PROJECT

UNIT NAME
PROJECTS

PROJECT 1
AIM

d
To investigate whether the energy of a simple pendulum is conserved.

he
APPARATUS AND MATERIAL REQUIRED
pu T
is
A tall laboratory clamp stand with clamps, a split cork, a brick (or
any heavy metallic weight) to be used as bob, strong cotton thread/
re R
string (about 1.5 m to 2.0 m), stop-watch, ticker timer, paper tape,

P bl
balance, wooden block, cellotape, metre scale and graph paper.
E
RINCIPLE
be C

Energy can neither be created nor destroyed, though it can be

transformed from one form to another, and the sum of all forms
to N

of energies in the
universe remains O

constant (Law of
©

conservation of
energy). In any
isolated mechanical
L–h
system with practically
negligible/no
dissipation of energy to
D
overcome viscous x x
F E
drag/air resistance / h

friction, (as in case of A

t

a pendulum), the
no

sum of the kinetic and (b)

potential energies
Fig. P 1.1: An oscillating pendulum
remains constant.
For small angular
amplitude (θ ≤ 15°), the pendulum executes simple harmonic motion
(SHM) with insignificant damping, i.e., loss of energy. Hence, an oscillating
simple pendulum provides a convenient arrangement to investigate/
validate the law of conservation of energy for a mechanical system.

173
LABORATORY MANUAL
LABORATORY MANUAL

The oscillations of a simple pendulum of effective length L with mean

position at point A and extreme positions at points B and C, are shown
in Fig. P 1.1. In the extreme positions, i.e., at B and C the oscillating
bob is raised to a certain height h ( = AD) above the mean position
where it possesses maximum potential energy but minimum kinetic
energy. In the mean position, at A, it possesses maximum kinetic
energy and minimum potential energy. At any intermediate position
i.e., at E and F the bob will possess energy in the form of both kinetic
and potential energies. The effective length L ( = l + r ) of the pendulum
is taken from the point of suspension O to the centre of gravity of the

d
bob (Fig P 1.1; also refer Experiment E 6). For small angular amplitudes
(θ ) (about 8° to 10°) the arc length EA = (FA) is about the same as

he
linear distance ED = (FD) = x, the points E and F are symmetrically
above point D.
From the geometry of the Fig. P 1.1, it follows

pu T
is
DF. DE = OD. DA
re R
x × x = (L – h ) h

bl
For small values of x and h (and x << L and h << x)
E
x2
h =
be C

(P 1.1)
L

Then the potential energy of the bob (brick) of mass m at point E (or F)
to N

mg 2
(P 1.2) = mgh = x
L
©

The kinetic energy E possessed by the bob moving with velocity v at

1
(P 1.3) point E (or F) is = mv 2
2

Then total energy of the bob is given by

1 mg 2
(P 1.4) E= mv 2 + x
2 L
t

Using this relation, now investigate whether the total energy E of the
no

oscillating simple pendulum remains constant.

DEVICE FOR MEASURING SHORT TIME INTERVALS IN THE

LABORATORY: TICKER TIMER
Ticker-timer is a device used for the measurement of short time-
intervals in the laboratory. It can measure short time intervals of
about 0.02s to much higher degree of accuracy as compared to that
of a stop-watch (with least count of 0.1s). Ticker-timers are available
in different designs.
174
 PROJECT 1
UNIT NAME

A simple type of ticker-timer,

as s h o w n i n F i g . P 1 . 2 ,
consists of a steel/metallic
strip T which can be made
to vib rate at a k n o w n
frequency with the help of an
electromagnet. The pointed
hammer of the vibrating
steel strip, T strikes a small
carbon paper disc C under

d
which a paper tape, is
pulled by the oscillating

he
object. The dot marks are
marked on the paper tape Fig. P1.2: Ticker-timer
by the pointed hammer
when the strip vibrates.

pu T
is
The dot marks are obtained on the paper tape at regular (or equal)
intervals of time. Each dot mark refers to a complete vibration of the
re R
bl
vibrating steel strip. The time interval between the two consecutive dot
marks can be taken as a unit of time for a tick. The time period of the
E
vibrating strip is obtained from its given (known) frequency of vibration.
When it is run on 6V step-down ac supply, its frequency is the same as
that of ac mains (50 Hz, in India).
be C

In this way, the measured time interval for one tick (between the two
consecutive dot marks) can be converted into the basic unit, second,
to N

for time measurement. Thus, the ticker-timer can be used to measure

accurately time interval of the order of 0.02 s in the laboratory.

P
©

ROCEDURE
1. Find the mass of the pendulum bob.
2. Determine r and l by metre scale.
The length of the pendulum
L = l + r.
3. Take the ticker-timer and place it at
about the same level as the centre of
the bob as shown in Fig. P 1.3. Fix
t

the ticker-timer on a wooden block

no

with tape, to ensure that its position

is not disturbed when tape is pulled
through it.
4. Attach the tip of the paper tape of
the ticker-timer to the bob with the
help of cellotape such that it is Fig. P 1.3: Experimental setup for studying
horizontal and lies in the plane in conservation of energy
which centre of gravity of the bob lies
in its rest position.
175
LABORATORY MANUAL
LABORATORY MANUAL

5. Pull the bob towards the timer such that its angular
displacement (θ < 10o ) is about one tenth of its length from the
vertical position. Take care that the ticker tape is sufficiently
light and is so adjusted that it easily moves by the pull of bob
as soon as it begins to move.

6. Start the ticker-timer carefully and let the bob oscillate. While
the bob moves towards the other side, it pulls the paper tape
through the ticker-timer. Ticker timer, thus, records the positions
of the bob at successive time intervals.

d
7. Switch off the ticker-timer when the brick reaches the other

he
extreme end. Take out the paper tape and examine it.
Extreme dot marks on the record of the tape represent the
extreme positions B and C of the pendulum. The centre

pu T
point A of this half oscillation is the centre of the two

is
extreme dot marks, and may be marked by the half metre
scale, as in Fig. P1.4.
re R
B

bl A C
E
r
be C

Extreme Centre Extreme

to N

Fig. P 1.4: Position of the oscillating bob marked on paper tape

©

8 . Measure the displacements of the bob corresponding to

each dot (about 10 to 12) on either sides from the centre
marked A as x 1, x 2, x 3, ... Find the time t 1, t 2, t 3, ... when
each selected dot was made by counting the number of dots
from the central point A, representing the mean position of
the pendulum. If central point A is not coinciding with a
dot marked by the ticker -timer, appropriate fraction of
time-period of ticker-timer has to be added for finding
correct t 1, t 2, t 3, ...
t

9. Record observations in the tabular form in SI units and proper

no

significant figures.

