Hooke’s Law Name Abstract; Include instead of these lines the objectives of the lab (what you investigated), the short description of how you did it and the conclusions formulated based on the obtained results. It should be ½ to 1 page long. Picture of the experimental set up Read the Instructions and Procedure from the HOL lab manual. Record the cumulative stretch ( elongation) for one spring . Make sure you don’t stretch the spring beyond the elasticity limits. Force (N) Accumulated (cm) Elongation (stretch) Accumulated (m) Elongation (stretch) Data Point 1 Data Point 2 Data Point 3 Data Point 4 Data Point 5 Data Point 6 Data Point 7 Data Point 8 Data Point 9 Data Point 10 Hooke’s Law 1 Calculations and Analysis 1. Plot the Force (y-axis) vs elongation (x-axis) on a computer spreadsheet or on piece of paper. Insert the graph (Excel or picture) in the space below: 2. Find the spring constant for the spring in Newton/meters from the slopethe graph. (Refer to the Excel tutorial in the Introduction section or/and read ecampus instructions. k= 3. A student measured 15s for the 20 complete oscillations for an object of 200g attached at the free end of a spring. Calculate the period of oscillation (T) and the spring constant (k). Write the equation used and then the numerical values. Al-Saadi 5 Al-Saadi, Ahmed COM 1101 -13 – Composition & Rhetoric November 6, 2017 Dr. J. Parla Palumbo Essay three – Definition Education Education is the instructive process geared towards facilitating an individual to acquire knowledge (Smith). According to Smith, education is different from schooling in the approach that each takes towards the learners. In schooling, the leaners are objects for the teacher to work on, while in education, the learners are considered as human beings with whom the teachers should interact. Individuals can also acquire a belief system or develop constructive habits through the process of education. The essential nature of these benefits has led international communities to promote the agenda of education as a necessity and even recognize it as a fundamental human right under the World Health Organisation (WHO). Education takes many forms, but it is primarily any instruction that is geared towards the betterment of the human condition through the development of the learning capacity of man. Education is an instructive process. This definition implies that there is an object and a subject in the education process. The subject is a more knowledgeable, or skilled individual while the object is the person that is being trained on how to acquire the values, knowledge or skill. Hence, the subject is generally acknowledged as the teacher or instructor while the object of the educational process is always the student. Education affects the thought process ...

1. Hooke’s Law
Name
Abstract;
Include instead of these lines the objectives of the lab (what you
investigated), the short description of how you did it and the
conclusions formulated based on the obtained results.
It should be ½ to 1 page long.
Picture of the experimental set up
Read the Instructions and Procedure from the HOL
lab manual.
Record the cumulative stretch ( elongation) for one
spring . Make sure you don’t stretch the spring beyond the
elasticity limits.
Force (N)
Accumulated (cm) Elongation (stretch)
Accumulated (m) Elongation (stretch)
Data Point 1

2. Data Point 2
Data Point 3
Data Point 4
Data Point 5
Data Point 6
Data Point 7
Data Point 8
Data Point 9
Data Point 10

3. Hooke’s Law
1
Calculations and Analysis
1. Plot the Force (y-axis) vs elongation (x-axis) on a computer
spreadsheet or on piece of paper. Insert the graph (Excel or
picture) in the space below:
2. Find the spring constant for the spring in Newton/meters
from the slopethe graph. (Refer to the Excel tutorial in the
Introduction section or/and read ecampus instructions.
k=
3. A student measured 15s for the 20
complete oscillations for an object of 200g attached at the free
end of a spring. Calculate the period of oscillation (T) and
the spring constant (k).
Write the equation used and then the numerical
values.

4. Al-Saadi 5
Al-Saadi, Ahmed
COM 1101 -13 – Composition & Rhetoric
November 6, 2017
Dr. J. Parla Palumbo
Essay three – Definition
Education
Education is the instructive process geared towards facilitating
an individual to acquire knowledge (Smith). According to
Smith, education is different from schooling in the approach
that each takes towards the learners. In schooling, the leaners
are objects for the teacher to work on, while in education, the
learners are considered as human beings with whom the teachers
should interact. Individuals can also acquire a belief system or
develop constructive habits through the process of education.
The essential nature of these benefits has led international
communities to promote the agenda of education as a necessity
and even recognize it as a fundamental human right under the
World Health Organisation (WHO). Education takes many
forms, but it is primarily any instruction that is geared towards
the betterment of the human condition through the development
of the learning capacity of man.
Education is an instructive process. This definition implies that
there is an object and a subject in the education process. The
subject is a more knowledgeable, or skilled individual while the
object is the person that is being trained on how to acquire the
values, knowledge or skill. Hence, the subject is generally
acknowledged as the teacher or instructor while the object of
the educational process is always the student. Education affects
the thought process and the manner in which one acts and also
how one feels. It is a molding process for the learner, with

