UNIVERSITI TUNKU ABDUL RAHMAN

CENTRE FOR FOUNDATION STUDIES

FOUNDATION IN SCIENCE (P)
FHSC1014 MECHANICS

LABORATORY MANUAL

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FHSC1014 Mechanics
Trimester 1

UNIVERSITI TUNKU ABDUL RAHMAN

CENTRE FOR FOUNDATION STUDIES
LABORATORY SAFETY RULES
The following rules must be obeyed by all students in the science laboratory of the faculty. Willful or
repeated inadvertent noncompliance may result in dismissal or suspension from the laboratories.

I. No entry without permission:

i)

Outsiders are not allowed to enter the laboratory without permission.

ii)

Visitor must request for a lab coat from the laboratory officer before enter to the
laboratory.

iii)

No student is allowed to enter the laboratory unless permission has been given
by laboratory officer or lecturer.

II. At work in the laboratory:

i)

No experiment may be attempted without the knowledge and permission of

lecturer or lab officer.

ii)

Laboratory coat must be worn at all times in the laboratory.

iii)

Students must wear covered shoes in the laboratory. Students wearing open toes
shoes such as slippers or sandals are not allowed to work in the laboratory.

iv)

Safety glasses must be worn when necessary.

v)

Mobile phones are to be switched off at all times in the laboratory.

vi)

Do not smoke, drink, eat, bite nails or pencils, or apply cosmetics in the
laboratory.

vii)

Do not pipette chemicals with mouth.

viii)

Do not taste any chemicals, including diluted solutions. If any acid or alkali
accidentally enters your eyes or mouth, wash immediately with plenty of water.
Inform your lecturer or laboratory staff, and seek medical attention if necessary.

ix)

Any accident must report to the lecturer or lab officer immediately.

x)

Paper should never be used to light up the Bunsen burners.

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xi)

Used match sticks, filter papers, and other solid waste must never be thrown into
the sinks. They must be thrown into the dustbins provided. Lighted match sticks
and smoldering materials must be extinguished with tap water before thrown
into the dustbins.

xii)

Students must take responsibility for apparatus and equipment under their
charge in the laboratory.

xiii)

Any glassware breakages, apparatus lost and equipment damages or

malfunctioning must be reported to the laboratory officer.

III. Before leaving the laboratory:

i)

Ensure all the equipments and working benches used are thoroughly cleaned and
dried.

ii)

Wash hands and arms with soap and water before leaving the laboratory.

iii)

All stools must be kept under the benches.

iv)

No student is allowed to take away any chemicals, equipment or other property

of the laboratory without permission.

UTAR
FHSC1014 Mechanics
Trimester 1

Introduction
1. Making measurements
Physics is a field of science, which is quantitative in nature. In any quantitative
study, measurements are made and these measurements should always be regarded as
estimations. The precision of the final result of an experiment cannot be better than the
precision of the measurement made during the experiment, so the aim of the experiment is
to make estimations as good as possible. Therefore, measurement should be repeated at
least once to increase its precision and accuracy.
There are many factors that contribute to the accuracy of a measurement. The
accuracy in a particular experiment may be due to the observer, or to the instrument used,
or to a combination of both.
Errors have a special meaning in science. Errors have a different meaning from
mistakes where errors cannot be avoided in measurements. Students doing experiments
MUST record the uncertainties and errors in their measurement. Students MUST take errors
and uncertainties into account when calculating and presenting their results in laboratory
reports.
2. Scrutinize and inscribe the readings
(i) Vernier caliper

Parts of a vernier caliper:

1.
2.
3.
4.
5.
6.
7.
8.

Outside jaws: used to measure external lengths

Inside jaws: used to measure internal lengths
Depth probe: used to measure depths
Main scale (cm)
Main scale (inch)
Vernier (cm)
Vernier (inch)
Retainer: used to block movable part to allow the easy transferring a
measurement
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Both the main scale and the vernier scale readings are taken into account while
making measurement. The main scale is the first reading on the main scale immediately to
the left of the zero of the vernier scale while the vernier scale reading is mark on the vernier
scale which exactly coincides or aligns with a mark on the main scale.
Example:

2.4 cm
cm

0.07 cm

= 2.47

(ii) Micrometer screw gauge

In order to measure an object, the object is placed between the anvil and spindle
(jaws). The thimble is rotated using the ratchet until the object is lightly gripped. DO
NOT OVER TIGHTEN! Note that the ratchet (NOT THE THIMBLE) should be used
to secure the object firmly between the jaws, otherwise the instrument could be
damaged or give an inconsistent reading. It is recommended 3 clicks of the ratchet are
obtained before taking the reading.
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FHSC1014 Mechanics
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Procedure on how to read the scale on micrometer screw gauge is shown in the figure
below.