10. Calculate the corresponding velocity for each selected position

of the dot as v i (= Δx i / Δt i ). For this take one earlier and one
later dot. The distance between these two dots is Δx i and Δt i is
time to cover this distance. Then find magnitude of

1 ⎡ m ⎛ Δx ⎞ 2 ⎤
kinetic energy mv 2 ⎢= ⎜ i ⎟ ⎥ and potential energy
2 ⎢⎣ 2 ⎝ Δt i ⎠ ⎥⎦
176
 PROJECT 1
UNIT NAME

mghi [= mg (x i2/L) ] of the pendulum bob. Find the sum of kinetic

and potential energies in each case. Express the result in SI
units and proper significant figures.

11. Plot a graph between the displacement (x i ) of the pendulum bob

(distance of dots from the central dot) against the time.
12. Find the velocity (v) from the slope of the graph at five or six
points on the left and also on the right of the mean position.
Calculate the corresponding kinetic energy (mv2/2 ) for each

d
position of the points on the graph.
13. Plot another graph between kinetic energy and the position (x) of

he
the bob. Find out the position of the point for which kinetic energy
is minimum.
⎛ x2⎞

pu T
14. Calculate also the potential energy, PE ⎜ = mg i ⎟ , at the

is
⎝ L ⎠
re R
corresponding points at which you have calculated the kinetic

bl
energy. Plot the graph of potential energy (PE) against the
displacement position (x) on the same graph on which you have
E
plotted kinetic energy versus position graph.
15. Find the total mechanical energy E as the sum of kinetic energy
be C

and potential energy of the pendulum at each of the displacement

positions x. Express the result in SI units with proper significant
to N

figures. Plot also a graph between the total mechanical energy E

against displacement position (x) of the pendulum on the same
graph on which you have plotted the graphs in Steps 13 and 14,
i.e., for K.E. and P.E.
©

OBSERVATIONS
Measuring the mass of bob and effective length of simple
pendulum
(a) Effective length of the simple pendulum
Least count of the metre scale = ... mm = ... cm
Length of the top of the brick from the point of suspension,
t

l = ... cm = ... m
no

Diameter of the bob, 2r = ... cm

Effective length of the simple pendulum L = ( l + r ) = ... cm = ... m
(b) Mass of the ... g
Time period (T) of ticker-timer = ... s
Fraction of T to be added for finding corrected Ti on left = ...
Fraction of T to be added for finding corrected Ti on right = ...
177
LABORATORY MANUAL
LABORATORY MANUAL

Table P1.1: Measuring the displacement and time using

ticker-timer and the recorded tape

S. No. S. No. of dot Displacement Number of T 1 (s) Velocity v

on tape (i) (Distance of vibrations of (m s–1 )
dot from ticker -timer
centre, xi ) between
(cm) central and
ith point

d
1 2nd left
2 4th left

he
3 6th left
------
2nd right

pu T
is
4th right
6th right
re R
bl
------
E
(c) Plotting a graph between displacement and time
Take time t along x-axis and displacement x along y-axis, using the
be C

observed values from Table P1.1. Choose suitable scales on these axes
to represent t and x. Plot a graph between t and x as shown in Fig. P1.5.
What is the shape of x-t graph?
to N

C ALCULATION
©

(i) Find out from the graph (Fig. P1.5), the

velocity of bob at five or six different
Variation of d vs t points on the either side of the mean
position O of the graph.

sine curve Compute the values of kinetic energy,

using Eq. (P1.3), corresponding to
each value of velocity obtained from
d (cm)

the graph. Record these values in

Table P1.2.
t
no

(ii) Plot a graph by taking displacement

(distance) x along x-axis and kinetic
energy (K.E.) along y-axis using the
t (s) values from Table P1.2 as shown in
Fig. P1.6.
Fig. P1.5: Graph between displacement and
time of the oscillating bob (iii) Compute the values of potential energy
using Eq. (P1.2), for each value of
displacement in Step (ii) above.

178
 PROJECT 1
UNIT NAME

Table P 1.2: Finding potential, kinetic and total energy of the

oscillating bob

S. Velocity, v Kinetic Energy, Potential Energy, Total Energy =

No. (ms–1)
1 x2 Potential Energy
mv 2 (J) mg L (J) + Kinetic Energy
2 (J)

d
2
3

he
4

(iv) Plot a graph by taking y

pu T
displacement (distance) x

is
Total energy
along x-axis and potential
ET
re R
energy (P.E.) along y-axis on

bl
the same graph (Fig. P1.6). P.E
E
(v) Compute the total energy K.E

Energy
ET as the sum of the kinetic
energy and potential
be C

energy at each of the

displacement positions, x.
to N

Plot a graph by taking the

displacement along x-axis
x
and total energy ET along O
y-axis on the same graph Displacement, x
©

Fig. P1.6).
Fig. P 1.6: Graph between displacement and

RESULT
energy of the oscillating bob

The total energy, as the sum of kinetic and potential energies, of the
bob of the simple pendulum is conserved (remains the same) at all the
points along its path.

