Essay about Physics Cantilever Lab

The goal of the beam project is to design and construct a beam that can hold a given amount of weight without breaking. The beam is required to hold a concentrated load of 375 lbf on the X-axis and 150 lbf on the Y-axis. The maximum allowable weight of the beam is 250 grams. The maximum allowable deflection for the beam is 0.230 in. and 0.200 in. for the X and Y-axis respectively. The beam is required to be 24 in. in length, and it will be tested on a simply supported configuration spanning 21 in. All calculations are to be done under the assumption that the density of basswood is 28 lbm/ft3 and the modulus of elasticity for basswood is 1.46x106 lbm/in2. Given the constraints of a spending cost of $10.50, a maximum beam weight of 250 grams,

Trebuchets are most commonly known as medieval weapons used in the Middle Ages. Us three were to build a smaller scale of the trebuchet and had to make sure it hit the target two out of the five times. We had to build a hinged-counter weight type of trebuchet with wheels that could throw a ping pong or golf ball. Through the paper I will explain the history throughout trebuchets and why to have wheels and to have a hinged counter weight on the trebuchet. Also the calculations on the potential energy and velocity are through this report. Our trebuchet met all of the requirements that were to be made and it hit the target three out of the five times. This report will

I want to do this experiment because about two years ago, when I was in the seventh grade, I did a science fair experiment where I tested how changing the variables in a mass-spring-damper system affected system response. In that experiment, I changed the amount of mass,

Have you ever wondered how a Trebuchet works, well if you read this you will know. To test a Trebuchet you have to know if the length of an arm on a Trebuchet affects the distance the projectile travels. This is an important question if you like building, figuring out how things work, or physics. Also, understanding how a Trebuchet works can help people learn how to make more advanced machines or weapons. Yes the length of an arm on a trebuchet affects the distance it travels. A longer arm will launch the farthest. To build a Trebuchet you will need to know about the physics, kinetic and potential energy, and force and momentum.

This force is used when finding the spring constant for the elastic potential energy. The larger the force required to pull the spoon down, the larger the spring potential is. We find this relationship between the force and the spring constant from the spring constant equation, which is the force divided by the change in the distance stretched/compressed. This force is a little different each time a catapult is pulled down, as the elastic will stretch and become easier to pull down overtime. This means the data at the beginning of testing will differ from the results at the end of

The Table window will display the mean value for the distance from the bottom of the weight hanger to the motion sensor.

In this lab, deflection and strain are measured in an attempt to confirm Hooke’s law and the Euler-Bernoulli bending beam theory. In addition, the measured data allows us to calculate the modulus of elasticity (Young’s Modulus) or E of the cantilever beam. Through the course of the experiment our observations revealed that the addition of weights deformed the beam in response to the applied stress. This deformation can be modeled using the Euler-Bernoulli beam bending theory. Our experimentation and calculations revealed that our data did indeed prove the theories mentioned in this lab. Furthermore, our values for the modulus of elasticity or E came within the range of established values found online.

After construction of the triangular base, we added connecting supporting pasta bundles throughout the base. Next, we constructed a square of pasta bundles in the center of the base, with a bundle going through the middle, creating two triangles. We added this additional support in the center of the bridge as a means to provide additional support to the area where the weight of the supporting load was to be applied during testing. After constructing a base of triangles, connecting bundles, and extra support in the center, we moved onto construction of the top. For the top of the bridge, we constructed a constant flat surface of spaghetti, laying each individual noodle

The mass of three clamps with hangers was determined, and the average mass of a clamps and hanger was determined. A 100 g mass was then hung on the 10 cm mark of the meter stick using a hanger, and then a 50 g mass was hung on the other end to a point where the meter stick was once again balanced. The values of the distances and the lever arm lengths were determined and recorded while performing the experiment. My group and I tested differing weights and lengths along the meter stick in order to practice calculating the torque of the system. To calculate the torque, we used the Ʃ풯 principle and the torque diagram to compose a 풯net equation. Furthermore, after the formation of the torque net equation, we substituted F_┴r for all the 풯 in the equation and solved for the position of the second hanging mass. Furthermore, theoretical was just an approximation of were the balancing point for the different weights would be positioned along the ruler in a perfect world. Due to the contributing errors in the experimental set up, our theoretical was never equal to the experimental. Therefore, my group and I used the percentage of error equation to check if our theoretical values were relative to the experimental values. Therefore, we found the difference between our r values, and then compared that value to our theoretical data. This comparison

The demonstrated in this experiment is when there is lightweight applied to a cart and there is more weight applied to the pulley then a cart will move faster because the net force is pulling down. When there is more weight applied to a cart, and less weight applied to the pulley, a cart will still move, but not fast like part A. There is a relationship between force, mass and acceleration and those three are the demonstrated of this experiment.

The experiment we chose to accomplish was to test trusses and observe which upheld the most weight. Obvious constraints were placed on this, as it was not just open-ended. All trusses were to be based off the same design, with just the addition of more vertical beams on various trusses, the number of beams incrementing steadily.

My dependent variable how much weight each bridge can endure before the bridge breaks apart. When you add weight tension is created. (tension is a pulling force that occurs at the bottom of a bridge) when tension is applied the connecting points (glue, pieces that snap together, etc.) will unconnect so everything will fall apart and the bridge collapse to the ground.

sensors allowed the students to compare the stresses and strains experienced in the truss during the experiment with theoretical values from ANSYS ADPL. In Figure 3.1 , the layout of the truss and measuring devices is shown.

The objective of this lab is to find the relationship between tensile stress and strain for various materials. The Stress-Strain Apparatus stretches (and in some cases breaks) a test coupon while it measures the amount of stretch and force experienced by the test coupon. Software is used to generate a plot of stress versus strain, which allows Young's Modulus, the elastic region, the plastic region, the yield point,

Newton’s second law of motion states that that the acceleration of an object is dependent upon two variables - the net force acting upon the object and the mass of the object. Hence with a constant mass, the net force caused by the springs will differ as well. I predict that as the spring constant of the spring increases, the output force of the spring will also increase in a directly proportional relationship. This prediction is shown in the ideal graph below.