5. specific objectives. Several methods can be used by the
instructor to educate. Some of these include encouraging
discussion amongst the learners, actively teaching the learner in
the pedagogical approach, or even in providing guidance during
directed research.
According to Smith, education has three core characteristics
that are human-centric. The first characteristic is that education
should include the element of being a deliberate act. The
deliberate nature of education recognizes its core goal, which is
to impart knowledge and understanding to the student. Without
clear objectives, education disintegrates to schooling that is the
same as "throwing deposits" in the child's brain (Smith). The
second core nature of education is that it is informed and
respectful. The second trait acknowledges that education
comprises a mutual respect between the learner and the
instructor, and also between both of them and the truth. The fact
that it is informed means that the instructor has to be very
knowledgeable about the practice so that he can inform the
student. The final principle is that education is rooted in the
belief that it has the purpose of leveling society by creating a
level platform from which everyone should stand (Smith). These
three dictates by Smith underscore the centrality of humanity in
education.
By nature, education is both an outcome and a process (Smith).
As a process, education is a representation of how we live our
daily lives. However, as an outcome, education embodies the
collective knowledge that one gathers through instruction, and
which later defines individual habits and value system. As such,
education evolves with the advancement of human society. In
the history of education, the informal type was the earliest. The
goal of such education was simply to promote functioning in
society. Often, such education was done through education, and
as such, there was no need for specified learning sites and
education continued in the form of human interactions. This
form of education conveys language, culture, norms, manners,
and values. Also, it is Incidental. On the other hand, formal

6. education evolved much later to address the inadequacies of the
informal educational systems. Such systems were appropriate
for complex societies with wide knowledge bases and which
could not be transmitted to the apprentice informally. Formal
education has seen renewal several times in history, including
the Renaissance period, with the content of the material
continually expanding. Through the functions of transmission
and translation, formal education has become mainstream and
almost uniform world over.
The two types of education differ markedly and serve different
purposes in the world today. Informal education is important in
the acquisition of basic skills of functioning in society. This
education is often conducted orally in human interactions,
through media such as stories, and observation in
apprenticeship. However, formal education is institutionalized.
In this education, students go to school and follow a curriculum
that is designed to realize the third principle of education by
providing a clear guide about the goals of the process. Formal
education is organized in stages including the preschool,
primary, secondary and tertiary levels. The preschool is an
introductory phase that conditions the young minds in
preparation for receiving the knowledge in the years ahead. The
primary level is the next one and involves the first seven years
of formal education. Higher levels than this allow for increased
specialization. The secondary level spans the adolescent period
for most students, while the tertiary education has, even more,
freedom and offers many different options. For instance,
undergraduate, post graduate and vocational training are all part
of higher learning education
The utility of education lies in its capacity to improve man’s
position. For instance, Smith says that the informal education
that is passed between people serves as a conduit for values,
norms, and cultural dependencies. These aspects of human
existence are passed between generations across different
cultures and all over the globe. Hence, even with formal
education, some things are best taught through informal

7. education. Also, the reason we acquire knowledge is so that man
can learn to come up with solutions to our problems and those
which may affect us indirectly, such as environmental concerns.
Hence, education serves a survival function for man. Still, in
some cases, what may seem like education for its own sake, is a
source of self-development and self-fulfillment for some
individuals. More importantly, education contributes to the
collective knowledge and technology that direct the functioning
of human society. Technological advancement is pegged on
education and the research processes.
In conclusion, any instruction that contributes to the betterment
of the human condition through a specific target of improving
the learning capacity is education. Most commonly, it is an
instructive process that involves both a teacher and a learner
and has three core characteristics; deliberateness, respect and
information, and dedication to the improvement of the human
condition. As a process, it is essentially a representation of our
own lives, while as an outcome, it mirrors the intelligence of an
individual. Of the two types of education, formal education is
the most important in acquiring basic life skills for social
functioning while informal is best suited for the technical
knowledge due to the institutionalized structure. Both forms of
education provide man with the advantage of survival, self-
improvement and technological advancement.
Works Cited
Smith, Mark K. "What is education? A definition and
discussion." 2015. The encyclopedia of informal education. 6
November 2017. <http://infed.org/mobi/what-is-education-a-
definition-and-discussion/>.
Vectors Addition
Course: Physics