D ISCUSSION
t
no

1. Refer to points 3 to 5 under discussion given in Experiment E 6

on page 65.
2. Eq. P1.1 that expresses the relation between x, h and L for a simple
pendulum, holds true under the conditions h << x << L for small
angular amplitudes (θ < 10°) of the pendulum.
3. Linear displacement x of the bob, about (1/8)th to (1/10)th of
the effective length of the pendulum corresponds to angular
displacement (θ ) of about 8° to 10° for small angular amplitudes,
179
LABORATORY MANUAL
LABORATORY MANUAL

the displacement (distance) of a dot mark on the paper tape from

the central point/position truly represent corresponding
displacement of the pendulum bob from its central (mean)
position.
4. The shape of the graphs shown in Fig. P1.5 and Fig. P1.6
correspond to ideal conditions in which no energy is lost due to
friction and air drag. The graph drawn on the basis of observed
data may differ due to error in data collection and friction.

d
ELF ASSESSMENT

he
1. Identify the shape of displacement time graph, you have drawn
for the oscillating simple pendulum. Interpret the graph.
2. Identify the shape of kinetic energy-displacement and potential

pu T
is
energy-displacement graphs, you have drawn for the simple
pendulum.
re R
bl
Study the change in potential energy and kinetic energy at each
of the displacement positions. Interpret these graphs and see how
E
these compare.
3. What is the shape of the graph between the total (mechanical)
be C

energy and displacement you have drawn for the simple

pendulum? Interpret the graph to show what it reveals?
t to N
©
no

180
 PROJECT
UNIT NAME

PROJECT 2
AIM

d
To determine the radius of gyration about the centre of mass of a

he
metre scale used as a bar pendulum.

APPARATUS AND MATERIAL REQUIRED

pu T
is
A metre scale with holes at regular intervals, knife edge shaped axle,
re R
a rigid support, two glass plates (to be used for suspension plane),

bl
spring balance, spirit level, telescope fixed on a stand, stop-watch
and graph paper.
E

P
be C

RINCIPLE
A rigid body oscillating in a vertical plane about a horizontal axis
to N

passing through it is known as compound pendulum. The point in

the body through which the axis of rotation passes is known as centre
of suspension.
©

The time period of a compound pendulum is given by

I
T = 2π (P 2.1)
mgl

where m is the mass of the rigid body, l is the distance of the point of
suspension from the centre of gravity, I is the moment of inertia of
the body about the axis of oscillation and g is the acceleration due
t

to gravity.
no

If K is the radius of gyration of the body about an axis through the

centre of gravity, then the moment of inertia about the centre of
suspension is

I = m (K2 + l2)

⎛ K2 ⎞
= m l ⎜l + (P 2.2)
⎝ l ⎟⎠
181
LABORATORY MANUAL
LABORATORY MANUAL

⎛ K2 ⎞ ⎛ K2 ⎞
ml ⎜l + ⎟ ⎜l + ⎟
T = 2π ⎝ l ⎠
= 2π ⎝
l ⎠
Hence
mgl g

(P 2.3) L
or T = 2π
g
(P 2.4)
where L = (l + K2/l)
Eq. (P 2.4) can be written as

d
(P 2.5) l . L = (l2 + K 2) ⇒l2 – l L + K 2 = 0

he
Eq. (P 2.5) is quadratic in l and therefore has two roots, say l1 and
l2 then
l1 + l2 = L and l1 l2 = K 2

pu T
is
or K = l1 l 2
re R
P
ROCEDURE
bl
E
1. Take a metre scale. Draw a line in the
middle along its length. Drill holes of
be C

about 1.6 mm diameter on this line

separated by a distance of 2 cm,
to N

starting from one end to the other.

2 . Determine the centre of gravity
of the scale by balancing it over
a wedge.
©

3. Pass the knife edge shaped axle in

the hole near one of the ends of the
metre scale and let it rest on the
suspension base having glass plates
at its top.
4. Ensure that the glass plates fixed
on the suspension plane be
horizontal and in the same level so
t

that when we suspend the metre

no

scale by placing the knife edge we

may be sure that the scale hangs
vertically (Fig. P2.1).
5. Make a reference line, drawn on the
paper strip, near the lower end of the
pendulum and focus it with a
telescope. Adjust the telescope until
its vertical crosswire focuses on the
Fig. P 2.1: A metre scale oscillating about a point
close to C.G.
reference line.
182
 PROJECT 2
UNIT NAME

6. Displace the lower end of the scale horizontally through a small

distance from its equilibrium position and then release it. The
pendulum (metre scale) will begin to oscillate. Take care that the
angular amplitude of oscillation is within 5° or 6° and pendulum
oscillates in a vertical plane without any jerk.
7. Count zero when the reference mark on oscillating pendulum
passes across the vertical crosswire of telescope and start the stop-
watch at that instant (The counting of oscillations could be done
visually, in case a telescope is not available).

d
8. Continue counting 2, 3, 4,... successively when the reference line

he
progressively passes the vertical crosswire from the same side and
note the time for 20 oscillations. Repeat the observations at least
three times.

pu T
9. Measure from the lower end, the distance of the point

is
of suspension.
re R
10.Repeat Steps 7 and 9 after shifting the knife edge to the successive

bl
holes leaving two holes on either side of the centre of gravity of the
pendulum. Take length of pendulum on one side of C. G. as positive
E
while on the other side as negative. Record your observations in
tabular form.
be C

OBSERVATIONS
to N

Table P. 2.1: Measurement of time period of compound pendulum

Hole Hole
©

One side of C.G. Other side of C.G.

No. No.
Distance T ime for 20 T ime period Distance Time for 20 Time period
from C.G., oscillations from C.G., oscillations
t1 + t 2 + t 3 t1′ + t2′ + t ′3
l1 t1 t2 t3 T= l2 t ′1 t′2 t′3 T′ =
3 3
(cm) (cm)
(s) (s)
t
no

CALCULATION
1 . Plot a graph between l and T by taking the l along x-axis
and T along y-axis. The graph will consist of two symmetrical
curves Fig. P 2.2. The point on the x-axis about which the
graph is symmetrical is the centre of gravity of the metre
scale pendulum.
183
LABORATORY MANUAL
LABORATORY MANUAL

y 2. Draw a line parallel to x-axis cutting the graph

at points, P, Q, R and S
(a) From the graph, CP= ... cm, CS= ... cm

CP +CS
l1 = = ...cm
2
x
O
(b) From the graph, CQ = ... cm, CR = ... cm

d
P Q C R S CQ +CR
l2 = = ...cm
2

he
Fig. P 2.2: Graph between distance from
C.G. and time period
(c) The radius of gyration K = l1 l2

R pu T
is
ESULT
re R
The radius of gyration about the axis passing through the centre of

bl mass of the metre scale is found as K = ... cm.

E
P RECAUTIONS
be C

1. Pendulum should be hung vertically and knife edge be kept

horizontal so that the pendulum oscillates in a vertical plane.
to N

2. Note the time by the stop-watch leaving 5 or 6 initial oscillations

so that effect of any irregularities in the oscillations get subsided.
©

3. Increase the number of observations for a given length of

pendulum if time for 20 oscillations is to be measured without
using a telescope.
4. Keep the fans off or else air droughts will shift the position of the
scale and its oscillations will not remain in the same plane.

