THIS IS THE LINK https://phet.colorado.edu/sims/html/masses-and-springs-basics/latest/masses-and-springs-basics_en.html , PLEASE DO THIS ACTIVITY ON A COMPUTER GO TO THE WEBSITE LINK THAT I PUT THE SAME LINK UNDER MATERIALS PLEASE COPY THE LINK ON YOUR COMPUTER TO DO THE EXCERSICES, THANK YOU.

Objective: In this lab exercise we will be discussing measurement accuracy and precision, significant figures, and scientific notation. The notion of measurement accuracy and precision is essential to properly communicating results of a measurement and the final uncertainty in a measurement can be no better than the measurement with the lowest level of accuracy. For example, if you know you are traveling, in a car, at exactly 65 miles per hour for exactly 1 hour. Then you know you traveled exactly 65 miles. However, there is actually uncertainty in the measurement. In practice if you claim you are traveling 65 miles per hour as read on a speedometer with 1 mile per hour resolution then convention states you are traveling 65 1 1 mph. Similarly, if your watch has resolution of only 1 second then you know your travel time is 1 hr 1 1 sec which we can rewrite as 1 0.0003 hrs. This would be the most accurate way to express the uncertainty. But we might just choose to write out that we traveled for 1.000 hrs where we chose to round to 4 significant figures. It should be clear in this case the more significant uncertainty in the determination of how far you actually drove in the hour is the speed at which you are traveling. Therefore, one can not claim a distance traveled better than the uncertainty in the speed. That is to say when you multiply (65 mph x 1.000 hrs = 65 miles) you can't claim you drove 65.000 miles since the uncertainty is dominated by the resolution of the speedometer. In this lab exercise we will first complete a worksheet involving measuring the length of an object using the rulers supplied in this handout. We will then perform an exercise involving accuracy versus precision, followed by a few exercises related to expressing numbers using scientific notation and performing relatively simple calculations concentrating on making sure to express the final answer with the correct significant figures. Finally, you will be running a simulation to determine the spring constant of a spring using several different methods. The formulas to determine the spring constant are given to you in this handout. Your job will be to perform the measurements and also determine which method leads to the most accurate result and why.Materials: This handout, printed . A pencil or pen with length -15 cm (6 inches). Don't worry about being very close to this length, a common pencil or pen is between 14 and 16 cm. Attendance or viewing mini-lecture on significant figures and scientific notation. Computer and Internet access to use the following simulation: https://phet.colorado.edu/sims/html/masses-and-springs-basics/latest/masses-and-springs- basics en.html Investigation A: Resolution of a Ruler Purpose: To understand that the resolution of a measurement device determines how precise of a measurement you can make.5) Which measurement do you have more confidence in? Explain.6) Below is a new scale. How is it different from the previous scales? 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 207) What length do the smallest tick marks denote? (circle one) 10 1 .1 .01 8) Using your same pencil from earlier and the new scale, determine your pencil's length to the nearest hundredth (.01). Write down your measurement here: 9) Has your confidence in the measurement of your pencil's length increased, decreased, or stayed the same? Explain