Michael Briones

PHY 300 LAB

2016.02.16

Significant Figures
Purpose:
To learn basic measuring skills, and the use of Least Significant Digits (LSD)
Materials:
Ruler, Vernier Caliper
Overview:
We are going to use different tools to find more accurate
measurements/weights of given items, then we will use the LSD to more
accurately define said measurement.
The LSD can be used to more accurately define the measurement of an item.
For example - If an item measures at 21.25 centimeters (cm), then the 5
becomes the LSD. This can then be rewritten as 21.5cm as we know the
exact measurement is between 21.2cm and 21.3cm.
Procedures:
1. Measure the distance of the line given in centimeters.
We used a ruler to get the measure of the line drawn in the lab book in which
we got 7cm.
2. Measure the length and width of this page in centimeters, then calculate
the area.
We used a ruler to gather the measurements of the lab book page, and then
we multiplied the two lengths to get the result.
Measure length x width of the paper: Length = 27.8cm, Width =
21.6cm
27.8cm
X 21.6cm
600.48cm^2 LSD 600.5cm^2
3. Measure the mass of the object supplied (we were given a washer).
The weight of the object given (washer): 45.2grams.
4. Measure the thickness of the thin plate (washer) using the Vernier caliper.
We put the washer inside of the caliper, we got a thickness of 3.6cm.
5. Measure the angles of the triangle drawn using a protractor.
Angles:

Michael Briones

PHY 300 LAB

2016.02.16

Questions:
1. Density equals mass/volume = 1.59g/cm^3
2. If the range is 6.0gram, it can go as low as 5.5 to 6.4
3. Block of wood dimensions: 6.21cm x 4.63cm x 5.34cm. Volume equals
153.53cm^3
Conclusions:
To fully appreciate items that involve odd shapes and dimensions, a caliper is
a tool that helps to best identify the maximum lengths. It is a useful tool on
odd shaped items like rocks, minerals, or even human heads.

Michael Briones

PHY 300 LAB

2016.02.16

Balance and Levers

Purpose:
To find the equilibrium of an item after we start throwing weights at it like
crazy.
Materials:
Dowel, weights (we used washers), triple beam balance, ruler, and pencil.
Overview:
We are placing the ruler on top of a dowel, and placing the ruler on a
perpendicular angle over the dowel. We are going to balance the ruler so
that neither side is touching the counter.
Procedures:
1. Secure the fulcrum (dowel) on a table with a piece of scotch tape.
Balance the ruler on the fulcrum. The center of mass of the ruler is
directly above the fulcrum. Record the position of the center of mass of
the ruler.
2. Stack 4 washers at 6cm on the left side of the fulcrum. Place a stack of
3 washers on the right side at an appropriate distance from the center
of mass of the ruler. Record the distance. The distance should be from
the fulcrum to the center of the washers. Measure the mass of each
stack of washers.
3. Find the torque of each stack of washers and verify the second
equilibrium. How much force is exerted upward by the fulcrum to the
stick?
4. Repeat 2 and 3 with a stack of 5 washers on the right. Keep the left
side the same.
Data: Experiment
1.
2.
3.
4.
5.
6.
7.
8.
9.

The location of the fulcrum is 15.2cm.

The mass of the stack of 4 washers is 11.5 grams
The mass of the stack of 3 washers is 8.1 grams.
The fulcrum to the 3-stack distance for equilibrium is 8cm.
The fulcrum is 6cm far from the stack of 4 washers.
The torques are approximately equal. 11.5 x 6= 69, 8.1 x 8=64.8
The mass of the stack of 5 washers is 12.1 grams.
The distance from the fulcrum to the 5 stack is 5.7cm.
When balanced, the torques are approximately equal. 5.7cm x
12.1cm= 68.9 &69

Michael Briones

PHY 300 LAB

2016.02.16

10.
The A load is 3
11.
The B load is 8
12.
The C distance is 2
13.
The distance from the fulcrum for the 40lb child is 5ft away
because 40 x 5 = 200 and 50 x 20 = 1,000
14.
The word Torque is the force x distance. First select the axis, and
then select the direction of the force and lastly the location of the point
where the force is applied.
Questions:
1.

a. A = 3
b. B = 8
c. C = 3
2.

The last child is 5 feet from the fulcrum

Conclusions:
After illustrating the conditions for static equilibrium, I can now better see
how weight is displaced, and keep it balanced. As well, I can now see how to
spread out weight evenly on two sides of one object; especially now if that
object has different lengths on either side of its base.