3. Data and error analysis

Performing the experiment and collecting data is only the beginning of the process
of completing an experiment in science. Understanding the results of any given experiment
is always the central goal of the experiment. Presenting those results in a clear concise
manner completes the experiment. This overview of the complete process is as valid in an
instructional laboratory course as in a research environment. You will not have learned any
physics if you did not understand the experiment.
Data analysis should not be delayed until all of the data is recorded. Try to do a
quick analysis and plot as the data is being collected. This will help to avoid the problem of
spending a long time collecting bad data because of a mistake in experimental procedure or
an equipment failure.
Data analysis means understanding what your results mean. When you analyze the
data, try to think through the physical processes which have occurred. Write your train of
thought down. Ultimately, the goal is for you to understand physics and the world a bit
better. Your understanding of your results probably occurs in stages, with each stage being
a refinement.
Sometimes your results will not support and may even contradict the physical
explanations suggested. Accept the results but with a few suggestions to the reasons for this
apparent failure of the physical laws. Do NOT simply blame the equipments. Try to explain
what went wrong or what competing effects have come into play.
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The quality of the data, determines to a great extent, what conclusions can be
reached from them. If you are looking for a small effect, say a total change of 1 mm, and
the uncertainties in your data is 2 mm then you really cannot make any solid conclusion. A
measurement of experimental results is of little value if nothing is known about the
probable size of its error.
The quality of a measurement depends on the precision and accuracy of the
measurement. A good measurement must be close to the true value and be reproducible.
(i) Quantifying the uncertainty
All measurements have uncertainties or errors. The uncertainty given in any
measurement indicates the type of instrument used for the measurement as well as the
possible range of value measured. Basically, for analogue measuring instruments, except
for vernier caliper and micrometer screw gauge, the uncertainty is half of the smallest
division of the scale. For digital instruments, the uncertainty is given by the smallest
different in the reading.
(ii) Error propagation rules

The Absolute Error of a quantity Z is given by (Z), always 0.

The Relative Error of a quantity Z is given by

To determine the error in a quantity Z that is the sum of other quantities, add the
absolute errors of those quantities (Rules 2 below). To determine the error in a
quantity Z that is the product of other quantities, add the relative errors of those
quantities (Rules 3, 4, 5 below).

1.
2.
3.

Relation
Z = cA
Z=ABC

Z=ABC

4.

5.

Z Ax B yC z

AB
C

Z
Z

, always 0.

Error
Z c A (Use only is A is a single term, i.e. Z = 3x)

Z A B C ...

A B C

... Z
B
C
A

A B C

... Z
B
C
A

B
C
A

Z x
y
z
... Z
A
B
C

a, b, c, ..., z represent constants.

A, B, C, ..., Z represent measured or calculated quantities
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(A), (B), (C), , (Z) represent the errors in A, B, C, ..., Z respectively.

(iii) Percentage error and percentage difference
In several of the laboratory exercises, the true value of the quantity being measured
will be considered to be known. In those cases, the accuracy of the experiment will be
determined by comparing the experimental result with the known value. Normally this will
be done by calculating the percentage error of your measurement compared to the given
known value. If E stands for the experimental value, and K stands for the known value, then
the percentage error is given by

Percentage error

EK
K

100 %

In other cases we will measure a given quantity by two different methods. There
will then be two different experimental values, E1 and E2, but the true value may not be
known. For this case, we will calculate the percentage difference between the two
experimental values. Note that this tells nothing about the accuracy of the experiment, but
will be a measure of the precision. The percentage difference between the two
measurements is defined as
Percentage difference

E2 E1
E1 E2 2

100 %

4. Graphical representation and analysis of uncertainties in slopes and intercepts

In the physical sciences, it is helpful to represent data in the form of a graph when
interpreting the overall trend of the data. Data analysis graphs are useful to determine the
relationships exist between various quantities, how the data is distributed, and so forth,
which may be hard to figure out merely by speculating the tabulated values only.
There are a few essential aspects when plotting a graph:
Choice of scale
Choose a scale for each of the axes with the main divisions on the graph paper that
are easily subdivided and such that the entire range of values may be in included. If the
values to be plotted are exceptionally large or small, use some multiplying factor that
permits using a maximum of two or three digits to indicate the value of the main division.
Label the title, and naming the abscissa scale (X-axis) and the ordinate scale
(Y-axis)
After you have decided which variable is to be plotted on which axis, neatly letter
the name of the quantity being plotted together with the proper unit. Abbreviate units in
standard form, e.g. meters (m). Students should always ensure that the correct units are used
in the experimental work.
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(i) Plotting and drawing the graph the best-fit line

