ACTIVITIES

ACTIVIT

Y 1
AIM
To make a paper scale of given least count: (a) 0.2 cm and (b) 0.5 cm

APPARATUS AND MATERIAL REQUIRED

Thick ivory/drawing sheet; white paper sheet; pencil; sharpener;
eraser; metre scale (ruler); fine tipped black ink or gel pen.

P RINCIPLE
Least count of a measuring instrument is the smallest
measurement that can be made accurately with the given
measuring instrument. A metre scale normally has graduations at
1 mm (or 0.1 cm) spacing, as the smallest division on its scale. You
cannot measure lengths with this scale with accuracy better than
1mm (or 0.1 cm).
You can make paper scale of least count (a) 0.2 cm (b) 0.5 cm, by
dividing one centimetre length into smaller divisions by a simple
method, without using mm marks.

P ROCEDURE
(a) Making Paper Scale of Least Count 0.2 cm
1. Fold a white paper sheet in the middle along its length.
2. Using a sharp pencil, draw a line AB, of length 30 cm in either
half of the white paper sheet [Fig. A1.1(a)].
3. Starting with the left end marked A as zero,
mark very small dots on the line AB after
every 1.0 cm and write 0,1,2 ..., 30 at
successive dots.
4. Draw thin, sharp straight lines, each 5 cm
in length, perpendicular to the line AB at
the position of each dot mark.
5. Draw 5 thin, sharp lines parallel to the
line AB at distances of 1.0 cm, 2.0 cm,
3.0
cm, 4.0 cm and 5.0 cm respectively. Let Fig. A1.1(a): Making a paper scale
the line at 5 cm be DC while those at 1 of least count 0.2 cm
cm,
LABORATORY MANUAL
LABORATORY

2 cm, 3 cm, and 4 cm be A1B1, A2B2, A3B3 and A4B4 respectively

[Fig A 1.1(a)].
6. Join point D with the dot at 1 cm on line AB. Intersection of
this line with lines parallel to AB at A4, A3, A2 and A1 are
respectively
0.2 cm, 0.4 cm, 0.6 cm and 0.8 cm in length.
7. Use this arrangement to measure length of a pencil or a
knitting needle with least count of 0.2 cm.
(b) Making Paper Scale of Least Count 0.5 cm
1. Using a sharp pencil, draw a line AB of length 30 cm
in the other half of the white paper sheet [Fig.
A1.1(b)].
2. Repeat steps 3 to 6 as in the above Activity 1.1(a),
but draw only two lines parallel to AB at distances
1.0 cm and 2.0 cm instead of 5 cm.
Fig. A1.1(b):
3. Join diagonal 1-D by fine tipped black ink pen [Fig. A
1.1 (b)].
4. Use this scale to measure length of a pencil/knitting needle
with least count of 0.5 cm. Fractional part of length 0.5 cm is
measured on line A1B1.
(c) Measuring the Length of a Pencil Using the Paper Scales A and B
1. Place the pencil PP’ along the length of the paper scale A
(least count 0.2 cm) such that its end P is on a full mark (say
1.0 cm or
2.0 cm etc. mark). The position of the other end P is on
diagonal 1–D. If P goes beyond the diagonal, place it on next
upper line, in which fraction of intersection is 0.2 cm larger, and
so on. Thus, in Fig. A 1.1 (a), length of the pencil = 3 cm + .2 × 2
cm = 3.4 cm. Take care that you take the reading with one eye
closed and the other eye directly over the required graduation
mark. The reading is likely to be incorrect if the eye is inclined to
the graduation mark.
2. Repeat preceding step 1, using the paper scale B having least
count 0.5 cm and record your observation in proper units.

O BSERVATIONS
Least count of the paper scale A = 0.2 cm
Least count of the paper scale B = 0.5 cm

R ESULT
126 (i) Scale of least count 0.2 cm and 0.5 cm have been made; and
(ii) Length of pencil as measured by using the scales made above is
(a) ... cm and (b) ... cm.
 ACTIVITY 1
UNIT

P RECAUTIONS
(i) Very sharp pencil should be used.
(ii) Scale should be cut along the boundary by using a sharp paper
cutter.
(iii) Observation should be recorded showing accuracy of the scale.
(iv) While measuring lengths, full cm mark should be made to
coincide with one end of the object and other end should be read
on the scale.