S OURCES OF ERROR
1. The metre scale may not have uniform mass distribution.
t
no

2. The wedge may not be sharp.

3. The holes drilled may not be colinear or have equally smooth inner
surface.

D ISCUSSION
1. If a metallic bar is used in place of wooden scale we would have
better results as its inertia will hold it in position in a better way.
184
 PROJECT 2
UNIT NAME

Moreover a metallic bar of homogeneous material and uniform

cross-section can be easily made.
2. To draw smooth symmetrical graphs, we may make use of curved
surface on the inside of set squares or by suitably bending plastic
tongue cleaners or broomsticks.

SELF ASSESSMENT
1. How would you establish that the compound pendulum executes

d
SHM?

he
2. By knowing the radius of gyration of the metre scale about its
centre of mass, determine the moment of inertia of the same scale
about an axis passing through the centre of mass.

pu T
is
3. Why do we get two L – T plots symmetrical about y-axis?
re R
bl
SUGGESTED ADDITIONAL EXPERIMENTS/ACTIVITIES
E
1. Increase the angular amplitude slowly and see how your result
changes.
be C

2. Note the angular amplitude at which the variation in your results is

appreciable. How will you explain the changes?
tto N
©
no

185
LABORATORY MANUAL
LABORATORY MANUAL

PROJECT 3
AIM

d
he
To investigate changes in the velocity of a body under the action of a
constant force and to determine its acceleration.

APPARATUS AND MATERIAL REQUIRED

pu T
is
Ticker-timer, a horizontal table, a bumper (a heavy rectangular
re R
block of wood), a trolley, three G-clamps, long paper tape, a pulley,

bl
strong thread, a few bricks, hanger, slotted weights, plug-key and

P
a spring balance.
E
RINCIPLE
be C

The acceleration of a moving body is constant when force acting on it

is kept constant. The principle and working of a ticker-timer has
to N

already been discussed in Project P1. Suppose the experimental

arrangment allows you to mark the position of a moving object as a
dot on the tape of the ticker-timer. The time interval between two
successive dots is the same but the dots may not be necessarily equally
©

spaced. Equally spaced dots would represent uniform motion while

unequally spaced dots would represent non-uniform motion.
For calculation of speed of a given object from the tape, take one of the
tapes used in the experiment. Let S1, S2, S3, ..... be the distances
between two successive dots, say of ten dots, on the tape measured
from point A by a metre scale as shown in the Fig. P 3.1.
t
no

Fig.P 3.1: Dots on tape

The frequency of the vibrator of ticker-timer

= Frequency of the A.C. supply
= 50 Hz.
186
 PROJECT 3
UNIT NAME

1
The time interval between two successive dots = s
50
The time taken for covering 10 dots i.e., for displacements S1, S2, S3, ...
1
= × 10 = 0.2 s
50
S (cm)
The average speed v 1 over the distance S1 = 1 = ... cm s –1
0.2s

d
S2(cm)
The average speed v 2 over the distance S2 = = ... cm s –1
0.2s

he
So, the increase in speed in the time interval of 0.2 s

= S2 – S1 = ... cm s –1

pu T 0.2s 0.2s

is
The average acceleration = ( S2 – S1 ) = ... cm s–2
re R
0.2 × 0.2

P bl
E
ROCEDURE
1. Setup the ticker-timer at one end of a long horizontal table and
be C

fix the bumper at its other end with the help of G-clamps as shown
in Fig. P 3.2.
to N

2. Place the trolley between the timer and the bumper. Attach one
end of a strong thread of suitable length to the trolley and pass it
over a frictionless pulley fixed on the bumber. Attach a hanger at
©

the free end of the thread.

3. Adjust the length of the thread in such a manner that when the
trolley is brought near the timer, the hanger stands at its highest
position near the pulley.
4 . Bring the trolley near the ticker-timer and release it, observe
its motion.
5. Place one or two small bricks on the trolley if it moves too fast.
Adjust the weights on the hanger so that the trolley moves with a
t

moderate speed.
no

6 . Hold the trolley in position near the timer. Check that the
tape is passing under the carbon paper disc. Switch the
ticker-timer on and release the trolley. Ensure that the trolley
gains speed till the pan touches the ground, thereafter it is
stopped by the bumper.
7. Encircle the mark on the tape which was under the point of
the vibrator of the timer at the instant when the pan touches
the ground because there after the force ceases to act on the
187
LABORATORY MANUAL
LABORATORY MANUAL

trolley, label this mark as P. Encircled mark

P is the limiting position upto which the
trolley was accelerated by constant force
before it touched the ground.
8. Remove the part of tape where dots are marked,
from the timer.
9. Choose a dot, close to the starting point, mark it
as A and take it as the reference point for
measurement of displacements.

d
10. Divide the entire motion of the trolley in about

he
10 equal intervals of time. To do this, count the
total number of dots marked on the tape during
the motion of trolley. From A, mark the positions
Fig. P 3.3: Graph between speed and time as B, C, D etc. at the end of 10 ticks on the paper.

pu T
under a constant force

is
11. Measure the distance AB, BC, CD etc. and record them as shown
in Table P 3.1. Compute average speed between different time
re R
bl
intervals (Table P 3.1). This can be taken as instantaneous
velocity at the mid point of the time interval tabulate. The
E
computed values of the average speeds against the mid point of
the time intervals.
be C

12. The instantaneous speed at the mid point of time intervals would
be nearly the same as the average speed during the interval in
each case.
to N

13. Plot a graph showing the values of speed against time which
depicts the motion of the trolley under a constant force. Find the
slope of speed-time graph to calculate the instantaneous
©

accleration (Fig. P 3.3).

