Newtons Second Law Experiment

The Mythbusters observed the myth that driving whilst talking on the phone is as dangerous as driving drunk. They formed their hypothesis that driving on the phone is as dangerous as driving drunk. Then, they tested their hypothesis. They created an experiment that would have participants drive a car through a course three times. Each time a participant went through the course, they experience different conditions. The first time, both participants drove through the course normally. This served as the control group for the experiment. The second time, participants were asked questions over the phone while they completed the course, and, the third time, they were drunk when they drove through the course. Throughout the experiment, there were several independent variables in place to ensure that only one variable was being tested.

Newton 's three laws of motion play a huge role in our everyday life; from driving down the road and catching a baseball. Newton’s laws help us fully understand gravity, motion, and force in three easy-to-understand laws.

When analyzing the IR spectrum of Ruthenium complex with DMSO, the prominent peak is presented at 1105.54 cm−1. This peak indicates that S=O bonded in DMSO. For DMSO, the frequency is around 1050 cm−1. From our spectra obtained for DMSO where the S=O peak is at 1017.65 cm−1. Since the bond appears at a higher frequency, this shows that the bond is strengthened by the reaction. This indicates that when the copper metal was combined with DMSO, it bonded with the Sulfur atom. Combining ruthenium with sulfur atom caused it to donate a pi electron as a back donation.

4. Connect the Newton Scale to the cart and then drag the cart up the ramp, across the 30cm difference at a steady rate.

If the resultant net force acting on the cart increases and total mass remains constant, than the acceleration will increase proportionally because Newton’s second law of motion states that acceleration is equal to the net force over the mass of the system; this demonstrates a directly proportional relationship between acceleration and net force because when acceleration increases, so does net force (Newton’s second law).

Force is equal to the mass of an inert object multiplied by the acceleration of that body

Using Vernier, we clicked collect while releasing the cart after motion detector starts to click. This was done moving the hand quickly out the path. Using logger pro, indicated which portion was to be used by dragging across the graph to indicate the starting and ending times. Then the linear button was clicked to perform the linear regression of the selected data. The Linear Button was used to determine the slope of the velocity vs. time graph, only using the portion of the data for times when the cart was freely rolling. We found the acceleration of the cart from the fitted line. Record the value in the data table. These steps where repeated 5 mores times. Measured the length of the incline, x which is the distance between the two points of the ramp. Measure the height, h, the height of the book(s). The last two measurements was used determine the angle of the incline. Raise the incline by placing a second book under the end. Adjust the book so that distance, x, is the same as the previous reading. Repeated these steps with 3, 4 and 5 books.

To test Newton’s seconds law if whether changing the mass or the force affects the acceleration of an object or a trolley in this case to increase or decrease.

10. A scooter and a rider together have a mass of 275 kg. If the scooter slows with an acceleration of -4.50 m/s².

Run a inelastic collision by pushing one cart with the velcro on it from the the edge of the ramp into the other cart in the center of the ramp and record velocity of lab-quest.

The purpose of this lab is to calibrate two force sensors properly. Observe the directional relationship between force pairs. Observe the time variation of force pairs. We need to explain Newton’s third law in simple language.

This experiment involved the work of two people, with one person dropping the ball, while the other person recorded the experiment allowing for a display of data. Firstly, place one ball on the top pan balance to find the mass of the ball, repeating for each ball. This is to ensure that each ball has a different weight, without being too similar. Make sure to choose three completely different balls. For example, a golf ball, tennis ball and basketball.

Everyone has an experienced that awkward moment of not knowing anyone in your class and the teacher tells you to pick your own group/partner or when your groups lets you down because you were the only one doing the work. Our goal was to figure out what method is most effective in helping students be more successful. We asked middle school students how they felt about picking their own groups or having the teacher assign them to one. We used the likert scale to survey the students.To do our experiment we went to a 7th grade science classroom. For each class period we had a different variable for how they would work and how they were placed. These variables included the students picking their own group, the teacher assigning them to a group,students

Step 8: We can now plot our values into the rearranged equation to figure out acceleration due to gravity ‘g’. (Eg. (4π2 x 43.70)/ 1.758 = 981.4 cm/s2)

Theoretically if there were no resistant (e.g air resistance, friction ETC) a down falling body on Earth would accelerate at the rate of 9.8 m/s^2, this is known as the gravitational acceleration. Theoretically the force of the downfall and acceleration for 500 gram would be 9.8 m/s^2 x 0.5 kg = 4.9 N. However in this prac as the force is greatly reduced by the resistant forces such as friction between the wheel and the table or the air resistant faced by the trolley and weight, the total amount of force was reduced.