Michael Briones

PHY 300 LAB

2016.02.16

Center of Mass
Purpose:
To locate the center of mass on random items
Materials:
Scissors, paper, string, luck
Overview:
We are cutting random shapes, and then going to find a hole to place a string
through. Once it goes through, we are going to hope the paper stays
balanced in the air.
Procedures:
1. Hold a piece of string at 3 various sides of the object, making sure it
drapes over it. Let the string hang down vertically. Trace a line along the
string. Repeat twice more.
We did this in a triangle formation. I thought it would be best to
pinpoint the center by doing a GPS style triangulation.
2. Use the scissors to cut a hole where all the points meet up. Run the string
through the hole, and tape the string on the other end. Then hold the string
in the air while trying to have the paper hover above the counter in a parallel
fashion.
We did that. It didnt work as expected.
Questions:
1. We tried cutting out the letter C out of cardboard, and then failed
trying to get a center of balance with it.
2. We found out that the center of balance state is Kansas.
3. If the center of mass in our body is not above our feet, then our weight
will start shifting towards the location of our center of mass. Without
any support, our body will begin to fall towards the ground until boom,
we fall.
Conclusions:

Michael Briones

PHY 300 LAB

2016.02.16

After locating the center of balance on various shapes, I have a better

understanding at how to keep items stable, and from toppling over. The trick
with the string dangling over three outside points to find the center point
was useful. At least it was useful seeing other students doing it, I was not
able to find the center of balance on my own specific shape.

Action-Reaction
Purpose:
To make things happen, and watch their reaction
Materials:
Balloon, string, straw, good lungs, tape, coins
Overview:
We are going to make a balloon fly over a predetermined flight path.
Procedures:
1. Attach a string from one location to another. Distance size does not
matter but the longer the better. Run the straw on the string, and then make
sure both ends are secured. Use good lungs to fill balloon with air (hold
closure of balloon closed with fingers). Tape the balloon to the straw. Have
the closure end of the balloon close to one side (the side closest to the
closure). Use more tape to attach coins to the bottom of the balloon.
Launce the balloon!
Our balloon went zoom. It zoomed well.
2. Write down the action, and the reactions.
The action is the air pushing out the back, the reaction is the air
propelling the balloon forward.
3. Add more pennies, and see what happens differently.
There wasnt much difference, if anything it moved a little slower and
went a shorter distance but not by much.
Questions:

Michael Briones

PHY 300 LAB

2016.02.16

1. The action is when swimmers exert force on the water (action) as they
try to propel themselves forward. The reaction is their launching
themselves off of more water that is now behind them.
2. The action of a jet plane is to suck in air, and the reaction is to propel
itself forward off of the air coming through the back.
3. A hose is not a straight and solid object. Because of its length, it
curves, and when water rushes through, it is coming in a single
direction. Since there are curves along the hose, it hits the curves at
high impact speeds making the hose bounce around like crazy.
The action is the water rushing through, the reaction is the hose
flopping around.

Conclusions:
After experiencing the action-reaction lab, I can grasp the idea of seeing how
one item will can have a causal effect on another item. For instance, The jet
plane manages to go forward because of Newtons 3rd law of motion, which
states that whenever one object exerts a force on a second object, the
second object exerts an equal and opposite force onto the force. So when
the jet pushes a force onto the air, it will result in a forward motion.

Michael Briones

PHY 300 LAB

2016.02.16

Simple Pendulum
Purpose:
To see if the length of the string determines the oscillation
Materials:
String, washers, ruler, protective hockey mask, triple beam, protractor,
stopwatch
Overview:
We are going to tire swing washers at various angles and see if we can make
it goes fast without knocking out our teeth.
Procedures:
1. Attach washer to end of string. Hang string down vertically. Using a
protractor, pull the string back to a certain angle (30 degrees).
We did this and had to make sure the string was perpendicular with the
floor (the first time we did it, the swings were curving so we had to
adjust for that).
2. Let the washer fly! 10 times
We did and got a time of 11.4 seconds. Average swing was 1.14
seconds each.
3. Raise washer to 45 degrees.
We did this and oscillation time was 14.3 seconds. Average swing was
1.43 seconds each. There was not much of a significant difference.

Michael Briones

PHY 300 LAB

2016.02.16

4. State in words how the average period depends on the length of the
string.
The time depends on the distance the swing has to go, with less string
there is less distance. With less distance it takes less time to travel.
5. Keep the length fixed but add the second weight for the first.

Questions:
1. In order to speed up or slow down an old fashioned pendulum clock
you need to increase the amplitude and decreasing the length.
2. The weight doesnt make much of a difference, neither does the force
of the push.
3. Short peoples legs make shorter strides compared to a taller person.
Due to this fact we deserve twice the pay since we have to make twice
the distance because we are working twice as hard. Our short legs can
only go as much distance as the length of the legs allow us, and taller
people have longer lengths thereby creating longer distances.
Conclusions:
The purpose was to determine the period of oscillation of a simple pendulum,
and how its dependent on its length. We were able to witness a faster
oscillation period when the length was shorter, and the