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  • C5-41: HOURGLASS PROBLEM

    C5-41
    Demonstrate the solution to the famous "hourglass problem," or Galileo's water bucket

    An hourglass with its sand has a weight W when at rest on a scale as photographed. Before time t=0 the sand is held in the top of the hourglass by an invisible massless membrane. At time t=0 the membrane is removed by a massless demon, allowing the sand to fall into the bottom of the hourglass. At time t=T the sand is all in the bottom section. If the original and the final weight of the hourglass with sand is W, what is the force (or weight) read by the scale during the time interval from t=0 to t=T.

    The answer involves two parts: (1) the start and stop of the sand flow, and (2) the steady-state flow. At the start, because there is some sand in the air, not being weighed, the scale momentarily falls. During the steady-state sand fall the extra force of sand hitting the bottom very nearly cancels the loss of weight of the sand in the air, so the scale reads very nearly W (see below). When the sand column is ending, the force of the sand hitting the bottom exceeds the loss of weight of the shrinking sand column, so the scale momentarily rises. This can be seen in an mpeg video by clicking on the link below above.

    During the steady state fall, the downward frictional force of the sand on the inner surface of the funnel is accompanied by an upward reaction force exerted by the funnel on the sand. This force provides a very small additional "weight" seen by the balance, causing the steady-state reading to be slightly higher than the actual weight before or after the sand falls. This can be observed using an electronic balance that has been zeroed with the container and sand at rest, seen in the photograph at the left below. The picture, taken during the time when the sand was falling, shows the small reaction force created by the sand sliding through the funnel. Clicking on the link, below, starts an mpeg video of the action, showing the entire sequence: a momentary negative pulse at the start, the slightly increase in weight during the period when the sand is falling, and the positive pulse at the end.

    C5

    c5-41a c5-41b c5-41c

  • C5-51: BALLISTOCARDIOGRAPHY

    C5-51
    Demonstrate the science of ballistocardiography

    A subject not sensitive about his or her weight stands very quietly on the scale. Observers will notice that the measurement is not extremely stable, but rather has a periodic short dip in the reading lasting a small fraction of the time between heartbeats.

    The blood flows out of the heart in the upward direction. The blood to the head continues upward through the carotid artery. However, the blood servicing the lower part of the body flows upward out of the heart through the aorta, which the has a sharp bend that deflects the blood downward. The aorta exerts a downward flow on each burst of blood (called a "bolus"), which in turn exerts an upward reaction force on the aorta. This upward force is transferred to the body, which experiences a short period during which the body weight is decreased by the amount of force the bolus exerts on the aorta. This is seen in the practice as a series of small downward blips in the scale reading. Click your mouse on the link, below, to see a slow motion rendering of the weight as a function of time.

    The study of this and related effects is known as "ballistocardiography." Ballistocardiography is a useful tool in determining the strength of heart muscles by directly measuring the blood flow; an electrocardiogram (ECG) measures the activity of the muscles in the heart less directly.

    ME1

    c5-51b

  • C6-04: FRICTION DIRECTION ON INCLINED PLANE

    C6-04
    Determine the direction of the frictional force in a possibly ambiguous situation.
    Place weights in the box and hanging from the pulley such that the system is in static equilibrium. Add mass to the box until it begins to slip down the incline; the frictional force must be in the upward direction. Hang additional weight on the string over the pulley until the box begins to slide up the incline; the frictional force must be in the downward direction.
    C6, ME1
  • C6-05: AIR TRACK - INCLINED PLANE FRICTION

    C6-05
    Show that the force of friction depends upon the conditions of the surfaces in contact.

    With no air pressure on the tilted air track and an appropriate counterweight, the glider will be held in place by friction. Start the blower and, if the counterweight is sufficient, the glider will move up the incline.

    The pulley end of the air track is raised on one of the large wooden blocks. Using a small glider, as photographed, a 10-gram weight is insufficient to pull the glider up the track with the air on, and the glider moves down the incline. Adding the 20-gram weight (total of 30 grams) causes the glider to move up the air track with the air on.