In drawing the graph, it is not always possible to make all the points lie on a smooth
curve. In such cases, a smooth curve should be drawn through the series of points to follow
the general trend and thus represent an average.
Before plotting a linear graph, its important to determine the centroid point of the
data set. Centroid is the point, which shows the mean of X-values and Y-values. The
function of centroid is to reduce the effect of data scattering.

X X 2 ... X N Y1 Y2 ... YN
Centroid, x , y 1
,

N
N

Add centroid point to linear graph and circle the centroid so as to differentiate it
from other points. Then, draw the best straight line which must pass through the centroid.
(ii) Linear Least Squares Fits
Often measurements are taken by changing one variable (call it x) and measuring
how second variable (call it y) changes as a function of thr first variable. In many case of
interest it is assumed that there exists a linear relationship between the two variables. In
mathematical terms one can say that the variables obey an equation of the form

y mx c

(Eq. 1)

where m and c are constants. This also implies that if a graph is made with x as the
horizontal axis and y as the vertical axis, it will be a straight line with m equal to the slope
(y/x) and c equal to the y intercept (the value of y at x = 0).

UTAR
FHSC1014 Mechanics
Trimester 1

Table of Content
Practical

Title

The Use of Vernier Caliper and the Micrometer Screw Gauge

To investigate the vector addition

To investigate the trajectory of a small ball as it rolls off a surface

which is inclined to the horizontal

To find the force constant of a spring

To determine the coefficient of static friction between two surfaces

To verify the conservation of spring and gravitational potential energy

7
(Simulations)

To Design a Roller Coaster via PhET Energy Skate Park Simulation

To determine the moment of inertia of a flywheel

To determine the density of solid and liquid by using water

displacement method.

10

(i)
(ii)

To determine the terminal velocity of a small sphere which falls

through a viscous medium
To investigate how the terminal velocity depends on the radius of
the sphere

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Practical 1
________________________________________________________________________
The Use of Vernier Caliper and the Micrometer Screw Gauge
Objective:
To determine the density of oil, copper and PVC.
Apparatus and Materials:
1.
Measuring cylinder
2.
Copper wire
3.
PVC tube
4.
Micrometer screw gauge
5.
Vernier caliper
6.
Oil
Equipment:
1.
Electronic balance
Part 1: Determination of the density of oil
Procedure:
1.
Measure the mass of an empty measuring cylinder.
2.
Fill the measuring cylinder with 100 cm oil.
3.
Measure the mass of the measuring cylinder filled with oil.
4.
Calculate the density of oil.
Part 2: Determination of the density of copper
Procedure:
1.
Measure the length of a copper wire provided.
2.
Using a micrometer screw gauge, measure the diameter of the copper wire at several
places. Determine the average diameter of the copper wire.
3.
Measure the mass of the copper wire using an electronic balance.
4.
Calculate the volume of the copper wire.
5.
Calculate the density of copper.
Part 3: Determination of the density of PVC
Procedure:
1.
You are given a PVC tube.
2.
Measure the external and internal diameter of the PVC tube.
3.
Measure the length of the PVC tube.
4.
Calculate the volume of the PVC tube.
5.
Measure the mass of the PVC tube using an electronic balance.
6.
Calculate the density of PVC.

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Practical 2
________________________________________________________________________
To investigate the vector addition
Objective:
To verify the parallelogram law of forces.
Apparatus and Materials:
1.
Pulley
2.
Slotted mass
3.
Cardboard
4.
White paper
5.
Pin
6.
Retort stands
7.
Metre rule
8.
Protractor
Setup:
1.
A piece of cardboard, white paper, string and slotted masses are setup as in Figure
2-1.

Pulley

String

O
P
Slotted
mass

Q
White
paper

R PQ

Thumb tack
Cardboard
Note: Ensure that the masses P, Q and R are not in contact with the cardboard to
avoid friction.
Figure 2-1
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Theory:
Forces which has a magnitude and direction is called vector quantity. The additions of two
or more forces called resultant forces. The magnitude and direction of the resultant is

obtained using the parallelogram law as shown in figure. If P and Q are two forces added
together and , is the angle between them, then the resultant R obtained is the diagonal of

the parallelogram constructed by P and Q .