S OURCES OF ERROR

The line showing the graduations may not be as sharp as required.

D ISCUSSION
1. The accuracy of measurement of length with the scale so formed
depends upon the accuracy of the graduation and thickness of
line drawn.
2. Some personal error is likely to be involved e.g. parallax error.

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LABORATORY
ACTIVITY 2

AIM
To determine the mass of a given body using a metre scale by the
principle of moments.

APPARATUS AND MATERIAL REQUIRED

A wooden metre scale of uniform thickness (a wooden strip of one
metre length having uniform thickness and width can also be used);
load of unknown mass, wooden or metal wedge with sharp edge,
weight box, thread (nearly 30 cm long), a spirit level, and a raised
platform of about 20 cm height (such as a wooden or metal block).

P RINCIPLE
For a body free to rotate about a fixed axis, in equilibrium, the sum of
the clockwise moments is equal to the sum of the anticlockwise
moments.
If M1 is the known mass, suspended at a distance l1 on one side from
the centre of gravity of a beam and M2 is the unknown mass,
suspended at a distance l2 on the other side from the centre of
gravity, and the beam is in equilibrium, then M2 l2 = M1 l1.

P ROCEDURE
1. Make a raised platform on a table. One can use a wooden or a
metal block to do so. However, the platform should be a sturdy,
place a wedge having a sharp edge on it. Alternately one can fix
the wedge to a laboratory stand at about 20 cm above the table
top. With the help of a spirit level set the level of the wedge
horizontal.
2. Make two loops of thread to be used for suspending the
unknown mass and the weights from the metre scale (beam).
Insert the loops at about 10 cm from the edge of the metre scale
from both sides.
3. Place the metre scale with thread loops on the wedge and adjust
it till it is balanced. Mark two points on the scale above the
wedge where the scale is balanced. Join these two points with a
straight line which would facilitate to pin point the location of
1 balance
 ACTIVITY 2
UNIT

position even if the scale topples over from the wedge due to some
reason. This line is passing through the centre of gravity of scale.
4. Take the unknown mass in one hand. Select a weight from the
weight box which feels nearly equal to the unknown mass
when it is kept on the other hand.
5. Suspend the unknown mass from
either of the two loops of thread Wedge
attached to the metre scale.
A G B
Suspend the known weight from
the other loop (Fig. A 2.1).
x y
Unknown
6. Adjust the position of the known Mass, mm Known standard
weight by moving the loop till the W = mg mass
metre scale gets balanced on the
sharp wedge. Make sure that in Fig. A 2.1: Experimental set up for determination
balanced position the line drawn in of mass of a given body
Step 3 is exactly above the wedge
and also that the thread of two loops passing over the scale is
parallel to this line.
7. Measure the distance of the position of the loops from the
line drawn in Step 3. Record your observations.
8. Repeat the activity atleast two times with a slightly lighter and
a heavier weight. Note the distances of unknown mass and
weight from line drawn in Step 3 in each case.

O
BSERVATIONS
Position of centre of gravity = ... cm
Table A 2.1: Determination of mass of unknown object
S. Mass M1 Distance of Distance of Mass of Average
No. suspended the mass solid of unknown mass of
from the from the unknown load M2 (g) unknown
thread wedge l1 mass from M1l1 load (g)
loop to (cm) the wedge
balance =
l2 (cm) l2
the metre
scale (g)

2
3
4
5

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C ALCULATIONS
In balanced position of the metre scale, moment of the force on
one side of the wedge will be equal to the moment of the force on
the other side.
Moment of the force due to known weight = (M1l1) g
Moment of the force due to unknown weight = (M2l2) g

In balanced position

M1l1 = M2l2

M1l1
or M2 = l
2

Average mass of unknown load = ... g

R ESULT
Mass of given body = ... g (within experimental)

P RECAUTIONS
1. Wedge should be sharp and always perpendicular to the length of
the scale.
2. Thread loops should be perpendicular to the length of the scale.
3. Thread used for loops should be thin, light and strong.
4. Air currents should be minimised.