  • C6-11: SLIDING FRICTION - LECTURE TABLE AND FELT

    C6-11
    Show the effect on frictional force of velocity, normal force, and contact area.
    The spring scale is connected by the rope to the friction block, which has one of its foam rubber-covered sides contacting the table. Pull with the rope parallel to the table so that the spring scale is visible to the class. Several features of frictional force are demonstrated as follows: (1) Static versus sliding friction, by slowly increasing the pulling force until the block begins to move. The force required to keep the block moving at a constant slow velocity is less than the force required to break the static friction and start the block in motion. (2) The frictional force doubles when a second block of equal mass is placed on the sliding block. (3) The frictional force is approximately independent of contact area, which can be demonstrated by turning the block so that it rests on the narrow felt surface and repeating experiment 1.
    C6

    c6-11a

    c6-11b

  • C6-12: SKIDDING AUTOMOBILE

    C6-12
    Demonstrate the effect of locked wheels on vehicle stability.

    A plastic toy car is lightweight enough that its wheels can, when needed, be locked with a simple piece of masking tape. When the wheels are locked, it skids rather than rolling freely; but its behaviour when skidding depends on which wheels are locked.
    Engagement Suggestion
    • Challenge students to make a prediction about how the car will behave with front or back wheels locked before performing each phase of the experiment.
    • With both sets of wheels free, push the car across the floor; it moves in a straight line with the orientation in which it was pushed.
    • With the front wheels locked and the rear wheels free, it will also continue in the normal forward orientation, slowly skidding to a halt.
    • With the rear wheels locked and the front wheels free, however, when pushed in the forward direction it will rotate so that it moves backward .
    • Students may ask what happens if all four wheels are locked. Encourage them to make predictions based on what they've seen here, and on what other systems the resulting wheelless mass would resemble.
    Background
    Because rolling (static) friction is generally greater than sliding friction, whichever set of wheels is sliding will end up in the forward direction. In real vehicles, this can be the cause of serious accidents!
    C6
  • C6-14: SOCIAL CLIMBER

    C6-14
    Illustrate frictional forces in a weird way.
    The wooden figure has holes in its arms which are drilled at an angle with respect to the vertical. Strings are passed through the holes to the ends of the wooden bar at the top. When the strings are pulled alternately (like milking a cow) while being kept reasonably taut, the frictional force is greater for the string that is at the greater angle. The string at the lesser angle slips. The alternating frictional force causes the social climber to slowly "climb" up the strings to the top.
    FS2
  • C6-15: SOCIAL DESCENDER - FRICTION TOY

    C6-15
    Illustrate frictional forces in a weird way.
    As the bird springs up and down, friction with the post changes and it slips down the post.

    c6-15a

  • C6-16: SLIDING AND STATIC FRICTION

    C6-16
    Show that the friction force depends linearly on the normal component of the applied force.
    1. Put 5-kg mass on left pan of balance and the blue block on the right pan. Add to the right pan 1 kg plus additional masses from the weight set to achieve balance.
    2. Place block on lecture table with the additional right-pan weights on top of it. (Together they have a mass of 5 kg.)
    3. Determine the force of friction by pulling the box with its weights across the lecture table using twine and the spring scale.
    Place additional 5 kg mass on block and repeat. Repeat with block on edge. Typically about 13 Newtons is required to pull the 5 kg combination. This gives a coefficient of friction mu=13/(5X9.8)=0.26, which is roughly what is expected for wood on wood. The difference between static an sliding friction is readily visible.
    C6, ME1
  • C7-01: AIR TRACK - ELASTIC COLLISIONS

    C7-01
    Demonstrate conservation of energy and conservation of momentum in elastic collisions.
    Air track gliders on a frictionless track are used to illustrate elastic collisions. A photocell gate timer is used to measure the time taken by a 5 cm tab on the glider to pass through the photocell gate and thus to obtain the velocity of the gliders. To obtain more than one timer reading the gates must be positioned carefully and the timer reset between readings using the cable-mounted reset switch.

    Compare the real experiment to this similarly designed simulation by Erik Neumann at MyPhysicsLab. The simulation lets you adjust the mass of the "carts," the stiffness of the springs, and other variables.

  • C7-02: AIR TRACK -INELASTIC COLLISIONS

    C7-02
    Demonstrate conservation of momentum in elastic collisions.
    Air track gliders on a frictionless track are used to illustrate inelastic collisions. A photocell gate timer is used to measure the time taken by a 5 cm tab on the glider to pass through the photocell gate and thus to obtain the velocity of the glider. To obtain more than one timer reading the gates must be positioned carefully and the timer reset between readings using the cable-mounted reset switch. Use pairs of masses which have opposite sex of velcro for inelastic collisions. The mass with the tab is pushed through the first gate to commence the collision.
  • C7-03: AIR TRACK - SCATTERING WITHOUT CONTACT

    C7-03
    Show that elastic scattering can occur between two objects without actual physical contact between the objects.
    Magnets with the same polarity mounted on air track gliders provide the repulsive force between the two gliders without actual physical contact. Elastic scattering between these two gliders proceeds in exactly the same way as when they contact through the bumper springs. The photograph at the bottom is a close-up of the magnets mounted on the ends of the gliders.