R PQ

Figure 2-2
Using the cosine rule:

2 2

P Q P Q 2 P Q cos 180 o

2 2

R P Q 2 P Q cos
From the equations above, if the angle between two forces is known then the magnitude of
the resultant can be determined.

Procedure:
1.
Place suitable masses at point P, Q and R until equilibrium is reached.
2.
Mark the positions O, X, and Y of the string on the white paper using some pins.
Measure the angle made by the strings.
3.
Repeat step (1) and (2) by using different masses for P, Q and R for eight (8) sets of
readings. State the weight of slotted mass in Newton.
4.
Tabulate: P, Q, R and angle in Table 1.
5.
Using an appropriate scale, draw a parallelogram in the graph paper to represent
each set of forces P, Q, R and the angle .
6.
For each set of force P and Q the magnitude of the resultant R can be obtained by
three methods. First, directly from Table 1; second from the diagonal of the
parallelogram formed by P and Q; and third, using the Cosine Rule.
7.
Record the result for all the three method in Table 2.
8.
From table compare the results of the three methods and give your comments.
9.
Does your result verify the parallelogram law of forces? Give comment on your
answer.
10.
When will P2 + Q2 = P + Q2 ?
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Data from experiment:

P
Mass(kg) Weight(N)

Q
Mass(kg)

R
Weight(N)

Mass(kg)

Weight

Table 1
Compare experimental result and theoretical:
R (N)
R (N)
(Experimental)
(Parallelogram method)

R(N)
Cosine Rule

Table 2

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FHSC1014 Mechanics
Trimester 1

Practical 3
_______________________________________________________________________
To investigate the trajectory of a small ball as it rolls off a surface which is inclined to
the horizontal
Objective:

To investigate the trajectory of a two dimensional motion.

Apparatus and Materials:
1.
Ramp
2.
Wooden block
3.
Pendulum bob
4.
Plumb line
5.
Steel ball
6.
Wooden board
7.
Carbon paper
8.
Meter rule
9.
Plasticine

Figure 3-1

Setup:
2.
A ramp has been set up at the edge of a bench as shown in the Figure 3-1.
3.
Suspend a plum-line from the edge of the bench as shown in Figure 3-2.
4.
Mount a wooden board horizontally using two clamps so that the board is situated
about the bottom of the ramp.
5.
Place a sheet of blank paper on top of the board.
6.
Place a piece of carbon paper on the top of the blank paper. The ink-side of the
carbon paper should be facing down.
7.
When a ball is released at the top of the ramp, the ball will travel through a
trajectory as shown in Figure 3-2.

Figure 3-2
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Theory:
Let:
g = 9.80 ms-2
u = speed of the ball as it leaves the ramp
k = constant
y = vertical distance (between the bottom of the ramp and the top of the board)
x = horizontal distance (between the plum-line and mark on the paper]
The equation which relates x and y is
y g (1 k ) x

k
x
2u

Procedure:
1.
Position the ball at the top of the ramp. Release the ball so that it rolls down the
ramp and onto the board below.
2.
Remove the carbon paper and observe that the ball makes a small mark on the blank
paper.
3.
Measure and record the vertical distance y and the horizontal distance x.
4.
Reduce the value of y and repeat the steps above to obtain eight (8) sets of values of
x and y.
y
5.
Tabulate: y, x, and .
x
6.
Plot a graph of y/x against x.
7.
Determine the gradient and y- intercept of the graph.
8.
Use your answers from [7] to determine the values of k and u.

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Practical 4
________________________________________________________________________
To find the force constant of a spring
Objectives:

To study the application of Hookes Law.

To study the forces in equilibrium.

To study the resolution of vector quantities.

Apparatus and Materials:
1.
Spring
2.
Plumb-line
3.
Protractor
4.
Slotted masses 100g with hanger
5.
Thread
6.
Retort stand
7.
Nail or pin
Setup:
1.
Set up the apparatus as shown in Figure 4-1 below.
2.
Adjust the spring, so that it stretches horizontally.
3.
The angle between the plumb-line and the section AB is .
4.
The mass of the load is m, its weight is mg.

Figure 4-1

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Theory
Let:
g
m

x
k
l
lo

= 9.80 ms-2
= mass of the load
= angle between the plumb-line and the section AB
= extension of the spring
= force constant of the spring
= stretched length of the spring
= unstretched length of the spring

When the system is in equilibrium, the forces acting at the point B are in equilibrium
Vertically:
mg = T cos . (1)
Horizontally:
kx = T sin ... (2)
Therefore:
kx = mg tan
x

mg tan
k

A graph of x against tan will yield a straight line.