S OURCES OF ERROR
1. Mass per unit length may not be uniform along the length of
the metre scale due to variation in its thickness and width.
2. The line marked on the scale may not be exactly over the
wedge while balancing the weights in subsequent settings.
3. The thread of the loops may not be parallel to the wedge when
the weights are balanced, which in turn would introduce some
error in measurement of weight-arm.
4. It may be difficult to adjudge balance position of the scale
exactly. A tilt of even of the order of 1° may affect the
measurement of mass of the load.
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UNIT

D ISCUSSION
1. What is the name given to the point on the scale at which it is
balanced horizontally on the wedge?
2. How does the least count of the metre scale limit the accuracy in
the measurement of mass?
3. What is the resultant torque on the metre scale, due to
gravitational force, when the scale is perfectly horizontal?
4. Explain, how a physical balance works on the principle of
moments.
5. What problems would air currents cause in this activity?
SUGGESTED ADDITIONAL EXPERIMENTS/ACTIVITIES

1. We can determine the accuracy of various weights available in

the laboratory, by finding out their mass by the above
method and comparing with their marked values.

2. Verify the principle of moments using a metre scale. After

balancing the metre scale at its centre of gravity, suspend
masses M1 and M2 at distances l1 and l2 respectively, from the
centre of gravity, on either side. Adjust the distances l1 and l2
so that the metre scale is horizontal. Calculate and compare
M1l1 and M2l2. Repeat with other combinations of masses M1
and M2.

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LABORATORY
ACTIVITY 3

A IM
To plot a graph for a given set of data choosing proper scale and
show error bars due to the precision of the instruments.

APPARATUS AND MATERIAL REQUIRED

Graph paper, a pencil, a scale and a set of data

P RINCIPLE
Graphical representation of experimentally obtained data helps in
interpreting, communicating and understanding the interdependence
between the variable parameters of a given phenomena.
Measured values of variables have some error or expected
uncertainty. For this reason each data point on the graph cannot
have a unique position. That means depending upon the errors,
the x-axis coordinate and y- axis coordinate of every point plotted
on the graph will lie in a range known as an error bar.
Any measurement using a device has an uncertainty in its value
depending on the precision of the device used. For example, in the
measurement of diameter of a spherical bob, the correct way is to
represent it d + d, where d is the uncertainty in measurement of d
given by the least count of the vernier/screw gauze used.
Representation of d + d in a graph is shown as a line having a length
of + d about point ‘d’. This is known as the error bar of d.
We take an example where the diameters of objects, circular in
shape, are measured using a vernier calipers of least count 0.01
cm. These measured values are given in Table 1. From the
measured values of diameters, it is required to calculate the radius
of each object and to round off the digits in the radius to the value
consistent with the least count of the measuring instrument, in this
case, the vernier calipers. We also estimate the maximum possible
fractional uncertainty (or error) in the values of radius. Next, the
area A of each object is then calculated using the formula.
d 2
Area, A 
4
where π is the well-known constant.
1
 ACTIVITY 3
UNIT

Graphical representation of experimental data provides a convenient

way to look for interdependence or patterns between various
parameters associated with a given experiment or phenomenon or an
event. Graphs also provide a useful tool to communicate a given data
in pictorial form. We are often required to graphically represent
the data collected during an experiment in the laboratory, to verify a
given relation or to infer inter-relationships between the variables.
It is, therefore, imperative that we must know the method for
representing a given set of data on a graph, develop skill to draw
most appropriate curve to represent the plotted data and learn as to
how to interpret a given graph to infer relevant information.

Basic ideas about the steps involved in plotting a line graph for a
given data and finding the slope of the curve have already been
discussed in Chapter I. The steps involved in plotting a graph
include choice of axes (independent variable versus dependent
variable), choice of scale, marking the points on the graph for each
pair of data and drawing a smooth curve/line by joining maximum
number of points corresponding to the given data. Interpretation
of the graph usually involves finding the slope of the curve/line,
inferring nature of dependence between
variables/parameters, interpolating/ extrapolating the graph to
find desired value of the dependable variable corresponding to a given
value of independent variable or vice versa. However, so far you have
learnt to graphically represent the data for which uncertainty or
error is either ignored or is presumed not to exist. As you know
every data has some uncertainty/error due lack of precision in
measurement or some other factors inherent in the
process/method of data collection. It is possible to plot a graph
that depicts the extent of uncertainty/error in the given data. Such
a depiction in the graph is called an error bar. In general error bars
allow us to graphically illustrate actual errors, the statistical
probability of errors in the measurement or typical data points in
comparison to the rest of the data.

