NAME:                                                           DATE




Do each section with a group of 1 or 2 or individually, as appropriate. As usual, each person in the group should be working together with the others, taking down any data or notes needed. Note that although you are to follow the steps in sections 1-2, there are additional steps and conclusions that I want you to make. Read and do them!


I) Vector Treasure Hunt/Walk (from Holt book). Use paces and compasses to help measure distance and direction. You should hand in your steps the group made up (in order), and a scale drawing/map/graph of that journey. Make sure the conversion for paces is given on your set of cards (but not the step order) You should also hand in the steps your group tried to find, and a scale drawing/map/graph of that journey. HONORS: use at least one angle in your journey.


II) Independence of Motion: Paper River: Follow the directions for using a constant speed vehicle and a piece of paper to simulate relative motion. After following the directions for calculating the resultant of perpendicular motion, repeat several times at different speeds (of the “river”), and at different angles. Hand in a drawing/graph/map for each trial showing the vector velocity and displacement of the “river” and the vehicle, as well as the calculation of the resultant.


III) Mini Lab, use a ruler and graph paper to simulate a walking journey and answer the questions


IV) Velocity vector race.. Have your group “race” on each track given. Each person takes turns. In each turn your maximum acceleration is + or - 1 square in the x direction and + or - 1 square in the y direction. Once the person has drawn their vector or written down their steps, they may NOT change. Those who hit the wall at any point must go back to the beginning.


V) Human vector race (if time) in class. Each group picks a walker and a person to give directions.



FOR EACH SECTION: Hand in the procedures, answer to questions, data, vector diagrams, and conclusions based on results at the end. Describe what you did, what you learned in a clear, well written conclusion!!!!. Keep each section separate and labeled neatly.


Mark on the front of the lab who was in your group and who did what each day
SECTION I:    Pre Chapter 3 Holt Physics Discovery Lab


Vector Treasure Hunt


Materials:        meterstick, measuring tape, index cards, school map, compass, graph paper, ruler, pen/pencil.


OBJECTIVES: Create a series of directions that lead to a specific object.

                        Follow directions to locate a specific object.

                        Develop a standard notation for writing direction symbols.

                        Create a scale map.



1. In this lab, you will select a large, fixed object/place at your school and use  standard physics notation to direct other students to the object. Your teacher will
define the starting point (front of room) and the physical boundaries (school property) for this activity. Select an  object within the boundaries; the object you choose should be large and
obvious, and it should be fixed in place so that other students will be able to
find it by following your directions.


2. Plot out a course from the starting point to the chosen object. Remember to
work quietly and to avoid disrupting classes and school traffic. You
may measure your pace in meters and use your pace to count out the distance for each part of the course. Convert your pace to meters before recording
the values for each distance.


3. You will break up the course into 15 different segments, and you will write each
separate  segment as a distance in meters and a direction(N,S,E,W) on an index card. Each card must
contain a complete description of that segment, including the magnitude of the
distance in meters and the direction. The direction must he specified using only
these terms: north, south, east, west, up, and down. Your teacher  will tell you
where north is located for the purposes of this  lab. (South is directly from room to street)


4. Keep in mind that the cards may he used to describe the most direct path from
the  starting point to the  object, broken up into 15 segments, or they  may
describe a complicated  path with many  changes of direction. DO NOT number your cards!


5. When  you have  completed 15  cards that give an  accurate  description  of  a path
between the starting  point  and the chosen  object,  write your names  on an  index
card and  place that  card  on top  of the cards.  On a  separate piece of paper, write your  name and a description of the object you chose, including a  description of its location. Give this paper and your deck of direction cards to your
teacher. Your teacher will keep the paper with the name of the object until the
end of the lab.




Make sure to keep a list of all your paces, distances and directions so you can draw it on a scale map


A.        Do your cards describe the straight-line path to the object divided into 1
parts, or do they describe a winding path to the object?


B.        Is the path described by your cards the  same length or longer than  the
straight-line path to the object? Can your cards be used to determine the
straight-line path? Explain.


C.        What was the most difficult part of plotting the path to the object?


D.        Are you confident that another group will he able to find the object  using
your direction cards? Explain why or why not.


E.         Would another group be able to find the object using your direction cards
if your cards were placed out of order? Explain your answer.



