Scribd Logo
Upload

Welcome to Scribd!

  • 183 views

    Force - PheT Activity-Pushing

    Uploaded by

    Jenna McAdam
    This document describes an activity using a PhET simulation to investigate the relationship between force and motion. The activity involves using different arrangements of teams and objects of varying mass in a tug-of-war and motion simulation to observe the effects on acceleration and determine whether there is balance or motion based on the forces applied.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Force - PheT Activity-Pushing

    Uploaded by

    Jenna McAdam
    183 views3 pages
    This document describes an activity using a PhET simulation to investigate the relationship between force and motion. The activity involves using different arrangements of teams and objects of varying mass in a tug-of-war and motion simulation to observe the effects on acceleration and determine whether there is balance or motion based on the forces applied.

    Original Title

    Force_PheT activity-Pushing

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document describes an activity using a PhET simulation to investigate the relationship between force and motion. The activity involves using different arrangements of teams and objects of varying mass in a tug-of-war and motion simulation to observe the effects on acceleration and determine whether there is balance or motion based on the forces applied.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    183 views3 pages

    Force - PheT Activity-Pushing

    Uploaded by

    Jenna McAdam
    This document describes an activity using a PhET simulation to investigate the relationship between force and motion. The activity involves using different arrangements of teams and objects of varying mass in a tug-of-war and motion simulation to observe the effects on acceleration and determine whether there is balance or motion based on the forces applied.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    TechLab: Pushing Things Around

    a simulation of force, mass, and acceleration

    • Purpose •
    In this activity, you will investigate the relationship between force and motion using the “Forces and
    Motion: Basics” PhET simulation.

    • Apparatus •
    ___computer (MacBook or equivalent)
    ___”Forces and Motion: Basics” PhET simulation software (available at phet.colorado.edu)

    • Setup •
    1. Turn the computer on, log on and allow it to complete its start up cycle. Connect to The Internet.
    2. Find and start the PhET simulation, “Forces and Motion: Basics”. Ask your instructor for assistance if
    needed. Note: There is also a sim called “Forces and Motion”. That is not the sim for this lab.

    • Discussion •
    There is an important relationship between force and motion. Using the simulation (sim), we will
    investigate the basics of this relationship.

    • Procedure •
    PART A. TUG OF WAR
    The sim should open in the Tug of
    War tab. If it does not, click the tab
    to activate Tug of War. In this sim,
    a wagon (W) can be pulled by the
    players of two teams. Both Blue Team and Red Team have four players, one adult (A), a teenager (T), and
    two children (C). The adult is the largest player, the children are the smallest players.

    1. Even Steven.
    If you arrange identical teams in the Tug of War, you’ll get a tie. The net force is zero. The following are
    examples of identical teams.
    A---W---A (Adult vs. Adult)

    C-T---W---C-T
    A-T-C-C---W---C-C-T-A
    a. Describe three distinct ways to arrange the teams so that you get a tie even though the teams have
    different numbers of players. These are non-identical, balanced teams. (To show distinct arrangements,
    don’t simply switch players on each side. For example, A-C---W---T and T---W---A-C are not distinct. (Nor do
    they produce a tie.)

    i.

    ii.

    iii.

    b. Complete this statement which relates part of Newton’s First Law (the Law of Inertia) to these
    observations: A body __________ ____________________ will remain __________ ____________________
    unless acted on by a/an ________________________________________ force.

    The Book of Phyz © Dean Baird. All rights reserved. 12/24/13 db


    2. The Electric Slide.
    a. Arrange an unbalanced tug of war by placing only one player on the rope. One team will have an
    active player; the other team will be completely unmanned. Click the on-screen Go button, wait two full
    seconds, the click the on-screen Pause button. At this point, the wagon was moving and the one-player
    team was winning.
    b. While the action remains paused, add player(s) to the other team so that the two teams are balanced
    (the net force is zero).
    c. Prediction. While the action remains paused, predict what will happen when the sim is unpaused and
    action resumes with the newly balanced teams.

    d. Observation. Now unpause the sim and record your observation of what happens.

    e. Explain. Use the Law of Inertia to explain why this happens.

    PART B: MOTION
    Click the Motion tab to select the Motion activities.
    1. PhET Girl vs. Massive Stack.
    a. In the on-screen control panel, the Force checkbox should already be selected. Click the Speed checkbox
    to activate the speedometer. Set the PhET Girl on the skateboard. Use maximum Applied Force to get her
    up to speed as rapidly as possible.
    i. What happens when she reaches maximum speed? (Discuss the pusher, the motion of the girl, and the
    grayed-out—unavailable—section of the Applied Force control.)

    ii. Now apply a maximum force in the opposite direction until the pusher falls again. What happens
    during this push?

    b. Take the girl off the skateboard and load the skateboard with two crates and the refrigerator. Repeat
    the maximum force one way, then the other way as was done with the PhET Girl.
    What was different this time, and why?

    The Book of Phyz © Dean Baird. All rights reserved. db


    PART C: ACCELERATION LAB
    Click the Acceleration Lab tab. Activate the Speed and Acceleration displays. Set the Friction to None (ice).
    1. Sloshy.
    a. Set the translucent/transparent bucket on the track and push it for maximum acceleration. Record
    observations of the speedometer, accelerometer, and water in the bucket.

    b. Remove the bucket to stop the action. Now stack a crate, refrigerator, and the bucket. Push again for
    maximum acceleration. Describe the differences compared to part a.

    2. Numerical Ish.
    Click the on-screen Reset All button. Set Friction to None. In the control panel, activate Forces: Values,
    Masses, Speed, and Acceleration.
    a. Click the on-screen Pause button. Set one 50-kg crate on the track. Set the Applied Force to 200 N. (If
    the slider won’t let you select 200 N exactly, type 200 N into the Applied Force value space). Unpause the
    sim for a second or to so that the acceleration registers on the accelerometer. The pause the sim. For the
    purposes of the questions below, we will consider this configuration to be the Original Arrangement.
    i. From the Original Arrangement, what single change could double the acceleration?

    ii.From the Original Arrangement, how could you halve the acceleration without changing the Applied
    Force?

    b. Remove all items from the track to stop the action.

    i. Click the on-screen pause button. Add two 50-kg crates to the track. Set the Applied Force to 250 N.
    Unpause the sim momentarily to register the acceleration.
    ii. Make two changes to the arrangement so that the acceleration will quadruple when the sim is
    unpaused. Describe the changes.

    The Book of Phyz © Dean Baird. All rights reserved. db

    You might also like