The gradient is equal to

mg
.
k

Procedure:
1.
Measure the unstretched length, lo of the spring before setting up the apparatus.
2.
Adjust the spring, so that it stretches horizontally.
3.
Measure the angle between the plumb-line and the section AB.
4.
Measure the new length, l of the spring.
5.
Calculate the extension, x of the spring. [where x = l lo]
6.
Pull the spring side way to vary the length l to obtain eight (8) sets of values of
and x. {Note: before taking the value of the angle , make sure that the spring is
horizontal.}
7.
Tabulate: x, , tan .
8.
Determine the gradient of the graph.
9.
Determine the force constant, k of the spring.

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FHSC1014 Mechanics
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Practical 5
_______________________________________________________________________
To determine the coefficient of static friction between two surfaces
Objectives:
To determine the relationship between the mass of load and the length of spring.
To determine the coefficient of static friction between two surface.
Part 1: The relationship between the mass of load and the length of spring
Apparatus and Materials:
1.
Retort stand
2.
Spring
3.
Slotted masses 200g with hanger
4.
Meter rule
Setup:

Figure 5-1
Procedure:
1.
Hook one end of the spring on the retort stand.
2.
Hang the hanger with a 20g slotted mass at the other end.
3.
Measure the length l1 of the spring, record the mass m1 of the load.
4.
Increase the mass m1, measure the corresponding length l1 of the spring.
5.
Tabulate l1 and m1.
6.
Plot a graph of l1 against m1.

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FHSC1014 Mechanics
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Part 2: The coefficient of friction between two surfaces

Apparatus and Materials:
1.
A smooth plank as inclined plane
2.
Retort stand
3.
Wooden blocks
4.
Electronic balance
5.
Spring
6.
Protractor
7.
Pendulum bob
8.
Thread
9.
Plasticine
Setup:

Figure: 5-2
Theory:
If the wooden block is being displaced down the inclined plane, the block will return
to its original position when released because the net force up the plane exceeds the limiting
friction down the plane. The downward displacement is being reduced gradually until a
stage where the block stays stationary when released. At this point, the force up the plane
equalized the limiting friction down the plane.
If T is the tension of the spring, F is the limiting friction, and is the coefficient of
static friction, then
T- mg sin = F
T- mg sin = mg cos
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If T = mg, where m = mass equivalent to tension T, then

mg mg sin = mg cos
m = m( cos + sin )
Procedure:
1.
Weigh the mass of wooden block with a smooth surface. Record down the mass.
2.
Adjust the retort stand, to adjust the angle of inclination of the plank, such that the
wooden block can slide down the plane freely.
3.
Measure and record the angle of inclination of the plank.
4.
Set up the apparatus as shown in Figure 5-2.
5.
Start with one wooden block attached to the lower end of the spring.
6.
Displace the block downward and released, so that the block will be pulled up by
the tension in the spring.
7.
Repeat step [6] with a smaller displacement until a stage that the wooden block
stays stationary upon released. Measure and record the length l2 of the spring.
8.
From the graph of l1 against m1 in Part 1, obtain the corresponding mass, m for the
length l2.
9.
The mass of the wooden block could be increased by adding another wooden block
on top of the first, weigh the new combined mass of the block. Repeat steps [6] to
[8].
10.
Tabulate: m, l2 and m.
11.
Plot a graph of m against m.
12.
Calculate the gradient of the graph of m against m.
13.
Hence, determine the coefficient of static friction, .

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FHSC1014 Mechanics
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Practical 6
________________________________________________________________________
To verify the conservation of spring and gravitational potential energy
Objective:
To verify the law of conservation.
Apparatus and Materials:
1.
Spring
2.
plastic / rubber ball
3.
Spring holder
4.
Metre rule
Equipment:
1.
Electronic balance
Setup:
Metre ruler

h
Compress

Release

Figure: 6-1
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Theory:
When spring is compress, the spring store potential energy:
PE spring

1 2
kx
2

The total energy E of a simple mechanical system is the sum of the potential energy PE and
the kinetic energy KE. In the absence of friction the total energy E of the system is a
conserved quantity so that E = KE + PE. In the absence of friction, if the KE and PE change,
they must change so that their sum is equal to the total energy E. In this experiment several
simple mechanical systems will be examined for this property.
As the spring been release, the potential energy of the spring is converted to kinetic energy
and after the ball reach the maximum high, the kinetic energy is equal to zero and transform
to Gravitational Potential Energy.
PE spring KE PE

at maximum height:
1 2
kx 0 mgh
2

Procedure:
1.
Measure the mass of the ball, m.
2.
Compress the spring downward, record the vertical distance of spring as x and let it
go.
3.
Measure the maximum height, h the ball can achieve.
4.
Repeat the step [2] and [3] to obtain eight (8) sets of data.
5.
Tabulate: x, h and x2.
6.
Plot a graph of x2 against h.
7.
Determine the gradient of the graph.
8.
Use your answer from [7] to determine values of spring constant, k.