You have learnt to show uncertainty in measurement of a physical

quantity like length, mass, temperature and time on the basis of
the least count of the measuring instruments used. For example,
the diameter of a wire measured with a screw gauge having least
count 0.001cm is expressed as 0.181 cm ± 0.001 cm. The figure ±
0.001 cm in the measurement indicates that the actual value of
diameter of the wire may lie between 0.180 and 0.182 cm.
However, the error in measurement may also be due to many other
factors, such as personal error, experimental error etc. In some
cases the error in data may be due to factors other than those
associated with measurement. For example, angles of scattering of
charge particles in an experiment on scattering of –particles or
opinion collected from a section of a population on a social issue.
The uncertainty due to such errors is estimated through a variety of
statistical methods about which you will learn in higher classes.
Here we shall consider uncertainty in
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LABORATORY

measurements only due to the least count of the measuring

instrument so as to learn how uncertainty for a given data is shown in
a line graph.
Let us take the example of the graph between time period, T, and the
length, l, of a simple pendulum. The uncertainty in measurement of
time period will depend on the least count of the stop watch/clock
while that in measurement of length of the pendulum will depend on
the least count of the device(s) used to measure length. Table A 3.1
gives the data for the time period of simple pendulum measured in
an experiment along with the uncertainty in measurement of the
length and time period of the pendulum.
Table A 3.1 Time period of simple pendulums of different lengths

S. Length of the pendulum Time period

No.
Length as Length with Average time Time period Square of
measured with uncertainty in L period as with time period
metre scale, L (least count of scale measured uncertainty in T 2 with
(cm) 0.1 cm) with stop T (least count uncertainty
(cm) watch, T of stop watch
(s) 0.1 s)
(s)

1 80.0 80±0.1 1.8 1.8±0.1 3.24±0.2

2 90.0 90±0.1 1.9 1.9±0.1 3.61±0.2
3 100.0 100±0.1 2.0 2.0±0.1 4.0±0.2
4 110.0 110±0.1 2.1 2.1±0.1 4.41±0.2
5 120.0 120±0.1 2.2 2.2±0.1 4.84±0.2
6 130.0 130±0.1 2.3 2.3±0.1 5.29±0.2
7 140.0 140±0.1 2.4 2.4±0.1 5.76±0.2
8 150.0 150±0.1 2.4 2.4±0.1 5.76±0.2

P LOTTING OF A GRAPH WITH ERROR BARS

Steps involved in drawing a graph with error bars on it are as follows:
1. Draw x- and y- axes on a graph sheet and select an appropriate
scale for plotting of the graph. In order to show uncertainty/error
in given data, it is advisable that the scale chosen should be
such that the lowest value of uncertainty/error on either axes
could be shown by at least the smallest division on the graph
sheet.
2. Mark the points on the graph for each pair of data without taking
into account the given uncertainty/error.
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UNIT

3. Each point marked on the graph in Step 2 has an uncertainty in

the value shown on either the x-axis or the y-axis or both. For
example, let us consider the
case for the point
corresponding to (80, 1.8)
marked on the graph. If we
take into account the
uncertainty in measurement
for this case, the actual
length of the pendulum
may lie between 79.9 cm
and 80.1 cm. This
uncertainty in the data is
shown in the graph by a line
of length 0.2 cm drawn
parallel to x-axis with its
midpoint at 80.0 cm, in
accordance with the scale
chosen. The line of length 0.2
cm parallel to x-axis shows
the error bar for the
pendulum of length 80.0 cm.
One can similarly draw
error bar for
each length of the pendulum. Fig. A 3.1: Error bars corresponding to uncertainty
in time period of the given pendulum
4. Repeat the procedure (uncertainty in length is not shown due to
explained in Step 3 to draw limitation of scale)
error bars for uncertainty in
measurement of time period.
However, the error bars in this
case will be parallel to the y-
axis.
5. Once the error bars showing
the uncertainty for data in
both the axes of the graph
have been marked, each pair
of data on the graph will be
marked with a + or <% or <%
sign, depending on the
extent of uncertainty and
the scale chosen for each
axis, instead of a point
usually marked for drawing
line graph (Fig. A 3.1).
6. A smooth curve drawn
passing as close as possible
through all the + marks Fig. A 3.2: Graph showing variation in time period
marked on the graph, instead of a simple pendulum with its length
of points, gives us the plot along with error bars
between the two given
variables (Fig. A 3.2).
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R ESULT
A given set of data gives unique points. However, when plotted, a
curve representing that data may not physically pass through these
points. It must, however, pass through the area enclosed by the
error bars around each point.

