of 176oC.

Newton’s Third law is one of the most important laws in science that was first compiled by Isaac Newton. Along with Newton’s Third Law, there are three laws of motion. Newton’s Third Law states for every action there is a reaction equal in