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Practical 7
________________________________________________________________________
To Design a Roller Coaster via PhET Energy Skate Park Simulation
Instructions: Get your laptop out and go onto the internet. Go to this web page:
http://phet.colorado.edu/simulations/sims.php?sim=Energy_Skate_Park or, go to Google
and search for: phet skate park. Click on the Run Now! Button.

1. What is conservation of Mechanical Energy?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Set the skater into motion by clicking the start button. Observe the motion. Do you think
the mechanical energy of the system is conserved in the system? Explain.
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
3. Use the symbols to fill in the data table:
Skaters
Potential Energy
Movement/
( = M m)
Position
Down the track

Kinetic Energy
Total Energy
( = M m) ( = M m)

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Up the track

Lowest point of
the ramp
( increases, decreases, = remains the same, M for maximum, m for minimum)
4. Predict the ratio of the potential energy to the kinetic energy of the skater when the
skater is at the halfway between the highest and the lowest point of the track.
_________________________________________________________________________
_________________________________________________________________________
5. Turn on the Bar Graph/Pie Chart and the Grid features. Does your prediction match
with the distribution of energies shown? If not, try to explain why your prediction
failed?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
6. Sketch the Potential Energy graph, the Kinetic Energy graph and the Total Energy
graph of the skater in the common Energy-Position axes below.
Energy
(J)

Position
(m)

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7. Turn on the Energy vs. Position graph feature in the simulation and compare your
sketch above with the graph shown. Does your sketch resemble the graph shown? If not,
what are the possible causes of the differences?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
8. What is/are the changes required in order to change the total energy of the skater?
_________________________________________________________________________
_________________________________________________________________________
9. Turn on the Show Path feature, what can you conclude from the path shown in terms of
velocity and acceleration?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
10. Now, turn on the Bar Graph and drag the skater slightly above the track somewhere
near the midpoint and release. It is observed that thermal energy exists. Explain what
actually happened? (You might want to repeat the instruction at different positions.)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
11. Is the thermal energy equivalent to the change in potential energy of the skater? Justify.
_________________________________________________________________________
_________________________________________________________________________
26

UTAR
FHSC1014 Mechanics
Trimester 1

12. What are the possible changes if the skater is replaced with other skater of different
mass?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
13. Verify your answer in above by changing the skater (click on Choose Skate button) and
turn on the Bar Graph. Discuss the discrepancy of your answer/idea.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
14. Predict the changes to the skating when it is performed on Space, Moon, and Jupiter.
Space: _________________________________________________________________
______________________________________________________________________
Moon:

_______________________________________________________________

______________________________________________________________________
Jupiter: ________________________________________________________________
______________________________________________________________________
15. Verify your predictions through the simulation. Discuss with friends if you could not
understand the reasons of the changes.
16. Set the track with the lowest non-zero friction (click at the Track Friction button and
move the bar). Turn on the Bar Graph and set the skater into motion. It is found that the
thermal energy increases faster near the bottom of the track as compared to higher
positions. What could be possible reason?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
27

UTAR
FHSC1014 Mechanics
Trimester 1

17. Now, go to the menu bar and click Track. Choose Loop.
18.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

19. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________

28

UTAR
FHSC1014 Mechanics
Trimester 1

Practical 8
_______________________________________________________________________
To determine the moment of inertia of a flywheel
Objective:

To study the moment inertia of a flywheel.

Apparatus and Materials:
1.
Flywheel
2.
Digital stop watch
3.
Slotted masses with hanger
4.
Meter rule
5.
G clamp
6.
Thread
7.
A soft board to absorb the impact when the slotted masses hit the ground
8.
Vernier caliper
Setup:
1.
Clamp the flywheel to the side of the bench.
2.
One end of the thread is fixed to the flywheel. The other end is tied to the mass
hanger.
3.
Roll the thread round the axle of the flywheel.
4.
The distance between the base of the hanger and the floor is, h.
5.
When you release the masses, the masses will accelerate downward, and flywheel
will have an angular acceleration.

