ngf'tjermmehthe effect of the angle of an inclined plane upon the amount of force and the amount of one w en pulling a cart up an Inclined plane at a constant speed and to the same height. To analyze the relationship between kinetic energy, potential energy, and total energy. Observe the difference In conservative and non-conservative forces. Equipment: {'Jt'Crlj'Slilmmmsromn.M'hysicsInteractivesZWorkandEnergyths-AIIQphiIMItsAll Mm htt S: het.colorado.edu sims html ener skate- ark latesgjenergyskate-park en.html Discussion: One of the most important concepts to understanding the universe is the conservation of energy, \"energy can not be created or destroyed, just transformed\". This universal law must hold true for all types of energy. This lab deals specifically with that of mechanical energy. We have defined that mass in motion has Kinetic Energy. The equation for Kinetic Energy is (1) Where m is mass and v is the speed squared. While under the influence of gravity near a planet's surface we have derived gravitational Potential Energy (2) Where m is mass, g is the free-fall acceleration, and h is the vertical height. Which is dependent upon the height the mass is above the zero point, we generally determine this point to be the surface of the planet. With an object undergoing conservative forces, the transformation of energy is ideal, with one energy flowing into the next. This process could be repeated endlessly, but other forces prevent this. Work is the ability for a force to change the energy of a system. Forces can be considered conservative or non-conservative. Forces that are path independent are considered conservative forces. These forces if we include them in our system are able to be represented as a potential energy, as they will oscillate. Non-conservative forces are path dependent. As a force is applied to an object we can calculate its work, the change in energy of the system as (3) Where F is the applied force, d is the displacement, and the angle 9 is the angle between the force and displacement vectors. Procedure: 1. Open the lts-All-Uphill activity from Physicsclassroom.com 2. Click the begin activity button. 3. Select a mass from one of the three choices. Record your value: 19. Place the skater on the track at a height of 6 m. Using the mass (as found in the skater section of the menu) calculate the potential energy (and thus total energy) while the skater is at the top of the ramp, starting from rest. 20. Press play and stop the simulation around each 2 s intervals. Using the measure tool place the crosshairs on the track where the skater is and record the values of the kinetic energy, potential energy, thermal energy, and total energy in Table 2. Repeat this process until the skater comes to a full stop. Add additional rows as needed. Table 2 Time (s) Kinetic Energy (J) Potential Energy Thermal Energy Total Energy (J) (J ) (J) 0 0 21. Graph the four data sets on the same graph and apply a linear fit to the thermal energy. Add your graph to your worksheet. Question 16: What was your linear fit? Question 17: How did the graphs for kinetic and potential energy change now that friction was involved? Question 18: Does the addition of friction change the total energy? Question 19: Gravity exerts a force, so we have potential energy. Friction exerts a force but why do we not have frictional potential energy?Question 2: How does increasing the incline angle affect the force? Question 3: How does increasing the incline angle affect the work? Question 4: When work is done by an applied force, the object's energy will change. In this simulation, does the work cause a change in kinetic energy or in potential energy? Explain your reasoning. Question 5: Assuming the starting height is 0.0 m, calculate the potential energy of the cart after it has been raised to a height of 1.0 m above the starting location. Show your work. Question 6: How does your answer to question 5 compare to the work values in the data table? Is this what you expected? basics en.html). Select your skater. 10. Choose the "Graph\" tab. Click the option for the Pie Chart in the show grid at the bottom of the screen. menu option on the right and 11. Place the skater on the Uramp at a height of 4 m. Press play Observe the motion of the skater and the graph as a function of energy versus position as the skater Question 7: What do you notice about the kinetic energy and potential energy in the graph goes up and down the ramp? Question 8: Where does the skater have the largest kinetic energy? Question 9: Where does the skater have the largest potential energy? Question 10: Where does the skater have the largest Total Energy? 12. Repeat the process but this time change the graph to energy versus time. Press play and allow the simulation to run for at least 10 5. Question 11: What is the shape (trend) of the kinetic energy as a function of time? Question 12: What is the shape (trend) of the potential energy as a function of time? Question 13: What is the shape (trend) of the total energy as a function of time? What would you predict the kinetic energy, potential he mass of the skater to 100 kg. hs to look like now? Will the change significantly? y versus time grap mulation run for at least 10 s. 13. Change t energy, and total energ 14. Press play and let the si Question 14: What stayed the same about the graphs now with double the mass? Question 15: What changed about the graphs now with double the mass? press the play button so that the simulation is paused. 15. Go to the measure tab, 16. Click the option for the grid. 17. Change the friction, by sliding the swi 18. Drag out the stopwatch and click the play button on the stopwatc once you hit play on the simulation. tch to the middle of none and lots. h. It shouldn't start but will 4 . Click the 30 angle. 5. The cart is going to be pulled up at a constant speed, to reach a vertical height of 1 m. You will need to measure the displacement along the distance of the ramp. 6. Tap the Run Trial button. The force required to pull the cart at a constant speed is displayed on the screen; record in Data Table 1. 7. The displacement from the starting position to the final position can be measured using the ruler; record in Data Table 1. (Note that the table lists meters as the unit but the ruler is in cm.) The force and the displacement vectors are both directed parallel to the inclined plane. Use the force and displacement to calculate the work done. 8. Repeat the procedure for all angles. Show your calculation for at least 1 trial. Table 1 Angle (Deg) Force (N) Displacement (m) Work (J) 30 9.8 1.9 1.612492 10 12.6 1.5 14.4774 50 15 1.25 12 17 1.1 70 9.35 18.4 1 80 6.2928 19.3 0.98 90 3.272122 19.6 0.96 0 Question 1: Construct plots of the force and work as a function of the incline angle. Include the line of best fit through the data. You can use Figure 1. Figure 1 Force (N) Angle (Deg, ') UnavailableParagraph 15 1.13 9.35 60 17 1.1 70 18.4 1 6.2928 19.3 0.98 3.272122 80 90 19.6 0.96 O Question 1: Construct plots of the force and work as a function of the incline angle. Include the line of best fit through the data. You can use Figure 1. Figure 1 Force (N) Angle (Deg, ') 50 40 30 Work () 20 10 O 10 20 30 50 60 70 80 Angle (Deg, ' )