An Experiment to Determine Values for Velocity and Momentum

An Experiment to Determine Values for Velocity and Momentum Abstract In this experiment we determined values for kinetic energy and momentum of a system both before and after elastic and inelastic collisions. Using the values for initial velocity and mass we then calculated values for the final velocities and compared that to our experimental values. Questions Answers In case of elastic collisions, what would happen if m1 is much, much larger than m2? Conversely, what would happen if m1 is much, much smaller than m2? If m1 is much larger than m2 the loss of momentum for m1 will be close to 0. For our experiment m1 will have a final velocity that is very close to it’s initial velocity (consistent with the maintained momentum). The final velocity of m2 will be greater than m1, as it experiences the force of m1. If m1 is much smaller than m2 it will maintain most of it’s momentum from impacting m2, but the velocity of m1 will change directions. The final velocity of m2 will be close to 0 as the force of m1 will not be great enough to overcome static friction. In your lab manual the equations 4.4 and 4.5 give the final velocities of the two objects in terms of the initial velocity and the masses. Now, are the final velocities you found in your trials consistent with these equations? For trial 1 of elastic collision, v0 = 0.3 m/s, and m1 = 250g and m2 = 250g, the formula for final velocity of m1, (v1) is calculated as: v1 = v0*((m1-m2)/(m1+m2)) v1 = 0.3*((250-250)/(250+250)) v1 = 0 v2 is calculated using the formula for v2: v2 = 2*v0*(m1/(m1+m2)) v2 = 2*0.3*(250/500) v2 = 0.3 The experimental value for v1 and v2 of trial 1 were 0 and 0.29 respectively, these values are consistent with the calculated values shown above. For trial 2 of elastic collision, v0 = 0.36 m/s, and m1 = 500g and m2 = 250g, the formula for final velocity of m1, (v1) is calculated as: v1 = v0*((m1-m2)/(m1+m2)) v1 = 0.36*((500-250)/(500+250)) v1 = 0.12 v2 is calculated using the formula for v2: v2 = 2*v0*(m1/(m1+m2)) v2 = 2*0.36*(500/750) v2 = 0.48 The experimental value for v1 and v2 of trial 1 were 0.11 and 0.46 respectively, these values are consistent with the calculated values shown above. For trial 3 of elastic collision, v0 = 0.29 m/s, and m1 = 250g and m2 = 500g, the formula for final velocity of m1, (v1) is calculated as: v1 = v0*((m1-m2)/(m1+m2)) v1 = 0.29*((250-500)/(250+500)) v1 = -0.10 v2 is calculated using the formula for v2: v2 = 2*v0*(m1/(m1+m2)) v2 = 2*0.29*(250/750) v2 = 0.19 The experimental value for v1 and v2 of trial 1 were -0.07 and 0.17 respectively, these values are consistent with the calculated values shown above. Using the velocities, make a TABLE for the momentum and kinetic energy of each PAScar before and after collision? Calculate the percent difference between TOTAL final and initial momenta and kinetic energy in each trial, and comment on the conservation of momentum and conservation of energy. Initial Final % difference Trial p Ke p Ke % difference p % difference Ke Elastic m1=m2 75 22.5 72.5 21.025 3.33% 6.56% Elastic m1m2 180 64.8 170 58.95 5.56% 9.03% Elastic m1m2 72.5 21.025 67.5 15.675 6.9% 25.4% Inelastic m1=m2 115 52.9 105 22.05 8.7% 58.3% For the elastic collision trials momentum and kinetic energy are mostly conserved, ideally they would be completely conserved, but our system is not isolated. Other forces are present which prevent us from obtaining perfect results. In the inelastic collision trial momentum is still conserved (mostly) even though kinetic energy is lost, this is because momentum is not converted as kinetic energy is. The impact of the cars in the inelastic trial converts over half of the kinetic energy into thermal energy. For the elastic collision trials we do not observe this loss except for in trial 3 where the force of the magnets is not strong enough to keep the vehicles from impacting. In the inelastic collision, why do you need to measure only one final velocity? Because the masses are joined together upon impact which quickly equalizes their velocities. As the joined masses travel along the track yielding a single final velocity. In the inelastic collision, why do you think the kinetic energy is not conserved? The energy is converted to another form of energy (thermal) during the collision. Specifically, it is because the two objects are impacting one another that the kinetic energy is converted and not conserved. What physical law(s) predicts the conservation of momentum? Explain briefly and clearly. This is predicted by Newton’s 3rd law which talks about action-reaction pairs. The sum of the forces in a closed system will be 0 as each force has a force that is directly counter to it. For momentum this holds true as well because momentum is essentially a product of force. In the case of inelastic collisions, what would happen if m1 is much, much larger than m2? Conversely, what would happen if m1 is much, much smaller than m2? The formula for the final velocity of an inelastic collision is as follows: v12 = v0*(m1/(m1+m2)) Looking at the formula you can see that as you increase m1 to much larger values, m2 becomes insignificant and m1/(m1+m2) begins to approach 1, this also means that it will approach the final velocity (v12). For our purposes this indicates that the final velocity will nearly equal the initial velocity. If m1 is much smaller than m2 then m1/(m1+m2) will begin to approach 0 as will the final velocity. Imagine the PAScars m1 and m2 are both on the track, at rest, and with their bumpers touching each other. The mass m1 = 2 m2. A firecracker is placed between the bumpers and explodes, sending the PAScars in opposite directions. What was the initial momentum of the system (before the explosion)? What can you say about the final momentum of the system? The initial momentum is 0 as we know that p=mv, and the velocity of cars and firecracker was 0. The final momentum of the system will also be 0 if we were to sum each vector of momentum in the system. Conclusion The calculated values for final velocity and momentum had very low percentage error when compared to theoretical values. This is sufficient enough to illustrate the concepts of the lab. Our system for collisions was imperfect in that is was not a closed system and was therefore susceptible to outside forces.

