HOLT PHYSICS Laboratory Experiments Teacher’s Edition

Discovery Lab
The Circumference-Diameter Ratio of a Circle
OBJECTIVES
Students will
• develop techniques for measuring the circumference and diameter of a
cylinder.
• use data to construct a graph.
• determine the slope of a graph.
• analyze error in an experiment.

Planning
Recommended Time
1 lab period

Materials
[for each lab group]
cord
masking tape
meterstick
metric ruler, 15 cm
pencil
several cylindrical objects of varying size: pencils, soup cans, juice cans, stand
rods, wooden cylinders, dowels, etc.
2 sheets white paper

Materials Preparation
Each group will need to have access to several cylinders. Cylinders should be in a
wide range of sizes. Make sure cylinders are clean and free of sharp or jagged
edges. If possible, label all cylinders before the lab. Use masking tape, and
identify each cylinder with a unique label. This will allow students to identify
their cylinders in the first part of the lab.

Classroom Organization
• This lab may be performed by students working alone or in pairs. Because
groups trade measurements in the first part of the lab, there should be an even
number of groups.
• The cylinders may be placed in groups of eight or more for every two groups
of students, or they may be placed together in a central location. The cylinders
should be placed in a box or other container to keep them from rolling onto
the floor. Instruct students to return cylinders to containers when not in use.
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HOLT PHYSICS Laboratory Experiments Teacher’s Edition continued

Techniques to Demonstrate
If you are using graphing calculators or other graphing software, show students
how to use the equipment to graph their data.

Checkpoints
Step 1: Some students will have trouble approaching the question and will wait
for you to tell them what to do. It may help to present them with two different
cylinders. Ask what information they would need to identify one of the cylinders
from a written description.
Step 4: Students should “hide” their cylinder among the others and should trade
measurements with a group on the other side of the room. If cylinders are placed
in groups around the room, groups should trade stations when they trade
measurements.
Step 5: If cylinders are already labeled, students can record the label instead of
relabeling the cylinders.
Step 6: Some students may need help finding a second method to measure the
cylinder. Check any groups that seem to be stuck, and offer hints. Students may
wrap string around the cylinder and mark and measure the string, or they may roll
the cylinder along a piece of paper and measure the distance from the initial
position to the final position.
Step 10: Students may need help finding the best fit line on the graph. Ask
students to explain why the line need not include all data points.
Step 11: Some students may need help finding the coordinates of the chosen
points. If using graphing calculators or software, make sure students know how to
find the values of the points.

Answers To
Analysis
A. Answers will vary, but many students will measure the length, circumference,
and diameter or radius. Some students will realize that they only need to
measure the length and the circumference.
B. Answers will vary. Answers should be specific and should demonstrate a
concern for accuracy and precision.
C. The answer should be “yes.” If not, answers should identify possible causes of
the discrepancy, such as incomplete or inaccurate measurements.
D. same as C
E. Answers will vary. Students should explain how differences in methods could
cause different measurements.
F. Answers will vary. Students should realize that different methods may give
slightly different results.
G. Answers will vary but should describe the strengths and weaknesses of the
different methods.

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underlying content are the responsibility of the instructor.
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HOLT PHYSICS Laboratory Experiments Teacher’s Edition continued
H. Answers will vary but may include taking many measurements, having other
people confirm the measurements, and using more precise instruments.
I. It is the same.
J. the diameter (or the circumference) and the length
K. the diameter
L. the circumference
M. The graph should be a straight line pointing up and to the right.
N. Answers will vary but should be close to 3.14. Make sure students use the
appropriate number of significant figures based on their measurements.
O. Students should realize that using the graph prevents bad data from affecting
the results.

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underlying content are the responsibility of the instructor.
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The Science of Physics
HOLT MCDOUGAL PHYSICS

DISCOVERY LAB
The Circumference-Diameter Ratio of a Circle
SAFETY
• Review lab safety guidelines. Always follow correct procedures in the lab.

OBJECTIVES
• Develop techniques for measuring the circumference and diameter of a
cylinder.
• Use data to construct a graph.
• Determine the slope of a graph.
• Analyze error in an experiment.