Figure 8-1

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UTAR
FHSC1014 Mechanics
Trimester 1

Theory:
Let:
T
m
a

g
R
I
h
t

=
=
=
=
=
=
=
=
=
=

tension in the string

mass of the load
acceleration of the load
angular acceleration of the flywheel
gravitational acceleration = 9.81 ms-2
radius of the axle
moment of inertia of the flywheel
initial distance between load and floor
time taken for the load to touch the floor
friction torque on the flywheel

Acceleration of load: a

2h
t

Angular acceleration of wheel:

............... (1)
a
(2)
R

For the load: mg T = ma... (3)

T = m(g - a)... (4)

Using equation (1) to find the value of a.

Using equation (2) and the calculated value of a to find the value of .
Using equation (4) and the calculated value of a to find the value of T.

For the wheel: TR I ... (5)

R
I

Graph of against T is a straight line, the gradient is s and s

Moment of inertia of the flywheel is: I

R
.
I

R
.
s

30

UTAR
FHSC1014 Mechanics
Trimester 1

Procedure:
1.
Measure the initial height of the load. This height is fixed.
2.
Put mass onto the hanger.
3.
Release the load, and start the stop-watch simultaneously.
4.
Take the time for the load to touch the floor.
5.
Vary the mass of the load, m. Repeat the above steps, and obtain a total of eight (8)
sets of values of m and t.
6.
Tabulate: m, t, a, and T.
7.
Plot a graph of against T.
8.
From the graph, determine the moment of inertia of the flywheel.

31

UTAR
FHSC1014 Mechanics
Trimester 1

Practical 9
To determine the density of solid and liquid by using water displacement method.
Objective:
To determine the density of water and unknown liquid.
To determine the density of solid by using water displacement method.
Apparatus and Materials:
1. 100mL beaker
2. 10mL cylinder
3. Electronic balance
4. Glycerol
5. Cooking Oil
6. 50mL cylinder
7. Metal cube/slotted mass
Setup:
UNDERSTAND : 1mL (one milliliter ) is the same as 1 cm3. 1 cm3 is the space taken
by the small cubes you played with.

Figure: 9-1
Part A(Density of water)
Procedure:
i) Density of water:
1) Collect about 100 mL DI water in a beaker, let it sit until its temperature is stabilized.
Record its temperature.
32

UTAR
FHSC1014 Mechanics
Trimester 1

2) Weigh a clean, dry 10 mL graduated cylinder and record its mass.

3) Now add DI water from the beaker to the cylinder, so that the level is above 5mL, but
below 10 mL and record the volume accurately to the correct sig. Fig.
4) Wipe off any water droplets adhering to the outside as well as above of the water level
inside.
5) Record the mass of the cylinder with water .
6) Now repeat step 2-4 two more times, each time with a different volume, but still
between 5-10 mL.
7) Now you have 3 sets of data, calculate the average density of water at this temperature.
8) Calculate the % error, once you know the true value of density of water from literature.
ii) Density of an unknown liquid:
Start with another dry graduated cylinder and repeat the mass and volume measurements
(above steps 1-7) with an unknown liquid (A, B or C assigned by the instructor). Calculate
the density of the liquid, identify it (after discussing with the instructor), and calculate the %
error.
Part B(Density of solid)
Procedure:
1. Fill the cylinder with water to V1 = 30mL mark.
2. Weigh the metal object.
3. Carefully add the metal object to the graduated cylinder. Don't spill any water.
4. Measure new volume reached by the water. (with the object inside) V2 = _____mL (it has
to be greater than 30mL of course)
5. Find the volume of the cylinder Vo = V2 - V1 = __________mL
6. Calculated the density of the metal object.
7. Repeat step (1)-(5) for different types of metal.
8. Identify the material of the matel.
Further Questions:
1) To determine the density of a liquid, an empty graduated cylinder is placed on a balance,
and its mass is found to be m = 120g. The liquid is the added, up to V= 100cm3 mark.
The cylinder is placed back of the balance. If the balance reads now M = 265g, what is
the density of the liquid?
2) A stone of mass 30 grams is placed in a measuring cylinder containing some water. The
reading of the water level increases from 50cm3 to 60cm3. What is the density of the
stone?
3) A clump of metal weighing m= 351.4 g is dropped into a cylindrical container, causing
the water level to rise H=1.1cm. The radius of the base of the container is R= 3cm.
i. find the volume of water displaced. (use only H) You should remember how to find
the volume of a cylinder.
ii. What is the density of the metal?
iii. Given the the table, and assuming the metal is pure, what is the metal ?
Metal

