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Pendulum Lab Worksheet Answers


Sometimes, physics can be used to create beautiful art. Kinetic art is art that relies on motion to achieve a specific effect. Often that motion is just an application of simple laws of physics. Waves and harmonic motion (some examples include pendulums and springs) are often great sources of inspiration for creating mesmerizing displays.




pendulum lab worksheet answers


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The lengths of the pendulums are designed so that all of them complete a different whole number of swings every 30 seconds. The first (longest) pendulum swings 25 times in 30 seconds, the next one 26 times, the next one 27, and so on; the final (shortest) pendulum completes 33 swings in the same interval. This means that every 30 seconds, all the pendulums will swing to one side together.


You can modify the apparatus to add more pendulums or create a longer cycle than 30 seconds. The trick is to first decide how long you want the overall cycle to be (we used 30 seconds in this design, but it can be as long as you like). Then, decide how many times you want the longest pendulum to swing back and forth in that interval. With that in mind, the period of each successive pendulum has to be set so that it swings one more time than the previous one in the same interval.


on the next page is about the behaviour of RC circuits. This is a worksheet task that is also best done in small groups. It asks students to think about the time behaviour of RC circuits governed by the time constant t = RC. It connects this concept to two representations: an exponential growth equation (discussed before) that describes charging the capacitor and the corresponding graphical representation in a plot. In this example, students need to consider possible changes in charging time, in maximum charge, and in maximum current. I use this task at the end of my discussion of RC circuits allowing me a review and final discussion of RC circuits, time constants and the exponential law.


Students worked in self-organized groups of 3-4 completing the worksheets, with each student having to complete and turn in copy of their individual worksheet. As they worked through the activity, the instructor circulates, monitoring progress and answering question, and every 10-15 minutes pulls the class together to go over progress, questions, and answers up to that point.


Go to phet bound state sim. Set the potential to be harmonic (a bowl). This is a closer approximation to a real atom than a square well, as it has spatial dependence and symmetry properties more like a real atom, which matters for this worksheet. 1d or 3d Coulomb would be even more realistic, except the sim only shows states of L=0, which hides lots of the important physics involved in the superpositions of energy states.


The article provides details and discussion about the activity. The supplementary material with the article gives the implementation in two forms, one is a powerpoint file containing clicker questions and their follow up to use in a large lecture class, and the second is as a worksheet activity to use in a class without clickers. The worksheet version of the activity is given below.


This activity appeared early in the course, around the second week. As part of class time, students were provided with the worksheet. In semesters where worksheets were collected, that would form part of the deliverable, but the main deliverable was to answer clicker questions related to their worksheet solutions. Students were asked to spend time on their own and then compare with a partner after they had produced something, and clicker questions using Peer Instruction (vote, then discuss and revote if necessary) were used at various points to check in on progress and provide instructor feedback to the class in general (based on my sense of progress from circulating during the activity). Depending on the variations used (see below), this could run from 15 minutes to 30+ minutes in terms of class time.


Group phase, part 1: they join into groups of four, and (rather than re-answering the questions), they are instructed to organize the questions into 3 categories of their own choosing, and to write the names for categories on a sheet of paper (or a worksheet).


Bonus outcome, for the students: Personalized exam prep jump-start. Individual student answers to the individual phase can be posted on their course LMS (e.g. in the gradebook), with targeted questions for them to work on based on which questions they were correct or incorrect.


A simple pendulum is a mass hanging from a massless string of length L swinging from a central pivot point. As the mass is pulled out at a small angle theta and released, the mass will swing back and forth in periodic motion. This example problem will show how to calculate the period of a simple pendulum.


Check out another simple pendulum example problem which uses this formula to calculate the length when the period is known. If you need to calculate the acceleration due to gravity using a pendulum, check out this example problem.


69. A 1.72-kg block of soft wood is suspended by two strings from the ceiling. The wood is free to rotate in pendulum-like fashion when a force is exerted upon it. A 8.50-g bullet is fired into the wood. The bullet enters the wood at 431 m/s and exits the opposite side shortly thereafter. If the wood rises to a height of 13.8 cm, then what is the exit speed of the bullet?