MATERIALS
cord
masking tape
metric rulers
pencil
several cylindrical objects of varying size
white paper

Measurements of a cylinder
Procedure
1. Select one of the cylinders. Examine the cylinder to determine how many
different measurements would be necessary to give a complete description of
the cylinder. In this lab, you will use a cylinder’s measurements to identify
one cylinder from a group of cylinders, so make sure your measurements
enable you to distinguish the cylinder from similar cylinders.
2. Determine at least two different methods of making the measurements. Be
sure you include ways to measure the circumference of the cylinder in each
method. Keep in mind that you must measure each quantity directly; no values
can be found through calculations.
3. Take all the measurements for the cylinder using the first method you
developed. Record all measurements in your notebook using the appropriate
SI units. Make sure to include all measured digits plus one estimated digit.
4. Place the cylinder into a container with a group of other cylinders. Trade
measurements with another group. Use your method of measurement to find
the cylinder that matches the measurements you were given.

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underlying content are the responsibility of the instructor.
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 Analysis
A. What measurements did you make?
B. What was your method of measuring the cylinder? Describe your method
in detail.
C. Did you find the cylinder that matched the measurements you were given?
If not, why not?
D. Did the other group correctly identify the cylinder you measured? If not,
why not?
E. Compare your measurements with the other group’s measurements for the
same cylinder. Are the measurements the same? Explain any differences
in your methods or measurements.

Comparing methods of measurement

Procedure
5. Using the same method you used to measure the first cylinder, measure the
length, diameter, and circumference of several more cylinders. Label each
cylinder with an identifying name written on masking tape. Record your
measurements in your notebook using the appropriate SI units.
6. Perform another trial, using a different method to take the measurements.
Repeat the measurements for the length, diameter, and circumference of all
cylinders. Record your measurements in your notebook using the appropriate
SI units.

Analysis
F. Compare the results you obtained using two different methods of
measurement. Did you get the same measurements for each cylinder
regardless of which method you used? If not, explain what you think
caused the difference.
G. Which method do you think was best for measuring the cylinders? What
were some problems with the other methods you tried?
H. How could you determine which method of measuring the cylinders gave
the best results?

Data analysis
Procedure
7. Use the data you collected to decide which method of measuring the cylinders
gave the best results. For each cylinder, select the measurements taken with
this method.

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underlying content are the responsibility of the instructor.
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8. Use the data you selected in step 7. For each cylinder, find the value for the
circumference of the cylinder divided by the diameter of the cylinder.
Analysis
I. Is the relationship between the circumference and the diameter the same
for all cylinders, or is it different for each one?
J. Based on your results, what measurements do you think are necessary to
give a complete description of a cylinder?

Graphing data
Procedure
9. Using the data you selected, make a graph of the circumference of the
cylinders versus the diameter of the cylinders. For each cylinder, plot a point
on the graph that represents the cylinder’s circumference and diameter.
10. Draw the line or curve that best fits the points on the graph. Not all the points
on the graph will actually fall directly on the line, but the line should follow
the shape made by most of the points. The line should not connect each point
directly to the next one. Instead, it should be drawn as a smooth line or curve
connecting most of the points.
11. Select two points on the line, one at the beginning and one at the end. Make
sure the points selected are points on the best fit line but are not data points.
Use the scales on the axes of the graph to determine the circumference and
diameter of the cylinders that would be represented by these points on the line.
12. Label the points that you selected A and B. Find the difference between the
values for the circumference at these points, and use this as the rise. In other
words, subtract the value for the circumference at A from the value for the
circumference at B. Find the difference between the values for the diameter at
these points, and use this as the run. Subtract the value for the diameter at A
from the value for the diameter at B.
13. Find the slope of the line, using the equation slope .

Analysis
K. On your graph, which quantity is the independent variable?
L. On your graph, which quantity is the dependent variable?
M. Describe the shape of the curve in your graph.
N. What is the value that you calculated for the slope of the curve in your
graph? Compare this to the relationship between the circumference and the
diameter that you calculated in step 8.
O. Based on your data and your graph, do you think it is better to find the
relationship between the circumference and the diameter by using the
slope of the graph or by calculating individual values? Explain your
answer.

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underlying content are the responsibility of the instructor.
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