O BSERVATIONS
(a) Mass of the pan ... g.
(b) Mass of the pan + Mass of the weights in the pan = ... g.
(c) Mass of the trolley + mass placed in the trolley = ... g.
Table P 3.1: Instantaneous speed of the body
t
no

S. T ime interval (in Distance, s Average velocity T ime (in mid

No. units of tick (cm) vav = s/t (cm s–1 ) of interval), t
interval) (s) (tick
interval) (s)

1 0 – 10 S1 ... 5
2 10 – 20 S2 ... 15
3 20 – 30 S3 ... 25

188
 PROJECT 3
UNIT NAME

Table P 3.2: Acceleration of the body

S. Point chosen Time, t (No. of Interval

ML
Slope, =
No. ticks) NM
ML (cm/ NM acceleration
tick) (tick) cm/ tick–2

d
R

he
ESULT
1. The speed of the trolley increases with time as constant force acts

pu T
on it.

is
2. The acceleration of the trolley is found to be ... roughly constant
re R
within the limitations of the experiment.

P bl
E
RECAUTIONS
1. Make sure that the ticker-timer and bumper are rigidly fixed.
be C

2. The ticks in the beginning when the trolley just begins to move
and at the time when the force ceases to act, be encircled properly
to N

for the purpose of measurement of distances and calculation of

velocity and acceleration.

S
©

ELF ASSESSMENT
Is the acceleration calculated equal to ‘g’ ? If not, why? With increase
in mass in the pan, does the acceleration approach to acceleration
due to gravity?

SUGGESTED ADDITIONAL EXPERIMENTS/ACTIVITIES

1. Study the variation of acceleration for different masses placed on

t

the trolley for constant force.

no

2. Study the variation of acceleration for different forces, by changing

the mass placed on the pan.

189
LABORATORY MANUAL
LABORATORY MANUAL

PROJECT 4
AIM

d
To compare the effectiveness of different materials as insulators of heat.

he
APPARATUS AND MATERIAL REQUIRED
A cylindrical metallic container, a cylindrical plastic container (with

pu T
is
height same as that of metal container but having a much larger
radius), a thermometer, an insulating lid for plastic container with a
re R
hole for inserting a thermometer, different insulating materials in

bl
powder or liquid forms.

T
E
ERMS AND DEFINITIONS
be C

Insulators of heat are those substances, which do not allow the flow
of heat through them easily.
to N

P RINCIPLE
©

The underlying principle of comparing the effectiveness of different

materials as insulators of heat is to compare their thermal

Thermometer

B Insulating lid
t
no

Insulating material
A
Plastic container
C

Water
Metal container
D

Fig. P 4.1:

190
 PROJECT 4
UNIT NAME

conductivities. A material having a lower thermal conductivity will be

more effective as an insulator.

PROCEDURE
1. Place the metal container A inside the plastic container B leaving
equal gap all around it. Fill the gap, between the two containers
with the insulating material you want to study (Fig P4.1).

d
2. Pour in container A hot water (having temperature nearly 60 °C).
3. Cover both the containers with a non-conducting lid.

he
4. Fix a thermometer, in a hole provided in the lid, in such a way
that the thermometer bulb is well within the water.

pu T
is
5. Record time for every 5 °C fall in temperature.
re R
6. Repeat the above procedure for different insulating materials.
7.

bl
Plot temperature v/s time graph for different materials on the
E
same graph paper.

O
be C

BSERVATIONS
Least count of the thermometer = ... °C
to N

Table P 4.1: Fall in temperature with time for different

materials as insulators
©

Name of
S. No. the Variation of temparature with time
Material

Temparature
1.
Time

Temparature
2.
t
no

Time

Temparature
3.
Time

Temparature
4.
Time

191
LABORATORY MANUAL
LABORATORY MANUAL

P
LOTTING OF GRAPH AND INTERPRETATION
Plot a graph between time t and temperature θ for different materials
on the same graph paper, taking time on x-axis and temperature
on y-axis.
Steeper the graph, faster the rate of cooling of water thereby implying
lower efficiency of the material used as thermal insulator.

d
ESULT

he
From the cooling curves of water drawn for different insulating
materials surrounding it can be inferred that the effectiveness of
different materials as insulators of heat in decreasing order is

pu T
is
(a)
(b)
re R
bl
(c)
E
(d)

P
be C

RECAUTIONS
1. Make sure that the gaps C and D are kept the same for all the
to N

materials.
2. This method can be used only for the insulating materials available
in the powdered/liquid form as the effect of trapped air can be
©

minimised for them.

3. Packing of insulating material in the gaps C and D should be equally
uniform in all the cases.
4. Insulating lid should fit tightly to minimise heat loss.

SUGGESTED ADDITIONAL EXPERIMENTS/ACTIVITIES

t

1. Repeat the same procedure with the cold water (instead of hot water).
no

2. Repeat the same procedure with other insulating materials other

than the ones you have used in this Activity.

192
 PROJECT
UNIT NAME

PROJECT 5
AIM

d
To compare the effectiveness of different materials as absorbers

he
of sound.

APPARATUS AND MATERIALS REQUIRED

pu T
is
An audio frequency oscillator, cathode ray oscilloscope (CRO),
two transformers, a microphone, a speaker (8 Ω), absorbing
re R
bl
materials such as glass sheet, cardboard, plywood and fibre
board having roughly the same thickness, 4 cardboard sheets of
E
different thicknesses, screw gauge, vernier calipers and
a metre scale.
be C

P RINCIPLE
to N

When sound waves travel through a material, part of its mechanical

energy is absorbed by the material. The degree of absorption of sound
energy by a material depends upon
©

(i) the nature of material and

(ii) the thickness of the material through which sound waves are made
to pass.

P ROCEDURE
1. Take sheets of different absorbing materials such as glass sheet,
cardboard, plywood and fibre board sheets.
t
no

2. Measure the thickness of each material with the help of screw

gauge/vernier calipers/metre scale.

3. Make the circuit arrangement of various components as shown in

Fig. P 5.1. High impedence coils L1 and L4 of the two transformers
are to be connected to an audio frequency oscillator and a CRO
respectively. Speaker and the microphone are to be connected to
the low resistance coils L2 and L3 of the two transformers in order
to achieve impedence-matching of the coils.
193
LABORATORY MANUAL
LABORATORY MANUAL

d
Fig. P. 5.1: Circuit arrangement for comparing effectiveness of different

he
materials as absorbers of sound

4. Adjust the CRO such that a suitable wave form appears on

the screen.

pu T
is
5. Feed an audio signal of known frequency from the audio oscillator
re R
to the speaker and note the amplitude of the corresponding audio

bl
signal on the CRO, without any sheet between the speaker and
microphone.
E
6. Without changing the distance between speaker and microphone,
insert one by one sheets of different materials, i.e., glass, cardboard,
be C

plywood, fibreboard (having same thickness) in between the

speaker and the microphone and each time note the amplitude of
to N

the corresponding audio signal on the CRO graduated screen.