The difficulty of this problem lies in the fact that information from other units (work and energy) must be combined with the momentum information from this unit to arrive at a solution to the problem. In this scenario there is a collision between a stationary block of wood and a moving bullet. The impulse causes the block of wood to be set into motion and the bullet to slow down. Momentum can be assumed to be conserved. Once set into motion, the block of wood rises in pendulum-like fashion to a given height. Its energy of motion (kinetic energy) is transformed into energy of vertical position (potential energy). The post-collision speed of the wood can be determined using energy conservation equations.


--> TecQuipmentQuanserMatrix TSLServicesCase StudiesYou are hereHome TecQuipment Products Simple Harmonic Motion KitSimple Harmonic Motion Kit Engineering ScienceVibration, Friction and EnergyItem Number: ES7 - ExperimentEmbedded video for Simple Harmonic Motion KitThis kit includes different pendulums and a spring to show students the principles and uses of simple harmonic motion.


TecQuipment supplies a CD-ROM with the Work Panel (ES1). It includes all the worksheets, guidance notes and lecturer notes (with answers) needed for typical experiments with each kit. The selection of parts in the kits and the choice of fixing points on the Work Panel means that teachers or lecturers may extend the experiments to an even greater range.


Simple harmonic motion (SHM) is the sinusoidal motion caused when the restoring force is proportional to displacement, but in the opposite direction. In other words, when you move something one way, a force tries to push it back the other way. Common examples include pendulums, and masses oscillating on springs.


The red and green graphs represent the velocity and acceleration of the object. Note that velocity is 90 degrees out of phase with position, and acceleration is 180 degrees out of phase. In other words, when the displacement reaches zero, the speed is at a maximum, and vice versa. Meanwhile, the displacement and acceleration reach maximum at the same times, but they are opposite signs (opposite directions.) Think about a real pendulum or mass on a spring and make sense of this graph.


Today we're gonna ride the pendulum to the dark side. We're gonna start with one of the most infamous decisions the court has ever made, the Korematsu decision. You might imagine it's not gonna be the happiest of situations, but the story that we're gonna tell you today, and tomorrow as well actually, they're not stories of bitterness. Because this curious thing happens in both cases when our characters can't find justice inside the Supreme Court. They stop looking for it there, and they find it somewhere else entirely. Producer Julia Longoria starts us off.


Before viewing an episode, download and print the note-taking guides, worksheets, and lab data sheets for that episode, keeping the printed sheets in order by page number. During the lesson, watch and listen for instructions to take notes, pause the video, complete an assignment, and record lab data. See your classroom teacher for specific instructions.


Students learn about the Foucault pendulum an engineering tool used to demonstrate and measure the Earth's rotation. Student groups create small experimental versions, each comprised of a pendulum and a video camera mounted on a rotating platform actuated by a LEGO MINDSTORMS(TM) NXT motor. When the platform is fixed, the pendulum motion forms a line, as observed in the recorded video. When the rotating, the pendulum's motion is observed as a set of spirals with a common center. Observing the patterns that the pendulum bob makes when the platform is rotating provides insight as to how a full-size Foucault pendulum operates. It helps students understand some of the physical phenomena induced by the Earth's rotation, as well as the tricky concept of how the perception of movement varies, depending on one's frame of reference.


Summary: Students are introduced to the idea of gear ratios and how they are used in everyday life and in robotics. Students discover how gears work and how they can be used effectively in robot designs to increase speed or torque. Students quickly recognize that some tasks require a faster robot while others are more suited for slower, more powerful robots. They are introduced to torque and speed, the two traits of the robot affected by using gears. Once the students are introduced to the principles behind gear ratios, they are put to the test in two simple activities. One of the activities is better suited for a quicker robot while the other calls for a more powerful robot. A set of questions follow in the attached worksheet to ensure that the students understand the way gears work and the balance between torque and speed. 041b061a72


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