Newton’s 2nd Legislation Lab Advantages: The purpose of this kind of lab was going to prove Newton’s 2nd Legislation, which says accelerate equals force divided by mass (a=F/m). Within this lab i was trying to find out the relationship between velocity, force, and mass by using a air monitor, glider with picket fencing, and photogates. Before I did the lab, I had developed already understood that acceleration, force, and mass were related.
I recently didn’t understand how they were related. When saving the effects of this lab we had to record the applied push in Newton’s.
Newtons’s can be described as unit of measurement displayed in m(meters) divided by s2(seconds squared). I think that F/m=a mainly because in Newton’s second law, he tells us that power is comparable to mass occasions acceleration (f=ma), so if you take the mass and divided simply by both sides to cancel it on the correct, you would end up getting a=f/m. Process: First we all weighed the glider and fence together with the string fastened, in kg(kilograms). Then we recorded inside the table. Up coming we weighed the mass of the clinging weight in kg and recorded that in the table.
Then we found the overall mass getting accelerated in kg by including our mass with the hanging glider to the mass of the suspending weight. Next we found the utilized force through the mass of the suspending weight and multiplying it by on the lookout for. 8(gravity). In that case we identified the theoretical acceleration utilizing the formula a=F/m and connected the total mass for meters and the utilized force for F. Through F and dividing this by m we can up with the assumptive acceleration. We all then appeared on the period graph and found the experimental acceleration by looking at the slope of the velocity time chart and noted it on the table.
Lastly we all found the percent difference by taking trial and error acceleration, subtracting it through the theoretical speed, and then separating that solution by the assumptive acceleration. We all then got that response and increased it by simply 100 to offer us a percent. We then reweighed the glider each time and increased the mass in the hanging fat. Then all of us repeated methods three through seven, 15 more times so we had enough info. Results/Observations: Result are on the attacked piece. Durning the lab, I discovered that the more mass that was around the hanging pounds the less accretion.
Likewise the more mass, the quicker the glider went. My spouse and i also discovered the more measured you recorded onto the glider the faster the glider went. Analysis/Conclusion I do think a=f/m mainly because in Newton’s second regulation, he lets us know that power is comparable to mass times acceleration (f=ma), so if you take those mass and divided by both sides to cancel it on the correct, you would end up with a=f/m. After this lab, we all proved this theory is correct because at the time you look at the assumptive and trial and error acceleration info and you look at the percent big difference, they range from 2 . 6% to 18%, which is really good.
The quantities are not excellent because of mistakes in the lab. Some of the likely errors could possibly be from, computer software calculation plus the way all of us rounded our numbers, mid-air track a new little bit of rubbing and the excess weight of our hanging weight could have hit the ground and chop down off ahead of the picket fence went threw the the photogate. To summarize, our lab proved that acceleration does equal pressure divided mass because once we took the applied push and divided it by total mass and produce the theoretical acceleration, each of our data effect came back with an average percent difference can be 5. ’04, which is less then 10%!
