Tag Archives: force

Although the problem of why coffee spills might seem trivial, it actually brings together a variety of fundamental scientific issues. These include fluid mechanics, the stability of fluid surfaces, and interactions between fluids and structures (we’ll set aside the biology of walking for now). The SpillNot is a cool tool for getting your students interested in the everyday physics behind why drinks spill while we’re carrying them and what has to happen to prevent spillage.

Picture of a Lab – Different Graph Types Station #1 investigates the relationship between force and displacement of a stretched spring. Students will discover a direct linear relationship, with an equation of the form y = mx + b. Station #2 demonstrates Boyle’s Law, or the relationship between the pressure on a gas and its volume. The graph is a hyperbola, y = 1/x. Station #3 relates light intensity to distance from the source. The graph shows an inverse-square relationship, with an equation y = 1/x2. Station #4 uses staggered, stacked blocks to result in a simple parabolic graph, where y = x2.

In this activity, you will investigate the effect that stopping time has on stopping force when momentum changes. Allowing an object to keep moving as it is being caught extends the stopping time which in turns reduces the force acting on the object. In this lab students will put this theory to the test as they throw an egg to another student who must catch it with only their bare hands from an increasing distance. Who will figure out the principals of impulse and who will end up with egg on their face?

Students love fast moving experiments, but higher speeds often require higher technology. That can challenge the budget and students' ability to use the technology. These simple, but highly accurate photogates remove both barriers. No costly computers are needed, and set up is easy. Students literally ‘get up to speed’ fast!

In this activity, you will observe the motion of a variety of objects under a variety of conditions. You will interpret your observations to learn the relationship between force, mass, and acceleration.

Students will elevate the car in two ways: lifting directly and pulling up the ramp. They will find that it takes less force to pull the car up the ramp, but they do more work. The extra energy goes into friction in the system.

Chapter 6 Lab #18:
Students will investigate the relationship between mass, force, and acceleration.

Chapter 11 Lab #39: Purpose: To identify the forces, lever arms, and torgues for a system in rotational equilibrium.

The balloon helicopter is a classic toy with a simple design. The physics that explains its motion, though, can be difficult to explain. Students will observe the motion of the helicopter and study its construction before applying Newton’s 3rd Law twice to explain how it moves. Newton’s 3rd Law says that every force is opposed by an equal and opposite force. This lab will reinforce the idea that the two forces involved in this law are applied to different objects.

Chapter 11 Lab #36: Students will illustrate the qualitative differences between torque and force.