Paper Tower

Objective To build/construct the tallest free-standing tower from a single sheet of long bond paper & a small roll of adhesive tape

Key Words

Materials 1 sheet of long bond paper1 small roll of scotch or masking tape1 pair of scissors1 ruler or meterstick

Procedure1. You shall receive one sheet of long bond paper & a roll of tape to build your own tower.2. Only the materials provided can be used to build the tower.3. Your teacher will give you time to construct the tower.4. The tower must be free standing & NOT taped to the table top. It must not tip over for at least 30 seconds to be considered stable.5. Note the similarity & differences in the designs of all the stable & unstable towers.

Questions:1. What are some of the limiting factors to how tall the paper tower can be built?

2. What are some of the limitations you encountered in doing the activity?

Conclusion:1. Compare the design of stable paper towers in your class with that of unstable ones. Describe the design of a stable paper tower.

2. Why do you think is this activity performed first?

Graphical Analysis

Objective To determine the relationship between the diameter & the circumference of different coins.

Key Words DiameterCircumferenceslope

Materials 4 coins (5 cent, 25 cent, 1 peso & 5 peso?rulerstring3 sheets of graphing paper

Procedure1. Measure the circumference of the sample coins by winding a string around each. Record the results in the table of data below.2. Measure the diameter of the sample coins using a ruler. Record the results in the table of data below.3. Make three trials by allowing three members of the group to make their individual measurements.4. Plot the circumference versus diameter with the latter along the x-axis.5. Determine the slope of the graph.

Questions:1. What kind of graph is produced?

2. State the relationship between the two variables

3. What does the slope of the graph represent?

Conclusion: What is the relationship between the diameter & the circumference of a circle?

TRIAL

Circumference of coin Diameter of coin Circumference/Diameter

5 25 1.00 5.00 5 25 1.00 5.00 5 25 1.00 5.001

2

3

Average

Resultant Displacement Vectors

Objective To illustrate and add vectors graphically

Key Words Vector quantityResultant vector

Materials compasscalculatorchalk1 meterstick

ProcedureA. Same Direction1. Choose a desired area on the floor & put X mark on it using a piece of chalk. This will be your starting point2. Take the compass & follow the direction of the needle, northward. Take note to follow only one direction. From your starting point, walk 10 steps forward. (Note: One step should be equal to the length of your foot.) Stop & put an arrowhead on this point.3. Draw a line connecting the starting point, X, & the arrowhead. This arrow represents your displacement d1 that will be expressed in steps as its unit (d1 = 10 steps) with the direction determined through the compass reading.4. From the arrow, walk five steps forward. Stop & put a second arrow on this point. This will represent d2.5. Measure the length of d1 & d2 by using a meterstick.6. Write your obtained data in Table 1 next page, & determine the resultant displacement.7. Show a vector diagram of your resultant displacement below using an appropriate scale.

B. Opposite Direction

1. From the arrowhead of d1, walk five steps going to its opposite direction along the same line drawn. This will represent the second displacement, d2.2. Measure the length of d1 & d2. Subtract d2 from d1. The difference is the magnitude of the resultant displacement. To find for the direction of the resultant displacement, follow the displacement which has a larger magnitude.3. Write your obtained data in Table 2.4. Show a vector diagram of your resultant displacement.

C. At a Right Angle1. Do steps 2 to 4 again (from the procedure of A. Same Direction).2. From the arrowhead of d1, walk five steps to your right. Stop & put an arrowhead at this point. This represents the second displacement, d2.

3. Measure the distance from the start of d1 up to the end of d2. This represents the resultant displacement.4. Write your obtained data in Table 3.

Conclusion:What is the advantage of using graphical method in adding vectors?

Application:A steamboat leaves shore & travels 30 km East & 15 km at 50° South of East. Find the boat’s resultant displacement vector using the graphical method.

Table 1

Displacement No. of steps Length (cm) Direction(degrees)

Resultant

d1

d2

Table 2Displacement No. of steps Length (cm) Direction

(degrees)Resultant

d1

d2

Table 3Displacement No. of steps Length (cm) Direction

(degrees)Resultant

d1

d2

Acceleration due to Gravity

Objective 1. To determine the factors that affect bodies in free fall2. To solve for the value of acceleration due to gravity

Key Words gravityfreefallterminal velocity

Materials textbook

Procedure/ Questions:A. Factors that Affect Freely Falling Bodies1. Crumple a piece of paper until it is just as big as a stone. Then drop a book & the crumpled paper from the same height (go to 2nd floor of our school). a. Which of the two objects falls faster, the paper or the book? Explain.

b. Does weight affect an object’s rate of fall?

2. Crumple a second piece of paper just a bit so that its size is greater than that of the

10-m ropeStopwatchRopeNylon threadA shoeMeterstick4 sheets of bond paper

first piece. Drop the two crumpled pieces of paper from the same height. a. Which piece of paper falls faster?

b. Does the size of an object affect its rate of fall? Why is that so?

3. Fold one piece of paper into a toy airplane. Leave the other piece unfolded. Drop the two objects face down from the same height. a. Which piece of paper falls faster? b. Does the shape of an object affect its rate of fall? Why is that so?