DEnsity

Metal

Density
33

UTAR
FHSC1014 Mechanics
Trimester 1

Aluminum

2.81 g/cm3

Nickel

8.89 g/cm3

Copper

8.97 g/cm3

Platinum

21.40 g/cm3

Gold

19.30 g/cm3

Potassium

0.86 g/cm3

Lead

11.30 g/cm3

Silver

10.50 g/cm3

Lithium

0.54 g/cm3

Sodium

0.97 g/cm3

4) When you put a rock into a container of water, it raises the water level H= 3cm. If the
container is a rectangular prism whose base measures 15cm x 15cm (width x length),
what is the volume of the rock? (Find the volume of water displaced).
5) You drop a solid glass ball into a cylinder with a radius of R= 6cm, raisin the water level
H=1cm.What is the volume of the glass ball?
6) A fish tank 10 (W) by 14 (L) by 12 inches (H) high is the home of a large goldfish
named columbia. She is taken out when her owner cleans the tank, and the water level
in the tank drops h= 1/3 inch. What is Columbia's volume?

34

UTAR
FHSC1014 Mechanics
Trimester 1

Practical 10
(i) To determine the terminal velocity of a small sphere which falls through a
viscous medium
Objective:

To determine the terminal velocity of a small sphere, which falls through a

viscous medium.
Apparatus and Materials:
1.
Measuring cylinder
2.
10 same diameter small spheres
3.
Rubber bands
4.
Digital stop watch
5.
Viscous medium
Setup:
1.
Position the tall cylinder at a proper working area.
2.
Move upper rubber band to the top, about 3 cm from the upper surface of the
liquid in the cylinder.
3.
Move lower rubber band to about 5 cm from the upper rubber band.

Rubber bands

Figure 10-1

35

UTAR
FEEP1003 Physics I
Semester 1

Procedure:
1.
Measure the distance between the two rubber bands, h.
2.
Drop a sphere centrally down the cylinder. With the stop watch, find the time it
takes to traverse the distance between the two rubber bands. Drop a second one,
and measure the time again. Record the times as t1 and t2.
3.
And find the average time, t for the sphere to traverse this distance, h.
4.
Move the lower rubber band downwards 5 cm at a time, and repeat steps [1] to [3],
until you have obtained five (5) sets of readings of h, t1, t2 and t.
5.
Plot a graph of h (y-axis) against t (x-axis).
6.
Determine the gradient of the graph.
7.
State the terminal velocity of the sphere falling down the liquid.

(ii) To investigate how the terminal velocity depends on the radius of the sphere
Objective:

To investigate the dependency of terminal velocity to the radius of spheres.

Apparatus and Materials:
1.
Measuring cylinder
2.
5 pairs different diameter small spheres (2 spheres for each diameter)
3.
Rubber bands
4.
Digital stop watch
5.
Viscous medium
Setup:
1.
Position the tall cylinder at a proper working area.
2.
Move upper rubber band to the top, about 3 cm from the upper surface of the
liquid in the cylinder.
3.
Move lower rubber band to about 25 cm from the upper rubber band.

36

UTAR
FEEP1003 Physics I
Semester 1

Rubber bands

Figure 10-2

Theory
If
v
d

= terminal velocity of ball

= diameter of ball

Theory suggests that v and d are related by the formula:

v = kdn
Then,
log10v = log10k + n log10d

37

UTAR
FHSC1014 Mechanics
Trimester 1

Procedure:
1.
Measure the distance between the two rubber bands, H.
2.
This distance H will be fixed through the experiment.
3.
Select two spheres of the same diameter.
4.
Measure the diameters, d of spheres.
5.
Drop a ball centrally down the cylinder. With the stop watch, find the time it
takes to traverse the distance between the two rubber bands. Drop the second
one, and measure the time again. Record the time as t1 and t2.
6.
And find the average time, t for the sphere to traverse this distance, H.
7.
Calculate the terminal velocity, v of the sphere of this diameter, d. [where v = H/t]
8.
Select another two spheres of same diameter, repeat steps [3] to [7] until you
have five (5) sets of readings of d, t1, t2, t and v.
9.
Tabulate: d, t1, t2, t and v.
10.
Plot a graph of log10 v against log10 d.
11.
Determine the gradient of the graph.
12.
Deduce the value for n.
13.
Determine the y-intercept and deduce the value for k.

39