7. Record the observations in tabular form to analyse the relation
between the degree of absorption of sound energy and the nature
©

of the absorbing material.

8. Insert four sheets of different thicknesses of the same material (say
cardboard) one by one in between the speaker and the microphone.
9. Repeat Steps 5 and 6 of the experiment.
10.Record the observations in tabular form to analyse the degree of
absorption of sound with the thickness of the absorbing material.

O
BSERVATIONS
t
no

1. Least count of screw gauge/vernier valipers = ... mm

2. Thickness of cardboard = ... mm
Thickness of glass sheet = ... mm
Thickness of fireboard = ... mm
Thickness of plywood = ... mm
3. Frequency of the audio signal used = ... Hz
194
 PROJECT 5
UNIT NAME

Table P 5.1: Degree of absorption of sound in different

absorbing materials of same thickness.

No. of Name of
absorbing Amplitude of wave on CRO (mm)
observations
material
Before insertion After insertion A1
of absorbing of absorbing A0
material A0 material A 1

d
1. Glass
2. Card board

he
3. Fibre board
4. Plywood

pu T
is
Table P 5.2: Variation in degree of absorption of sound for
re R
different thicknesses of the same absorbing material

bl
E
No. of Thickness
of Amplitude of wave on CRO (mm)
observations
absorbing
be C

material Before insertion After insertion A1

of absorbing of absorbing A0
material A0 material A 1
to N

1.

2.
©

3.
4.

CALCULATION
1. Find the ratio of amplitude of the waveform before and after
insertion of the absorbing material from the experiment data
t

recorded in Table P 5.1.

no

2. Find the ratio of amplitude of the waveform before and after

insertion of the absorbing material of different thicknesses and
infer its dependence on absorption of sound.

RESULT
1. Degree of absorption of sound waves is maximum in .... (material)
and minimum in ... (material).
195
LABORATORY MANUAL
LABORATORY MANUAL

2. Degree of absorption of sound waves increases/decreases with

increase in the thickness of absorbing material (cardboard).

P
RECAUTIONS
1. The amplitude of the input audio signal is kept constant while
performing the experiment, with different absorbing materials of
same thickness.
2. The thickness of absorbing material should not be so high

d
that the corresponding output signal on the screen of CRO is no
longer measurable.

he
3. The respective positions of the speaker, microphone and
absorbing material sheets for all sets of experiment should be
kept unchanged.

pu T
is
re R
bl
SUGGESTED ADDITIONAL EXPERIMENTS/ACTIVITIES

1. Plot a graph between the density (along x-axis) and the ratio of the
E
amplitudes of the waveform (along y-axis) after and before insertion
of the absorbing material (Table P 2.1). Study the nature of the
graph and interpret it.
be C

2. Plot a graph between the thickness (along x-axis) of the

absorbing material and the ratio of the amplitude of the wave
to N

form (along y-axis) after and before insertion of the absorbing

material (Table P 5.2). Study the nature of the graph and
interpret it.
t ©
no

196
 PROJECT
UNIT NAME

PROJECT 6
AIM

d
he
To compare the Young’s modules of elasticity of different specimen of
rubber and compare them by drawing their elastic hysteresis curve.

APPARATUS AND MATERIAL REQUIRED

pu T
is
Two samples of rubber bands of about 10 cm length, a rigid support,
re R
number of slotted weights (10 g), a hanger (10 g), a scale and a fine pointer.

T bl
E
ERMS AND DEFINITIONS
be C

1. Elastic hysteresis: When the stress-strain curve is not retraced on

reversing the strain, the phenomenon is known as elastic hysteresis.
to N

2. Residual strain: On removing the deforming force, if the length of

the specimen does not reduce to its original length, this results in
residual strain.

P
©

RINCIPLE
1. The graph of stress versus strain (or elongation) for rubber is not
a straight line. Hence, the Young’s modules of elasticity for rubber
cannot be defined uniquely. For a given stress, it is defined as the
slope of the stress-strain curve at particular stress-strain point.
2. The area enclosed by the hysteresis curve is a measure of energy
loss during the loading and unloading cycle.
t

P
no

ROCEDURE
1. Suspend a rubber band from a rigid support and attach a hanger
of mass (10 g) along with a fixed pointer at the lower end.
2. Fix a scale S vertically such that the pointer moves freely on the
scale and note the reading on the scale.
3. Place 10g slotted weight in the hanger and wait till the rubber
band becomes stationary. Read the position of the pointer.
197
LABORATORY MANUAL
LABORATORY MANUAL

4. Repeat Step 3 by increasing load in Steps of 10 g till the total

weight is 80-100 g.

5. Start removing the weight in Steps of 10 g and note the

corresponding reading of the pointer (Give time for the rubber to
stabilise before taking the reading).

6. Repeat Steps 1 to 5 for different samples of rubber bands.

d
BSERVATIONS
(i) Least count of the scale = ... cm

he
(ii) Original length of unstreched rubber band, L = ... cm

Table P 6.1: Extension of rubber band on loading

pu T
is
re R
S. Load Reading of pointer r (cm) Extension

bl
No. suspended =
applied force =
E
F (N) Loading Unloading Loading Unloading

1
be C

Specimen A 2
3
to N

1
Specimen B 2
©

C ALCULATIONS
1. Plot a graph between the load and extension by taking
extension along x-axis and load along y-axis for loading
and unloading.
t

2. The area of hysteresis loop for specimen A = ...

no

The area of hysteresis loop for specimen B = ...

(This can be done by counting the squares enclosed in the
hysteresis loop).

R ESULT
Hysteresis of specimen A ... is (greater or less than the) hysteresis of
specimen B.
198
 PROJECT 6
UNIT NAME

P RECAUTIONS
1. The weights must be added or removed gently.
2. One should wait for some time after adding or removing the weights
before reading is taken.