B. Acceleration Due to Gravity (Free-Fall Method)1. From an elevation of about 10 m (2nd Floor) drop a rope touching the ground.2. Using the same length of the rope, repeat step 1 but this time tie a shoe & let it drop to the ground. Record the time it takes to reach the ground using the Table 1. Make three trials.3. Solve for the value of g using the equation: Conclusion:How does gravity affect free falling bodies?

Table 1Trial height Time g

1

2

3

Average

A Marshmallow Catapult

Objective 1. To build a simple catapult2. To determine the angle at which the catapult will launch an object the farthest

Key Words projectile

Background Catapults use projectile motion to launch objects across distances. A variety of factors can affect the distance an object can be launched, such as the weight of the object, how far the

projectile motiontrajectorycatapult

Materials Plastic spoonBlock of wood, 3.5 cm X 3.5 cm X 1 cmDuct tapeMiniature marshmallowsProtractorMeterstick

catapult is pulled back, & the catapult’s strength.

Form a Hypothesis At what angle, from 10° to 90°, will a catapult launch a marshmallow the farthest?

Test the Hypothesis1. Write your obtained data in Table 1.2. Attach the plastic spoon to the 1 cm side of the block with duct tape. Use enough tape so that the spoon is attached securely. 3. Place one marshmallow in the center of the spoon, & tape it to the spoon. This serves as a ledge to hold the marshmallow that will be launched.4. Line up the bottom corner of the block with the bottom center of the protractor. Start with the block at 10° .5. Place a marshmallow in the spoon, on top of the taped marshmallow. Pull back lightly, & let go. Measure & record the distance from the catapult that the marshmallow lands. Repeat the measurement, & calculate an average.6. Repeat step 5 for each angle up to 90°.

Conclusion:1. Does the path of an object’s projectile motion depend on the catapult’s angle?2. At what angle should you throw a ball or shoot an arrow so that it will fly the farthest? Why?

Table 1Angle Distance 1

(cm)Distance 2

(cm)Distance 3

(cm)Average Distance( 1&2)

(cm)

10°

20°

30°

40°

50°

60°

70°

80°

90°

Off to the Races!

Objective To build a model car, test its design, & then try to improve the design.

Key Words modelacceleration

Materials 2 sheets of typing paperGlue16 cm wirePliers or wire cuttersMetric rulerRubber eraserRamp(board & textbooks)stopwatch

Background Scientist often use models-representations of objects or systems. Physical models, such as a model airplane, are generally a different size than the objects they represent.

Procedure1. Using the materials listed, design & build a car that will carry the load(eraser) down the ramp as quickly as possible. Your car must be no wider than 8 cm, it must have room to carry the load, & it must roll.2. As you test your design, do not be afraid to rebuild or redesign your car. Improving your methods is an important part of scientific progress.3. When you have a design that works well, measure the time required for your car to roll down the ramp. Record this time. Repeat this step several times.4. Try to improve your model. Find one thing that you can change to make your model car roll faster down the ramp. Write a description of the change.5. Repeat step 3.Analysis:6. Why is it important to have room in the model car for the eraser? (Hint: Think about the function of a real car.)

7. Before you built the model car, you created a design for it. Do you think this design is also a model? Explain.

8. Based on your observations in this Activity, list 3 reasons why it is helpful for automobile designers to build & test small model cars rather than immediately building a full-size car.

Friction Frog!

Objective To determine the force that opposes the motion.

Key Words frictionforce

Materials Cooking OilA 20cm x 20cm piece of cardboard Two 5cm long pieces of drinking straw String Sticky tape Scissors Coloured pens, pencils, crayons, paints or textas Other decorations

Procedure1. On your piece of cardboard draw out an outline of a frog, making sure the widest point of its body is at least 7cm across. 2. Cut out and decorate your frog. 3. Using sticky tape, stick the straws next to each other on the back of the cardboard forming an upside down V. The straws should be about 1cm apart at one end of your frog, and about 5cm apart at the other end of your frog. 4. Cut a piece of string 2m long, then thread it through the straws that are close together so the two ends of the string hang down below your frog. 5. Have a helper stand on a chair or table, and place a pencil through the loop of string at the top of the frog. Hold the ends of the string in your hands and pull down on one end of the string, then pull down on the other end. Keep doing this and watch your frog climb. 6. As the frog moves up the string, continue to pump your arms like pistons, and slowly move your arms wider apart. 7. As a challenge for your frog, rub some cooking oil on the string. How does your frog climb now?

8. As the frog moves up the string, continue to pump your arms like pistons, & slowly move your arms wider apart.Analysis:

1. You might expect your frog to slide down the string because of gravity, but another force is holding up the frog when you move the strings. What do you call this force? Explain.

Mission Impossible???