8. Section:
Name
Instructor:
Date:
Lab Procedures:
In this lab you will use two different methods to find the
resultant of various combinations of forces, and then compare
your results. These forces are given in column 2 of Table 1.
Force is a vector.
Both the symbols (F1) and the geometrical lines indicating
vectors have arrows.
In the book and in this lab report you will see also the Bold font
F1 to indicate a vector where F1 represents the magnitude of the
vector.
1) Use graph paper, a ruler and a protractor to find the resultant
for the graphical method or ”tail to tip” method. This method is
fast and it gives accurate results if you measure and draw
accurately.
Do not forget to use an appropriate scale, example: 50N for 2
cm.
Start drawing a coordinate system. Then draw the first vector F1
(purple vector in my example): use a protractor to draw it in the
proper direction and use a ruler to determine the proper length
according to your scale. At the end of this vector draw an arrow
and start drawing as before the second vector F2 (red vector in
my example). To measure correctly the angle for the second
vector, draw the coordinate system again. The resultant R
connects the “tail” of the first vector with the “tip” of the last
vector.
Find the angle of the resultant with a protractor and the length
of the resultant with a ruler. Change then the length back into
Newton using your scale. Record the values of the magnitude
(length) and direction (angle) in the table under “Graphical”.

9. My example has R=280 N and θ=770. Your results will be
different but if you did it right they will be close to the values
of the Analytical method R=285 N and θ=750
2) For the analytical method or components method (adding
vectors by components method) you will use your calculator.
Make sure it is set to degrees for sin, cos, tan-1 calculations to
find the resultant. This method gives the exact values of the
magnitude and angle of the resultant.
Remember you will resolve the forces into their “x” and “y”
components. Fx = Fcosα, Fy = Fsinα
Add the components Rx= F1x+F2x+… Ry= F1y+F2y+… and
then use the Pythagorean Theorem to find the resultant R =√
Rx2+Ry2
The angle is given by: θ = tan-1(Ry/Rx)
Follow the example below.
3) Complete Table 1, attach your graphs and calculations, and
turn in the lab report. If you cannot scan and attach the graphs,
take a picture of your work for graphical method and inserted in
the word doc along with the table.
Solved example illustrating both graphical and analytical
methods of adding vectors:
Vector addition ( F1 the purple vector, F2 the red vector and the
black is the resultant R). Please notice the angles, the arrows at
the end of the lines, the labels with vectors hats.
F1x = 200cos 30 = 173
F1y = 200sin30 = 100
F2x = 200cos 120 = -100
F2y = 200sin120 = 173
Rx = 173-100 = 73
Ry = 100+173= 273
R= R =√ Rx2+Ry2 = 283
θ = tan-1(Ry/Rx) = tan-1 (273/73) = 750
Forces (N )

10. Resultant (R magnitude and θ direction)
Graphical
Analytical
Vector addition 1
F1 = 200 N, (1 =30˚
F2 = 200 N, (2 =120˚
280
770
283 N
750
Vector addition 2
F1 = 200 N, (1 = 20˚
F2 = 100 N, (2 = 80˚
Vector addition 3
F1 = 200 N, (1 = 0˚
F2 = 150 N, (2 = 90˚
Vector components

11. F = 150 N, (1 = 60˚
Fx
Fy
Fx = 75 N
Fy
Vector addition 4
F1 = 200 N, (1 =330˚ or 30˚ below positive x axis
F2 = 150 N, (2 = 90˚
F3 = 100 N, (3 = 180˚
F2
F1
RRR
PAGE
2

