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LAB 2 Forces And Accelerations In this laboratory, we will be analyzing a spring scale and a cart and track system with a various assortment of masses. The goal of this lab is to better familiarize you with Newton’s Laws as well as forces and accelerations in general. Given Quantities • Track Length = 0.8m • Mass of Weight Hook = 5g • Mass of Cart = 520g • Mass of Pulley = 30g • Mass of String º 0.5g • Mass of Rectangular Metal Block = 500g 2.1 Analyzing Net Force And Accelerations In this part of the lab, we will try to better understand the relationship between forces and accelerations by using a mass and a spring scale. As background, a spring scale works in a similar fashion to an ordinary household scale. When a weight is attached to it, its spring stretches and the scale displays the weight of the attached object in units of Newtons. Figure 2.1: 500 Gram Mass on Spring 105

2. F ORCES A ND A CCELERATIONS 1. Take the 500g mass (or another mass that you have been provided) and attach it to the end of the spring scale. Because the spring scales may not be totally accurate, record the reading on the scale in the space below. 2. Draw a Free Body Diagram for the mass and spring scale system while it is at rest in the space below. Include the “Force of the Scale” and “Weight of the Mass”. Indicate the relationship between these two forces. Figure 2.2: Moving Scale 3. Before we proceed any farther, let’s do a quick thought experiment. What would happen to the reading of the scale if you were to move the scale up or down with a constant velocity, while the mass was attached (but without touching the mass)? Would the reading on the scale increase, decrease, or stay the same? Briefly explain your reasoning. 4. Now, with the 500g mass attached, hold the scale and move it up and then down with a constant velocity. What happens to the reading of the scale as you do so? Was your group’s hypothesis correct? If not, explain why. 5. Draw a Free Body Diagram for the mass and scale system as it is moved with constant velocity. Indicate the relationship between the “Force of the Scale” and “Weight of the Mass” and indicate the direction of acceleration if applicable. 6. Before we proceed any farther, let’s do another quick thought experiment. What would happen to the reading of the scale if you were to move the scale up from the floor to approximately shoulder level rather quickly? Would the reading on the scale increase, decrease, or stay the same? Briefly explain your reasoning. 7. With the 500g mass attached, one teammate will hold the scale (with mass still attached) close to the ground and then move it up to shoulder level rather quickly. The rest of the team will observe the reading of the scale. What happens to the reading of the scale as the mass is moved quickly upward? Was your group’s hypothesis correct? If not, explain why. 106 5009 f e The force of the scale and the weight of the mass are pointing in opposite directionscancel out each other The mass reading should stay the same becamethe same forces are atting on the mass canceling eachother out no newforces Our hypothesis was robbed The wedding stayed the same because nonen forces were intruddled t ff ff fff ff Had the Mouth The reading on the scale will increase The all elevation caused by mouns the system quickly will allow the magnitude of the spring truce tobe greater than the magnitude ofthe gravitational force Our hypothesis was correct The reading increased This is neat tiara a'facilitate is 88

2.1. Analyzing Net Force And Accelerations 8. Draw a Free Body Diagram for the mass and scale system as it is moved upward quickly from the floor. Indicate the relationship between the “Force of the Scale” and “Weight of the Mass” and indicate the direction of acceleration if applicable. 9. Before we proceed any farther, let’s do another thought experiment. What would happen to the reading of the scale if you were to move it from shoulder level to the floor rather quickly? Would the reading on the scale increase, decrease, or stay the same? Briefly explain your reasoning. 10. With the 500g mass attached, have one teammate hold the scale and mass at shoulder level then have them move it toward the ground rather quickly while the rest of the team observes the reading of the scale. What happens to the reading of the scale as the mass is moved quickly downward? Was your group’s hypothesis correct? If not, explain why. 11. Draw a Free Body Diagram for the mass and scale system as it is moved downward quickly. Indicate the rela- tionship between the “Force of the Scale” and “Weight of the Mass” and indicate the direction of acceleration if applicable. 12. Using the principles you learned above explain how someone would feel in an elevator as it initially moves upward, as it is traveling upward, and as it comes to a stop. Specifically, explain whether someone would feel lighter, heavier, or the same weight at these three points and briefly explain why using a combination of Free Body Diagrams and brief explanations. 107 Fspoins is greater than to in this situation fffs p pointing in opposite divertions The reading of the scale will decrease The acceleration caused by moving the sustem down anway win allow themagnitude of the gravitational forceto be greater than the magnitudeof thespanstime our hypothesis was correct The reading ofthe state decreased belame increase in alleleration downward Lou used the shutational force downward to be greater than the Foule of spring Fg is greater than Espring pointing in opposite divertion It initially moves upward travelingupward at the stop fffffyu.gg ft ft person would feel nearer due to gravity Weight feels the same be velocity is constant fund

2. F ORCES A ND A CCELERATIONS 2.2 Newton’s First Law / Analyzing Simple Accelerations Take your track and place it flat against the table, and then place your cart on the track. Ensure that the track is flat and level, and that the cart can remain at rest while on the track. Adjust the track as necessary. Ensure that the “Bubble Level” is securely attached to the cart using the piece of putty, and that the bubble is centered between the lines when the cart is at rest i.e. that the level is parallel to the table. Assume that all surfaces are perfectly smooth, which means the cart does not slow down due to friction. Refer to the picture below. Figure 2.3: Cart on Level Track 1. Briefly explain Newton’s First Law and provide an every-day example below. 2. Before we begin the next part of the lab, let us briefly think about what is inside of a bubble level. Consider that a bubble level contains some sort of fluid, and some sort of gas. For our purposes, we can assume that the level contains a combination of water and air. Which of these components likely has more mass, the water or the air bubble? Now we are going to try and make some predictions. For each of the motions described below, predict where the bubble will be in the level and sketch the location of the bubble within each box. For each case, try and briefly explain your prediction. It may also be helpful to think about what happens to the fluid that is in the level during these time periods. Case 1: Cart moves to the right and is speeding up. Case 2: Cart moves to the right with constant velocity. Case 3: Cart moves to the right and is slowing down. Explanation: Explanation: Explanation: Now you will try it out. Take your cart and place it at the end of the track farthest away from the bumper. With your hand, give the cart a gentle but quick tap toward the end of the track with the bumper. 1. While your hand is pushing the cart, sketch the position of the bubble. What can you say about the cart’s 108 An obielt initially at best remains at best an d obielt initially in motion remains in lineau motion constant velocityunless it alted on by a nonzero wet tone A toytoo well stayin place until you push It down the table the wa Fmoremasssu heaiunubbleiantoatandtfitmning.is level or not The bubble my stanninesame EE iiiEii.iaa If iii on n is nYii aains on it

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