Scientific Method / Scientific Attitude

Key Words Scientific MethodScientific AttitudeCreative Thinking

Will do some Creative Thinking to figure out a solution to what might seem like an impossible problem

Procedure

1. Examine an Index Card. Take note of its size & shape. Your MISSION is to fit yourself & co-member through the card.

Materials ½ Crosswise Index Card

Scissor

1 sheet of Intermediate Pad

2. Brainstorm w/ your co-member about the possible ways to complete your mission, keeping the following guidelines in mind: You can use scissors, and you can fold the card, but you can NOT use staples, paper clips, tape, glue, or any other form of adhesive.

3. When you & your member have planned your strategy, write your procedure in your PhysicsLog.

4. Test your Strategy. Did it work? If necessary, get another Crosswise Intermediate Pad & try again, recording your new strategy & results in your PhysicsLog.

Analysis:

Why was it helpful to plan your strategy in advance?

How did testing your strategy help you complete your mission?

How did sharing your ideas w/ your classmates help you complete your mission? What did they do differently?

Vector Addition

Distance & direction are important criteria in locating things & places. Quantities having both magnitude & direction are called Vector Quantities. If direction is not specified, it is called Scalar Quantities.

Key Words Distance

Procedure

DisplacementVector QuantityScalar Quantity

Materials

RulerManila paperPasteProtractorScissorPencil2 sheet of Graphing PaperVector tags

Measure the length of the vector in centimeters using a ruler.

Place the manila paper on the floor & paste the vector tag following the direction on it.

V1 = 5 cm, NorthV2 = 5 cm, 45° North of EastV3 = 10 cm, 45° EastV4 = 5 cm, 45° South of West

Connect the vector tags of each member following the head tail connection.

Get the resultant vector by connecting the point of origin to the vector.

Measure the length of resultant vector. Determine its direction.

Analysis: How will you connect the vectors to get the resultant force?

How will you get the resultant of all vectors?

What is resultant vector?

Newton’s Law of Motion Sir Isaac Newton (1642-1727), English physicist, mathematician, & natural philosopher, is considered one of the most important scientists of all times. Newton formulated the Laws of Universal Gravitation & Law of

Motion that explains how objects move on Earth as well as motion of heavenly bodies.

Key Words Center of MassCenter of GravityEquilibriumTorque

Materials ClayRulerBaseball (ball)Tennis ballBilliard ballPing pong ballPlatform balanceMasking Tape

Procedure1. Place a piece of tape 1 meter above the floor. (This will be the point where you release the balls during the laboratory activity)2. Take the mass of each of the balls using a balance & place these masses in the observation table provided below.3. Roll up the clay into a ball & place the ball of clay on the floor under the pieces of tape.4. Place a piece of tape to mark the top of the clay.5. Drop each of the balls from the 1-meter mark so that they land on the clay.6. Using the tape mark just above the clay, measure how much each ball dents the clay. Record your data in the observation table provided below.7. During this laboratory, think about how you are observing Newton”s Three Laws of Motion.

Type of BallMass of Ball

(g)

Depth of dent in clay due to the force of the ball

(cm)Ping pong ball

Tennis ball

Baseball (ball)

Billiard ball

Analysis: Describe one observation which demonstrates the Newton’s First Law of

Motion.

Newton’s 2nd Law of Motion explains the relationship between mass, force & acceleration. In this activity acceleration due to gravity was the same for each ball. What was the relationship between FORCE & MASS when acceleration was held constant?

Make one demonstration which demonstrates Newton’s 3rd law of Motion in the said activity.

Quite a ReactionCatapults have been used for centuries to throw objects great distances. You may already familiar w/ catapults after doing the Marshmallow catapult. In this activity allow you to observe the effects of 3rd Law of Motion & Law of Conservation of Momentum.

Key Words MomentumCatapult3rd Law of MotionLaw of Conservation of Momentum

Materials Glue10cm X 15cm rectangles of cardboard (3)3 pushpinsStringRubber band6 plastic strawsMarbleScissorsMeter stick

Procedure1. Glue the cardboard rectangles together to make a stack of three. 2. Push two of the pushpins into the cardboard stack near the corners at one end. These will be the anchors for the rubber band.3. Make a small loop of string.4. Put the rubber band through the loop of string, & then place the rubber band over the two pushpin anchors. The rubber band should be stretched between the two anchors w/ the string loop in the middle.5. Pull the string loop toward the end of the cardboard stack opposite the end w/ the anchors, & fasten the loop in place w/ the 3rd pushpin.6. Place the six straws about 1 cm apart on the floor. Then carefully center the catapult on top of the straws.7. Put the marble in the closed end of the V formed by the rubber band.8. Use scissors to cut the string holding the rubber band, & observe what happens. (Be careful not to let the scissors touch the cardboard catapult when you cut the string.)9. Reset the catapult w/ new piece of string. Try launching the marble several times to be sure that you have observed everything that happens during a launch. Record all your observations.

Analysis: Which has more mass, the marble or the catapult?

What happened to the catapult when the marble was launched?

How far did the marble fly before it landed?

Did the catapult move as far as the marble did?

Explained why the catapult moved backward.

The momentum of an object depends on the mass & velocity of the object. What is the momentum of the marble before it is launched? What is the momentum of the catapult? Explain your answer.