Period+2+Exploring+Friction+Group+1

Together with your group, come up with a name for your group in the spirit of our physics unit!
 * Exploring Friction **
 * Our Group Name: Gravitational Gooseberries- Maddie, Colin, and Michelle**

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 * Work through this lab as a group. Try to encourage everyone to be involved, have a voice, and use their skills!**

What is the definition of friction? the resistance that once surface or object encounters when moving over another

Define these two types of friction: Static Friction – friction between two or more solid objects that are not moving relative to eachother

Sliding Friction – between two objects that are in sliding contact

Use the blocks, masses, and spring scale to make observations on the amount of force needed to get a mass moving and the amount of force needed to keep the mass moving. Write down your observations.
 * Observations:**
 * the static friction increases as the number of blocks increases

Spring scales measure force. Weight is the force on an object due to gravity but a spring scale can also measure the force needed to pull an object. If the spring scale reads 100 g it means that the force is about 1 N. If the spring scale reads 200 g it means that the force is about 2 N.
 * About the spring scale –**

A triple beam balance measures mass in grams. Since w=mg where w is weight in N, m is mass in kg, and g is 9.8 (acceleration due to gravity) then we can convert the mass on our balance to weight using the formula below. Weight (N) = Mass (kg) X 9.8 or Weight (N) = Mass (g) X 0.0098
 * About the triple beam balance –**

1. Experiment by pulling the block with the hook using the spring scale. Lay the block down on the table so that the largest surface is in contact with the table. Try applying such a small force that the block doesn’t move. What did the scale read when the block just begins to move? __g =__ N //This number represents the force of static friction between the block and the table.//
 * Conduct an Experiment**

2. Continue pulling the block across the table at a steady speed. What did the scale read as you pulled the block at a steady speed? __g =__ N //This number represents the force of sliding friction between the block and the table.//

3. Create a data table to record the forces of static and sliding friction as you increase the mass of the blocks/objects you pull across the table. Be sure to convert the mass to weight using the formula above. Create another row for each set of blocks you pull.
 * Objects || Mass (g) || Weight (N) || Static Friction (N) || Sliding Friction (N) ||
 * Block 1 || 92.5 || .91 || .2 || .2 ||
 * Block 1+2 || 88.6+92.5 || 1.8 || .4 || .4 ||
 * Block 1+2+3 || 87.7+88.6+92.5 || 2.6 || .6 || .6 ||
 * Block 1+2+3+4 || 135.1+92.5+88.6+87.7 || 4.0 || 1.2 || .8 ||
 * Block 1+2+3+4+5 || 150.06+135.1+92.5+88.6+87.7 || 5.4 || 1.8 || 1 ||

4. Stop and analyze the data in your table. Describe the relationship between the weight of the objects you pulled and each type of friction. What is the pattern seen in the table?
 * As the weight increases, the static friction and sliding friction both increase. However, the sliding friction increase at a steady rate of 0.2. On the other hand, the static friction does not.**

5. Create a graph to show the relationship.
 * Identify the independent variable for the x- axis: **Weight (N)**
 * Identify the dependent variable for the y-axis: **Friction (Sliding and Static)**
 * What type of graph is appropriate for this set of data? **Scatter Plot**
 * What can be done to distinguish the static friction data set from the sliding friction data set? **Use different colors representing static of sliding friction on the graph.**
 * Create the graph using “Create a Graph” or paper and pencil.

6. Stop and analyze the graph of your data. Describe the correlation between the weight of the objects you pulled and each type of friction. How is the correlation shown in the graph?





Analysis: All of our graphs have a positive correlation. As the wight increase, the friction increases as well. We can see the correlation by the increase of the dots on the graph going up.

Choose a question from below or develop your own unique question with your lab group. Design and conduct an experiment to help find the answer to the question. Complete an experimental design diagram and have it approved before beginning. __Experimental Design Diagram__ __Question:__ __Hypothesis:__ __Independent Variable:__
 * Your Turn**
 * 1) How would the amount of static and sliding friction change if the bottom block was placed so the smaller surface was in contact with the table?
 * 2) How would the amount of static and sliding friction change if the blocks were placed on a different surface?
 * 1) **How would the amount of static and sliding friction change if the blocks were placed on a different surface?**
 * Depending on the type of surface, the static and sliding friction could increase or decrease. If we put the blocks on carpet, the static and sliding friction will both increase.**
 * Weight(N)**


 * Levels of the IV: || (Control)  Block 1 || 1 and 2 || 1, 2 and 3 || 1, 2, 3, and 4 || 1, 2, 3, 4 and 5 ||
 * Repeated Trials: || 2 || 2 || 2 || 2 || 2 ||

__Dependent Variable:__ __Constants:__ __Procedure:__ __Data Table:__
 * Friction**
 * Type of surface, individual block weight, speed that we pulled blocks, distance that we pulled the blocks.**
 * 1. Pull each group of blocks on the carpet.**
 * 2. Make sure each the distance and speed of each time you pulled was the same.**
 * 3. Record observations and data.**
 * Block || Static || Sliding ||
 * 1 || 0.4 || 0.4 ||
 * 1, 2 || 0.6 || 0.6 ||
 * 1, 2, 3 || 1.4 || 0.9 ||
 * 1, 2, 3, 4 || 1.6 || 1.2 ||
 * 1, 2, 3, 4, 5 || 2 || 1.7 ||

__Graph:__

__Analysis:__ When comparing our labs, we can see the difference when the surface of an object is changed. For example, our static increased more than the one before and it increased more quickly than the other. The sliding friction also increased more than the one before and it increased more quickly than the other. Looking back on our hypothesis, it was correct. Yay!