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4. Two students are tasked with finding the spring constant of the spring in a marble launcher. A marble is placed in the launcher and the spring can be set at one, two, or three notches which correspond to three different compressions. The students have equipment that would usually be found in a physics laboratory. a. Design an experiment the students can use to determine the spring constant of the marble launcher, including the information specified below. i. What quantities would be measured? ii. What equipment would ho

4. Two students are tasked with finding the spring constant of the spring in a marble launcher. A marble is placed in the launcher and the spring can be set at one, two, or three notches which correspond to three different compressions. The students have equipment that would usually be found in a physics laboratory. a. Design an experiment the students can use to determine the spring constant of the marble launcher, including the information specified below. i. What quantities would be measured? ii. What equipment would ho

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4. Two students are tasked with finding the spring constant of the spring in a marble launcher. A marble is placed in the launcher and the spring can be set at one, two, or three notches which correspond to three different compressions, The students have equipment that would usually be found in a physics laboratory. a. Design an experiment the students can use to determine the spring constant of the marble launcher, including the information specified below: i. What quantities would be measured? ii. What equipment would be used and how would it be used? III. Describe an overall procedure to get the data needed to determine the spring constant. Include and label a diagram of your set up. Include enough detail so that someone else could carry out the procedure. b. Describe how you would represent the data in a graph or table. Explain how representation would be used to determine the spring constant. C. The students find that they do not get a constant value for the spring constant. They believe that the spring constant increases as the spring becomes more compressed. What could be a cause of their findings?
Transcribed Image Text:4. Two students are tasked with finding the spring constant of the spring in a marble launcher. A marble is placed in the launcher and the spring can be set at one, two, or three notches which correspond to three different compressions, The students have equipment that would usually be found in a physics laboratory. a. Design an experiment the students can use to determine the spring constant of the marble launcher, including the information specified below: i. What quantities would be measured? ii. What equipment would be used and how would it be used? III. Describe an overall procedure to get the data needed to determine the spring constant. Include and label a diagram of your set up. Include enough detail so that someone else could carry out the procedure. b. Describe how you would represent the data in a graph or table. Explain how representation would be used to determine the spring constant. C. The students find that they do not get a constant value for the spring constant. They believe that the spring constant increases as the spring becomes more compressed. What could be a cause of their findings?
radius of the curvature is r. When the block reaches the bottom of the curvature it slides for a 3. A block is released from rest at the ton of a quarter.circle curved frictionless surface. distance x on a rough horizontal surface with coefficient of friction µ until it comes to lese m d. Derive an equation for the stopping distance of the block in terms of m, u, r, and fundamental constants. D. On the graph below, make a sketch of the friction force as a function of distance along the rough surface. Label the graph with appropriate units. c. Describe how the graph could be used to calculate the work done by friction over an arbitrary distance x along the rough surface. d. The radius of the curve is changed to 2r and the experiment is repeated. i. A student reasons that the block will take twice the time to stop as it did with the curve with radius r. Is the student's reasoning correct? Yes No In a clear, coherent paragraph-length response that may also contain diagrams and/or equations, explain your reasoning. ii. Compare the energy ET of the block-path system when the block is at the top of the curve, to the energy EB when the block is at the bottom of the curve before entering the rough horizontal surface. ET < EB ET > EB ET = EB Explain you reasoning.
Transcribed Image Text:radius of the curvature is r. When the block reaches the bottom of the curvature it slides for a 3. A block is released from rest at the ton of a quarter.circle curved frictionless surface. distance x on a rough horizontal surface with coefficient of friction µ until it comes to lese m d. Derive an equation for the stopping distance of the block in terms of m, u, r, and fundamental constants. D. On the graph below, make a sketch of the friction force as a function of distance along the rough surface. Label the graph with appropriate units. c. Describe how the graph could be used to calculate the work done by friction over an arbitrary distance x along the rough surface. d. The radius of the curve is changed to 2r and the experiment is repeated. i. A student reasons that the block will take twice the time to stop as it did with the curve with radius r. Is the student's reasoning correct? Yes No In a clear, coherent paragraph-length response that may also contain diagrams and/or equations, explain your reasoning. ii. Compare the energy ET of the block-path system when the block is at the top of the curve, to the energy EB when the block is at the bottom of the curve before entering the rough horizontal surface. ET < EB ET > EB ET = EB Explain you reasoning.
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