EVALUATION

d
1. What does the area of hysteresis curve depict?

he
2. Interpret the hysteresis curves obtained for the specimen A and B.
3. When do the curves obtained while loading and unloading
coincide?

pu T
is
4. When do the curves obtained while loading and unloading
not coincide?
re R
bl
5. For which purpose is the rubber with large hysteresis loop used?
E
6. For which purpose is the rubber with small hysteresis loop used?
7 . Is the stress-strain graph for rubber a straight line as
be C

expected by Hooke’s law? What would happen if the elastic

limit is exceeded?
to N

8. How would you known that elastic limit has been crossed?
t ©
no

199
LABORATORY MANUAL
LABORATORY MANUAL

PROJECT 7
AIM

d
To study the collision of two balls in two-dimensions.

he
APPARATUS AND MATERIAL REQUIRED
pu T
is
Apparatus for collision in two dimensions, metre scale, tracing paper,
carbon paper, G-clamp, a screw, cellotape, protractor, two identical
re R
steel spheres or marble spheres and a plumbline.

D bl
E
ESCRIPTION OF APPARATUS
be C

A scale or ruler with a groove (or an

aluminium channel) which is bent
A
Table to act as a ramp so that a steel ball
to N

Wooden
support
can be rolled from the top. At the
B
Aluminium lower end of the ruler a set screw is
channel Depression fixed that has a depression on its
top. This is the resting place for the
©

Plumb line
target steel ball. The ruler rests on
a metal base which can be clamped
at the edge of a laboratory table.
Carbon paper
From the set screw, a plumbline is
Fig. P 7.1: Setup to study the collision of two suspended as shown in Fig. P 7.1.
balls in two-dimensions

P RINCIPLE
t

When two steel spheres of mass m and m′ moving with velocities u

no

and u′ respectively collide, their velocities change after collision. If

their velocities after collision are v and v′ respectively, then according
to the law of conservation of momentum

mu + mu′ = mv + mv′

In this Activity, we study collision of two balls in two-dimensions using

the apparatus described above and verify the law of conservation of
momentum in two-dimensions. We allow one steel ball to roll down
200
 PROJECT 7
UNIT NAME

the ramp and collide with a target ball (at rest) placed at the lower end
of the ramp. For simplicity, we take two identical balls.

After collision the two balls moving in different directions fall down
and strike the ground. The horizontal velocity of each sphere is
proportional to the horizontal distance travelled by each sphere (Why
this should be so?). The horizontal distance is the distance from point
on the floor just below the initial position of the stationary ball to the
point where it lands. This same horizontal distance can also be used
to represent the magnitude of the momentum of each ball as they

d
have the same mass.

he
ROCEDURE
1. Arrange the apparatus as shown in Fig. P 7.1. Adjust the set screw

pu T
is
so that the depression in it is directly in front of the groove and
about one radius of the steel ball away from the groove end. Roll a
re R
steel ball down the ramp and adjust the set screw by moving

bl
upward/downward so that the ball just clears it as it falls freely.
Place the target ball on the depression in the screw. Suspend the
E
plumb line with it.
be C

2. Next adjust the position of the set screw so that the bullet ball will
collide with the target ball at an angle. Mark the incident and target
balls as 1 and 2. Ensure that the two balls are exactly at the same
to N

height from the floor at the time of collision.

3. Spread on the floor a large sheet of tracing paper on a similar
sized carbon paper. The steel balls would be falling on this
©

combination to make their imprints. In case large sheets of carbon

paper or plain paper are not available tape together their pieces
(A-4 size) to make a large sheet.
4 . Put the carbon paper on the floor, with its inked side facing
up. Place the tracing paper directly over it. Place the sheets
such that the centre of one end of the paper lies just below
the plumb line.

5. Without placing a target ball on the set screw, roll the ball marked
t

1. Mark the point on the tracing paper where the ball lands (P0).
no

Repeat it several times and mark the cluster P0 1 , P0 2 , P0 3 , etc. ...

Find the centre of the cluster and mark it P0.
6. Using identical steel ball (2) to act as a target ball, try a few
collisions. Ensuring that the incident ball (1) is always released
from the same height. Circle and label the clusters of points where
the incident ball and the target ball hit the paper.
(You can find the centre of cluster points, by drawing a quadrilateral
and intersecting diagonals to find the location of mean point.)
201
LABORATORY MANUAL
LABORATORY MANUAL

d
he
Fig. P 7.2: To find location of mean print

7. Mark point ‘O’ on the paper where the plumb line touches the paper.
Draw vectors from the point O to the mean point P0, P1 and P2.

pu T
is
uuur uuur
8. (a) Add the two vectors OP1 and OP 2 representing the
re R
bl
momentum of the incident ball and target ball to determine
the total momentum P after the collision (Fig. P7.2).
E
(b) Relate the total momentum P after the collision with the initial
uuur
be C

momentum of the incident ball represented by vector OP 0

and the target ball.

R
to N

ESULT
The total momentum of the two ball after collision is ... g cms–1 which
is almost equal to the initial momentum of the incident ball.
©

P RECAUTIONS
1. Adjust the set screw and ensure that the two balls are exactly at
the same height from the floor at the time of collision.
2. In each trial, the incident ball should be rolled down from the
same height.

S
t

OURCES OF ERROR
no

Friction between the ball and surface may introduce an error.

S
ELF ASSESSMENT
1. For each trial, measure the angle between the two final momentum
vectors. Can you make any generalisation?
2. Suppose the target ball is replaced by a glass marble of same size
and we carry out the experiment using the same incident ball. In
202
 PROJECT 7
UNIT NAME

this case, the horizontal distances, would represent velocity

vectors? Do they still represent momentum vectors? How will you
draw momentum vectors in this case and verify the law of
conservation of momentum?
3. What happens to the momentum components corresponding to
OP1 and OP2 in Fig. P7.2 in the direction perpendicular to OP0?

d
SUGGESTED ADDITIONAL EXPERIMENTS/ACTIVITIES

he
This experiment can also be used to verify the law of conservation of
momentum quantitatively, the momentum of a ball can be calculated
knowing its mass and velocity. Measure the mass of each ball with a
balance. The horizontal velocity is equal to the horizontal distance travelled

pu T
is
divided by the time taken. Note that this time is equal to the time taken
by the ball to hit the floor. This time can be determined by measuring the
re R
distance (d) from the top of the set screw to the floor and using the

bl
equation d = (gt2)/2. Further, note that t will be the same for all calculations.