P RECAUTIONS
1. In this particular case the point of intersection of the two x-
axis and y-axis represent the origin of O at (0, 0). However, this
is not always necessary to take the values of physical
quantities being plotted as zero at the intersection of the x-
axis and y-axis. For a given set of data, try to maximize the use
of the graph paper area.
2. While deciding on scale for plotting the graph, efforts should
be made to choose a scale which would enable to depict
uncertainty by at least one smallest division on the graph
sheet.
3. While joining the data points on the graph sheet, enough care
should be taken to join them smoothly. The curve or line
should be thin.
4. Every graph must be given a suitable heading, which should be
written on top of the graph.

S OURCES OF ERROR
1. Improper choice of origin and the scale.
2. Improper marking of observation points.

SUGGESTED ADDITIONAL EXPERIMENTS/ACTIVITIES

how error bars in the graphs plotted for the data obtained while doing
Experiment Nos. 6, 9, 10, 11, 14 and 15.
Note:
As the aim of the Activity is to choose proper scale while plotting a graph
alongwith uncertainty only due to the measuring devices, the calculation
in the activity should be avoided.
Suggested alternate Activity for plotting cooling curve with error bars
(Experiment No. 14) where temperature and time are measured using a
thermometer and a stop-clock (stop-watch) with complete set of data /
 
 T values
observations with LC of the measuring devices and and
 T
be given.
Additionally the same curve along with error bar be asked to be drawn using
two different scales and the discussion may be done using them.
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ACTIVITY 4 ACTIVITY

AIM
To measure the force of limiting rolling friction for a roller
(wooden block) on a horizontal plane.

APPARATUS AND MATERIAL REQUIRED

Wooden block with a hook on one side, set of weights, horizontal
plane fitted with a frictionless pulley at one end, pan, spring balance,
thread, spirit level, weight box and lead shots (rollers).

P RINCIPLE
Rolling friction is the least force required to make a body start
rolling over a surface. Rolling friction is less than the sliding
friction.

P ROCEDURE
1. Check that the pulley is almost frictionless otherwise oil it to
reduce friction.

2. Check the horizontal surface with a spirit level and spread a

layer of lead shots on it as shown in Fig. A 4.1.

3. Weigh the wooden block.

4. Find the weight of the pan.

Tie one end of the thread to
the pan and let it hang over
the pulley.

5. Now put the block over the

layer of lead shots and tie
the other end of the thread
to its hook.

6. Put a small weight in the

pan and observe whether
the wooden block kept on Fig. A 4.1: Setup to study rolling friction
rollers
begin to move. 1
LABORATORY MANUAL
LABORATORY

7. If the block does not start rolling, put some more weights on
the pan from the weight box increasing weights in the pan
gradually till the block just starts rolling.
8. Note the total weight put in the pan, including the weight of the
pan and record them in the observation table.
9. Put a 100 g weight over the wooden block and repeat Steps (7) to (9).
10. Increase the weights in steps over the wooden block and repeat
Steps (7) to (9).

O BSERVATIONS
Mass of wooden block m = ... g = ... kg
Weight of wooden block, W (mg) = ...
N Weight on the pan
= (Mass of the pan + weight) × acceleration due to gravity (g)
= ... N
Table A 4.1: Table for additional weights
S. Mass of Total weight Mass on Total weight (force)
No. standard being pulled pan (p) (kg) pulling the block and
weights on = (W + w) × g standard weights (P+p) g
wooden = Normal
block, W Reaction, R
(N)

R ESULT
As the total weight being pulled increases limiting value of rolling
friction increases/decreases.

P RECAUTIONS
1. The pulley should be frictionless. It should be lubricated, if
necessary.
2. The portion of the string between the pulley and the hook should
be horizontal.
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UNIT

3. The surfaces of lead shots as well as the plane and the block
should be clean, dry and smooth.
4. The weights in the pan should be placed carefully and very gently.

S OURCES OF ERROR
1. Friction at the pulley tends to give larger value of limiting friction.
2. The plane may not be exactly horizontal.

D ISCUSSION
1. The two segments of the thread joining the block and the pan
passing over the pulley should lie in mutually perpendicular
planes.
2. The total weight pulling the block (including that of pan)
should be such that the system just rolls without acceleration.
3. While negotiating a curve on a road, having sand spread over it, a
two wheeler has to be slowed down to avoid skidding, why?

