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
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
your cards describe the straight-line path to the object divided into
parts, or do they describe a winding path to the object?
the path described by your cards the
same length or longer than
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?
you confident that another group will he able to find the object using
your direction cards? Explain why or why not.
another group be able to find the object using your direction cards
if your cards were placed out of order? Explain your answer.
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.
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.
the other group able to correctly identify the object described
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.
the map accurately reflect the path you took to find the object? If
explain any differences.
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.
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
how the boats speed can be determined.
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.
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.
you think it will take more or less time to cross when the river
flowing? Explain your prediction.
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.
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.
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.
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.
SECTION 3 MINILAB