Overview of the Hospitality and Tourism Industry Essay

Overview of the Hospitality and Tourism Industry - Essay Example ges such as regulatory issues, social concerns, competitive issues, and / or demographic and geographic issues associated with managing a restaurant operation in the State of Maryland. The Maryland government has stricter legal policies on food quality control and staffing. The Food Quality Assurance program implemented by the government poses serious threats to the successful operation of restaurant in Maryland. In addition, Maryland regulators have framed burdensome employment laws that would notably reduce the profitability of restaurant operations in the State. In order to address the regulatory issues better, it is advisable for the organization to become a member of the Restaurant Association of Maryland (RAM), which is committed to guiding its members in managing lawsuits and other regulatory concerns effectively. Today’s people are increasingly concerned about social issues like environmental pollution, global warming, climate change, and poor health. It is evident tha t restaurant operations contribute substantially to greenhouse gas emissions, which is a major issue contributing to ozone layer depletion thereby global warming and climate change. Since modern consumers are really aware of the significance of environmental sustainability, they would not support a restaurant business that does not focus on environmental safety. In addition, today consumers are greatly interested to know how businesses execute their corporate social responsibilities. The organization can address this challenge effectively by becoming a socially responsible corporate citizen. Considering the growing scope of hospitality and tourism industry, many new market players have started restaurant operations, and this situation in turn adds to the degree of competitive rivalry. The organization can successfully handle the issue of intense market competition by emphasizing particularly on innovation and efficiency. Finally demographic and geographic issues also raise some pote ntial

Planet Star 61 Virginis and The Origin of Life Assignment

Planet Star 61 Virginis and The Origin of Life - Assignment Example In fact, more studies are pursued nowadays by scientists aiming toâ€Å" create fully self-replicating artificial organisms in the laboratory† ( p.54). Indeed studying about how life evolved is exciting; however, a question remains: Is there life on another planet? The planet I am referring to is Star 61 Virginis, one of the extra solar planets added to the solar system a few years ago ( Laughlin, 2009). Having made further research about the planet revealed very interesting facts, namely: 1. It is visible to the naked eye on a clear summer sky – appears as yellow orange star; 2. It is too far from our solar system – 27.8 light years away; 3. It lies on a planetary system made up of ice like bodies yet it is very hot; The planet had only been discovered lately which presents a lot of speculations from people, especially college students. Although science facts are valid, this does not mean that they are unchanging. Take the case of Pluto which was taught as a pla net but later discredited much to the surprise of many people. The planet Star 61 Virginis has different characteristics including high temperatures that could not sustain life forms (de Mello et al., 308). However, this argument goes challenged because the origin of life tells us that in even extreme conditions, life was created. This topic got me so interested that I prepared a questionnaire to survey the opinion of some college students about possible life in star 61 virginis. First, I created a poster that invited students to participate in the survey. To attract participants, I gave an incentive – free movie tickets so the students would seriously answer my survey. There is also a special prize for a student who can answer the question: What kind of life forms can exist in this planet? The survey contained only ten questions because too many questions can be tiring for some students. Here are the questions that I created: 1. Do you think aliens exist? 2. Would you like t o communicate with aliens? 3. What part of their existence would you want to know? 4. Do aliens scare you ? Why? 5. Do you think aliens could live in a very hot environment? 6. If aliens are allowed to co-exist with us, are you in favor of that idea? 7. Do you suspect someone as an alien? 8. Do you think aliens existed in our planet a long time ago? 9. Can alien life be created? 10. How are aliens created? There were fifty respondents to the survey which is amazing because I never thought students would take aliens seriously. There were funny answers stating that their parents or teachers are real aliens. However, the most important result of the study showed that eighty-percent of respondents believed that aliens existed a long time ago. They think that the origin of life theory is not only applicable to terrestrial matters but to aliens as well. Around ninety-percent of the students also supported the idea that aliens can exist in very hot environment. In fact, there were so many speculations presented by the answers like: 1. Aliens can live in hot environments because they are not humans, their bodies can be made up of special matter; 2. Aliens were formed similar to the concept of primordial soup , as their planets evolved, they began to form; 3. Aliens can adapt to their environment thus they exist; I really find these answers interesting so maybe I can have group discussions about these topics and have the other students