Calculate the original momentum of the incident ball and final momenta
E
of the incident and target balls for the case with balls of (1) equal mass
and (2) unequal mass. Find the resultant of the two final momenta in
each case and compare it with the initial momentum.
be C

ALTERNATE METHOD FOR MAKING CHANNEL

to N

Take plastic pipe having internal diameter slightly more than the diameter
of the balls.

Cut the pipe lengthwise into two equal parts (two halves). Bend slightly
one part of the cut pipe by gently warming it and fix it on a table top as
©

shown in the figure below.

Make a small depression near end B of the pipe with the help of a heated
thick nail/rod for resting the target ball.
t
no

203
LABORATORY MANUAL
LABORATORY MANUAL

PROJECT 8
A

d
IM
To study Fortin’s Barometer and use it to measure the

he
atmospheric pressure.

APPARATUS AND MATERIAL REQUIRED

pu T
is
Fortin’s Barometer and a thermometer.
re R
D
bl
ESCRIPTION OF APPARATUS
E
Fortins’s Barometer
be C

It consists of a uniform glass tube about 80 cm

long, open at one end. It is filled with mercury
to N

and turned upside down carefully in a trough

of mercury C. The lower part of the trough is
made of leather and the level of mercury in the
trough can be adjusted by means of screw A
©

[Fig. P 8.1 (a)]. The upper side of the trough is

closed by a leather patch L in such a way that the
contact is maintained between the outside air and
the mercury in the trough. There is a small ivory
pin P fixed with its pointed tip touching the
mercury in the trough. The function of the pin P
is to adjust the zero of the scale at the same level
as the mercury in the trough. The glass tube is
enclosed in a brass tube for protection. There are
t

two vertical slits diametrically opposite each other

no

so that the level of mercury in the tube can be

seen [Fig. P 8.1 (b)]. A scale graduated in
centimetre is engraved on the brass tube on both
sides along the edges of the front slit. The scale
graduation does not start from zero but from 68
cm to 85 cm, as the atmospheric pressureremains
within these limits. A brass vernier scale slides
along the front slit and can be adjusted using
Fig. P 8.1: Fortin’s barometer
screw B.
204
 PROJECT 8
UNIT NAME

PRINCIPLE
When a completely filled mercury tube is turned upside down in the
trough C, some mercury flows out of the tube in the trough leaving a
vacuum on the top.

The level of mercury stabilises when the atmospheric pressure exerted

on the surface of mercury in the trough equalises that due to the
mercury column in the tube. The height of the mercury column in
the tube is proportional to atmospheric pressure under normal

d
conditions, Column of mercury in the glass tube stands at a height of
about 76 cm at sea level.

he
From theoretical point of view, a barometer could be made of any
liquid. Mercury is chosen for many reasons mainly it is so dense
(13600 kg/m 3) that column supported by air pressure is of a

pu T
is
managable height.
re R
A water barometer would be more than 10 m in height.

P bl
E
ROCEDURE
be C

1. Use the plumb line to hang the barometer vertically on a wall.

2. Examine the screws A, B, pin P and vernier V.

to N

3. Determine the least count of the vernier scale.

4. Adjust the level of mercury surface in the trough of the barometer

t ©
no

Fig. P 8.2: Correct adjustment of mercury surface in the reservoir

205
LABORATORY MANUAL
LABORATORY MANUAL

with the help of screw A and by looking at the ivory pin and
its image on the mercury surface in the trough (Fig. P 8.2).
Vernier V 5. Adjust the vernier using screw B such that the zero of the vernier
touches the convex meniscus of mercury in the tube. The eye
should be kept at the level of the meniscus (Fig. P 8.3).
6. Note the reading on the main scale and the vernier.

R 7. Record the room temperature using a thermometer.

d
Correct 8. Repeat the procedure two more times and determine the
adjustment average atmospheric pressure.
of Vernier Scale

he
Fig. P 8.3: Eye should be at the level of
meniscus of mercury in the tube

pu T
is
O
re R
BSERVATIONS
(i)

bl Vernier constant or least count = ...

E
No. of divisions on the vernier = ...
be C

No. of divisions on the main scale = ...

Least count of main scale (1 MSD) = ... cm
to N

Least count of vernier scale

1 MSD
= = ... cm
©

No. of divisions on vernier scale

(ii) Room Temperature = ... °C
Table P 8.1: Measuring height of mercury column
in a barometer
S. Main scale reading Ver nier scale Height of mercury
No. below zero mark of reading n column
vernier scale, S (cm) h = (S + n × least count)
t

1
no

2
3

R
ESULT
Atmospheric pressure in the laboratory on dd/mm/yr (date) at ... am/
pm at room temperature ...°C was measured as ...cm of Hg.
Atmospheric pressure = ...N/m2
206
 PROJECT 8
UNIT NAME

P RECAUTIONS
1. The barometer is a fragile instrument and should be handled
carefully.
2. The wall mount should be firm in a room of a laboratory and not
in any passage.
3. Adequate light must fall on the ivory pin and the vernier scale.
4. Least count should be calculated with care.

d
5. Screw A should be moved slowly and gently.

he
SOURCES OF ERROR

pu T
1. There may be air bubbles in the barometer tube.

is
2. Ivory pin may not be fixed properly.
re R
bl
3. Room temperature may change, affecting the observations.

D
E
ISCUSSION
be C

1. The barometer should be placed in such a way on the wall that screw
A can easily be adjusted by viewing the ivory pin P. A suitable platform
to N

can be used to stand and see the vernier reading at eye level.
2. Why does the barometer require adjustment everytime one has to
use it?
©

SELF ASSESSMENT
1. What effect would there be of the following:
(a) Ivory pin not adjusted as advised?
(b) Barometer is not vertical but tilted?
(c) The pin P and scale S not viewed at eye level?
t

2. If water is used instead of mercury, what problems would you

no

encounter?

SUGGESTED ADDITIONAL EXPERIMENTS/ACTIVITIES

1. Take barometer readings and temperature readings at different times

during school hours. Study the pattern for the change in atmospheric
pressure over a week.

2. Plot a graph between atmospheric pressure and humidity (as given

in the newspaper) for a month. Can we relate humidity to atmospheric
pressure?

207