12. Specific Heat Capacity of Metals
Name
In this experiment keep the values of the masses in
grams and using the measured values of temperature
in Celsius you will get the values of specific heat in cal/g °C.
Keep the object long enough in boiling water to
assume that it has the boiling water
temperature. Do not simply write 100°C but measure it.
This value is the “Highest final temperature
of water & object”.
When you start over the experiment for the second
object take again cold water (room temperature)
in the Styrofoam cup and record its mass and temperature.
cwater=1cal/g °C
Abstract;
Include instead of these lines the objectives of the lab (what you
investigated), the short description of how you did it and the
conclusions formulated based on the obtained results.
It should be ½ to 1 page long.
Picture of the experimental set up with the thermometer
indicating the final temperature of the
water & object.
Data Table 1: Object Description

13. Object Description
First Metal
Second Metal
Mass of water in calorimeter, 25 mL = 25 g
Mass of metal object
Starting temperature of water (room temperature)
Starting temperature of object =
Highest final temperature of water & object
Data Table 2: First Metal

14. Objects
Mass (g)
Tinitial
Tfinal
DT
c (cal/g °C)
Water in
calorimeter
First metal
Data Table 3: Second Metal
Objects
Mass (g)
Tinitial
Tfinal

15. DT
c (cal/g °C)
Water in
calorimeter
Second metal
Questions
A. How is specific heat of a metal compared with water’s
specific heat? (Check the table for specific heats from the lab
manual or the textbook) Are your results reflecting your
answer?
B. What are the SI units for:
Heat
Temperature

16. C. How much is the amount of heat “gained “by the
water in your experiment? Write the equation and then
the calculations for just one metal.
D. What are possible sources of errors in this experiment?
170
Determining the Speed of Sound
Determining the Speed of Sound
Name
Abstract;
Include instead of these lines the objectives of the lab (what you
investigated), the short description of how you did it and the
conclusions formulated based on the obtained results.
It should be ½ to 1 page long.
Picture of the experimental set up
Observations
Data Table 1: Calculation of sound wavelength
Tuning fork frequency (f), Hz (printed
on the fork)
Length, L (water level to top of tube)

17. Diameter of tube, d
λ =
4(L + 0.3d)
Experimental
v = f λ
Room Temperature, oC
Calculations
A. Calculate the theoretical speed of sound (v):
v = 331.4 + 0.6TC ( m/s)
• 331.4 m/s is the speed of sound at 20oC
• TC is the temperature of air during testing measured in
Celsius
B. Calculate the percent error of your experimentally derived
value:
C. Is sound a longitudinal or transverse wave?

18. D. What is the physical concept behind the “pitch” of a sound
and what is the SI unit for it?
E. What is the physical concept behind “intensity” of a sound
and what is the SI unit for it?
1
Lab Report-Simple Pendulum- Physics 1401 and 2425
Describe and perform an experiment to investigate the
relationship between the length of a simple pendulum -l and its
oscillation period- T .
Your lab report will be graded using the following rubric. Use
paragraph form rather than bullet points.
I. Explanation of Issues:
a. Introduction/Hypothesis 20p
i. State your hypothesis. Formulate what you expect the
experiments to show.
ii. Identify the measurable quantities in each of your
experiments.
iii. Introduce/define the major concepts, principles and laws
used in each experiment. Clearly describe all relevant
information for full understanding.
b. Procedure 30p
i. Design the procedure to test your hypothesis.
ii. Describe what you did and how you did it, and what
equipment you used.
iii. Write down equations you used.
iv. Draw a sketch of the apparatus (or include a photo?)

19. II. Evidence/Data (Results) 20p
a. Representation (EQS)
i. Present the observations and the data collected (in an
organized chart or data table).
1. Draw figures, diagrams and/or present the data in data table.
2. Draw a graph: T2(y-axis) versus l (x-axis). Clearly label the
axes including also units.
b. Calculation (EQS)
i. Using the graph, find the value of acceleration due to gravity-
g.
Calculate the % error considering the accepted value of
g=9.8m/s2
ii. Using the graph, estimate the length for which the period of
the pendulum is T=1s
III. Influence of Context and Assumptions/Student’s Position
(CT)/Assumptions & Application (EQS):
a. Provide a brief comment on the strengths and weaknesses of
the experiment.
b. Discuss where and what could influence the accuracy of the
data (sources of errors).
IV. Conclusions and Related Outcomes (CT)/Analysis &
Communication (EQS) 30p
a. Interpretation (EQS): Was your hypothesis supported?
Explain what your data shows and what your interpretation of
the results is.
b. Is your conclusion validated by the evidence/data or not?
Why or why not?
c. Is there anything surprising about your results?