Following directions



6. When you turn in your cards, your teacher will shuffle them well and give the shuffled cards to another lab group. You will receive a shuffled deck of direction
cards made by another group.


7. Devise a plan to use the directions on the cards you have been given to find  the

object chosen by the other group, then attempt to find the  object.


8. When you find the object, go back through the cards to  make sure you have  correctly identified the object selected by the other group.


9. When you are sure that you have found the correct object, report your results to your teacher. Your teacher will confirm whether you have correctly identified
the object. If not, review the cards and try again.



F.         Did shuffling the deck make it more difficult for you to locate the object?
Explain why or why not.


G.        Would you be able to place the cards in their original order? Explain why or why not.


H.        Did you find the object described by the other group's cards? If not, explain what happened.


I.          Explain the method you used to find the object, and include any tricks discovered while you were working.


J.         Was the other group able to correctly identify the object described by
direction cards?



Mapping the course


10. In this section of the exercise, you will use the directions on a set of 15 cards to
draw a map of the path from the starting point to the object. You will generate
a map of the complete set of directions you used to find the object.


11. You will make the map by drawing each direction indicated on a card as an
arrow. The arrow will be drawn to scale to represent the length in meters and it
will point in the direction specified on the card In a scale drawing such as this,
it is important for all the objects in the drawing to have the same size relation-
ship as the actual objects. For example, the arrow representing 2.0 m will he
drawn twice as long as an arrow representing 1.0 m.


12. Draw the first arrow so that its tail is at the starting point, the point of the arrow
is pointing in the direction specified on the card, and the length of the arrow represents the distance on the card.


13. Draw the second arrow on your map so that its tail starts at the point of the first
arrow. The second arrow should also point in the direction specified by the
card, and its length should represent the distance on the card.


14. Continue through the entire set of 15 cards. Draw the arrows tip to tail so that
each arrow begins where the preceding one ends.


15. Make sure that the map is very neat. Include a legend, or key, that gives the
directions and defines the scale of the map. You may wish to indicate specific
landmarks, such as rooms or doors.



K.        Does the map accurately reflect the path you took to find the object? If not,
explain any differences.


L.         Explain how shuffling the cards affected the way you represented the directions from the starting point to the object. Use examples from your map to
support your answer.


M.       Based on this exercise, describe the most efficient method of using the set
of direction cards to locate the object. Would this work for any set of directions? Explain why or why not.
SECTION II The Paper River





How does a boat travel on a river?





The car will serve as the boat. Write a brief statement to explain
how the boats speed can be determined.



2.         Your boat will start with all wheels on the paper river. Measure the
width of the river and predict how much time is needed for your
boat to go directly across the river. Show your data and calculations.



3          Determine the time needed to cross the river when your boat is placed
on the edge of the river. Make three trials and record the times.


4.         Do you think it will take more or less time to cross when the river is
flowing? Explain your prediction.



5.         Have a student (the hydro engineer) walk slowly, at a constant
speed, while pulling the river along the floor. Each group should
measure the time it takes for the boat to cross the flowing river.
Compare the results with your prediction.



6.         Devise a method to measure the speed of the river. Have the hydro
engineer pull the river at a constant speed and collect the necessary



1. Does the boat move in the direction that it is pointing?


2. Did the motion of the water affect the time needed when the boat was pointed straight across?


3. Which had the greater speed, the river, or the boat? Explain your choice.


Analyze and Conclude


1. Calculating Results Calculate the speed of the river.


2          Inferring Conclusions. Using your results for the speed of the boat  and the speed of the  river calculate the speed of the boat compared to  the ground when the boat is headed directly down-
stream and directly upstream


Repeat the boat and river trip, pulling at different speeds.  **Honors: try pulling the boat at an angle as well.


Draw a to scale map showing the displacements and velocities for each trip.



1.         Do small propeller aircraft always move in the direction that they are pointing? Do they ever



You notice a ladybug moving from one corner of your textbook to the corner diagonally opposite. The
trip takes the ladybug 6.0 s. Use the long side of the book as the x-axis. Find the component vectors of
the ladybug's velocity, Vx and Vy and the resultant velocity R.


Analyze and Conclude


Does the ladybug's path from one corner to the other affect the values in your measurements and calculations? Do Vx + Vy really add up to R Explain.