SUGGESTED ADDITIONAL EXPERIMENTS/ACTIVITIES

1. Find the co-efficient of

rolling friction r by plotting
the graph between rolling
friction,
F and normal reaction, R.

2. What will be the effect of

greasing the lead shots,
and the horizontal surface
on which they are placed.

3. Study the rolling motion of

a roller as shown in Fig. A
4.2 and compare it with
the motion in the
arrangement for the above Fig. A 4.2:
Activity.

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 LABORATORY
ACTIVITY 5

AIM
To study the variation in the range of a jet of water with the change in
the angle of projection.

APPARATUS AND MATERIAL REQUIRED

PVC or rubber pipe, a nozzle, source of water under pressure (i.e.,
a tap connected to an overhead water tank or water supply line), a
measuring tape, large size protractor.

P RINCIPLE
The motion of water particles in a jet of water could be taken as
an example of a projectile motion under acceleration due to
gravity 'g'. Its range R is given by
v 2
sin 2 
R= 0 0
g

where 0 is the angle of projection and v0 is the velocity of projection.

P ROCEDURE
1. Making a large protractor: Take a circular plyboard or thick
circular cardboard sheet of radius about 25 cm. Draw a
diameter through its centre. Cut it along the diameter to form
two dees. On one of the dees, draw angles at an interval of 15°
starting with 0°.
2. Attach one end of pipe to a tap. At the other end of the pipe fix a
nozzle to obtain a jet of water. Ensure that there is no leakage in
the pipe.
3. Fix the protractor vertically on the ground with its graduated–
face towards yourself, as shown in Fig. A 5.1.
4. Place the jet at the centre O of the protractor and direct the
nozzle of the jet along 15° mark on the protractor.
5.Open the tap to obtain a jet of water. The water coming out of the
1
 ACTIVITY 5
UNIT

2
v 0 /2g

x
0 1530456075
 (Degrees)

Fig. A 5.1: Setup for studying the variation in Fig. A 5.2: Variation of range with angle
the range of a jet of water with the of projection
angle of projection

jet would strike the ground after completing its parabolic

trajectory. Ask your friend to mark the point (A) where the water
falls. Close the tap.
6. Measure the distance between point O and A. This gives the
range
R corresponding to the angle of projection, 15°.
7. Now, vary 0 in steps of 15° upto 75° and measure the
corresponding range for each angle of projection.

8. Plot a graph between the angle of projection 0 and range R

(Fig. A 5.2).

O BSERVATIONS
Least count of measuring tape = ... cm
Table A 5.1: Measurement of range

S. Angle of projection 0 Range

No. (degrees) R (cm)

1 15°

2 30°

3 45°

4 60°

5 75°
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G RAPH
Plot a graph between angle of projection (on x-axis) and range
(on y-axis).

R ESULT
The range of jet of water varies with the angle of projection as shown
in Fig. A 5. 2.

The range of jet of water is maximum when 0 = ... °

P RECAUTIONS
1. There should not be any leakage in the pipe and the pressure
with which water is released from the jet should not vary during
the experiment.
2. The jet of water does not strike the ground at a point but gets
spread over a small area. The centre of this area should be
considered for measurement of the range.
3. The nozzle should be small so as to get a thin stream of water.

S OURCES OF ERROR
1. The pressure of water and hence the projection velocity of water
may not remain constant, particularly if there is leakage in
the pipe.
2. The markings on the protractor may not be accurate
or uniform.

D ISCUSSION
1. Why do you get same range for angles of projection 15° and 75°?
2. Why has a big protractor been taken? Would a protractor of
radius about 10 cm be preferable? Why?

S ELF ASSESSMENT
1. This Activity requires the pressure of inlet water be kept constant
to keep projection velocity of water constant. How can this be
achieved?
2. How would the range change if the velocity of projection is
increased or decreased?
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SUGGESTED ADDITIONAL EXPERIMENTS/ACTIVITIES

1. Study the variation in maximum height attained by the water

stream for different angles of projection.
2. Study the variation in range of water stream by varying the height
at which the water supply tank is kept.
3, Take a toy gun which shoots plastic balls and repeat the Activity
using this gun.
4. Calculate velocity of projection by using maximum value of
horizontal range measured as above.

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