  • C7-04: AIR TRACK - COLLISION VELOCITY MULTIPLIER

    C7-04
    Illustrate velocity multiplication with a three-to-one mass ratio collision.
    Air track gliders with masses in the ratio of three to one, moving with the same speed, collide with the end of the air track (at right side of photo). After the collision sequence, the larger glider remains at rest while the smaller glider leaves with twice its initial speed, thus carrying away the total kinetic energy of both gliders before the collision.
  • C7-16: HAPPY AND UNHAPPY BALLS

    C7-16
    Illustrate coefficient of restitution.
    Drop the two balls simultaneously from the same height. One bounces back to almost the original height, while the other stops dead on impact. Which one is happy and which one is unhappy? The happy ball is made from neoprene rubber; the unhappy ball is made from norbornene, a polymer synthesized from ethylene cyclopentadiene.
    C7
  • C7-19: GAUSSIAN GUN

    C7-19
    Demonstrate transfer of energy in an elastic collision
    Ball bearings in a track are accelerated by a magnetic field, showing a collision where momentum appears to not be conserved.

    Compare to K2-40: Magnetic Accelerator

    OS0
  • C7-21: ENERGY AND MOMENTUM - COLLISION AND PROJECTILE

    C7-21
    Illustrate conservation of momentum and conservation of energy.
    A pool ball, suspended as a pendulum of length L, is released from an angle a and collides with an identical pool ball initially at rest. The second pool ball then immediately projects horizontally off the edge of the lecture table of height H. The range R of the projected ball is given by R = 2 SQRT [ LH (1 - cos a)]
    C7
  • C7-25: SUPERBALL, VACUUM MUD AND WOOD BLOCK COLLISIONS

    C7-25
    Show that a larger impulse is imparted by an elastic collision.
    A vacuum mud ball at the end of a rod is held horizontally and released so that it swings into a wooden block. The vacuum mud ball is replaced by a superball with the same mass, and the experiment repeated. Q: In which of these cases will the wood block be knocked over? A: The superball knocks over the wooden block because it bounces back, imparting more momentum to the block.
    C7, FS2
  • C7-41: DRY ICE PUCK COLLISIONS

    C7-41
    Demonstrate two-dimensional collisions qualitatively.
    Dry ice in the containers vaporizes, ejecting carbon dioxide gas under pressure out through a small hole under the puck. This provides a layer of gas between the puck and the glass surface to create relatively friction-free motion. Use the two pucks to create two-dimensional elastic collisions.
  • C7-43: AIR TABLE - SMALL - COLLISIONS OF PUCKS

    C7-43
    Demonstrate collisions of pucks on an air table in rooms not accessible by the large air table.
    This small air table can be readily moved on a small rolling cart into all physics classrooms. Both elastic and inelastic collisions can be demonstrated using a variety of puck masses. Velcro collars are used to create inelastic collisions.

    Also see a simulation of similar collisions here: https://www.myphysicslab.com/engine2D/billiards-en.html

    OS10
  • C7-51: BALLISTIC PENDULUM - PELLET GUN

    C7-51
    Determine the speed of an air gun pellet using a ballistic pendulum.
    The pellet from an air gun is shot into a foam-filled can, which acts as the pendulum. Conservation of linear momentum in the inelastic collision determines the speed with which the pendulum receptacle leaves the collision. Conservation of energy determines how high the pendulum will rise, or alternatively, the maximum angle to which it swings. Working backward, we can determine the velocity v of the pellet: v = [(M + m)/m] SQRT (2gh), where m is the mass of the pellet, M is the mass of the receptacle can, h is the height to which the can rises, and g is the acceleration of gravity. The height h is determined by measuring the radius R of the pendulum and the horizontal displacement x of the receptacle can after the collision. Be familiar with the safety mechanism, and know where the pellet exits the gun before firing. Pump gun ONCE before firing.