Elevating the Elevation of Elevators: An Evaluation on Elevators (Slimy Chemistry)

Objectives: 

• How does the data you collected relate to your answers to the Pre-Lab Questions?
• Can you use your data, observations, and experience to derive a formula to determine the acceleration of the elevator? (Think about the N2L and what your force probe or plate is actually measuring…)
• How does this lab extrapolate to amusement park rides like “Scream” or to other “weightlessness” experience like riding the “Vomit Comet?”

Key Terms:

• normal force
• elevation
• tension
• gravity
• free-body diagram 
• acceleration

Pre-Lab Discussion:

1. When do you “feel heavier?”

I "feel" heavier when the elevator is going up. 

2. When do you “feel lighter?”

I "feel" lighter when you are going down. 

3. When do you “feel normal?”

I "feel" normal when then elevator is not moving. 

4. Why do you think your perception of your weight changes?

I think the perception of the changing weight is due to a change in force.

Procedure:

What we used: A LabQuest, a Force Plate, and the elevator pass.

1. We hacked in to the elevator

2. Placed our Force Plate in the elevator, had someone stand on it and stay still the entire experiment

3. Started the 20 second LabQuest collection and sent the elevator up (first floor to third floor):

First floor to Third floor

4. After recording this data, we started data collection again and sent the elevator down:

Third floor to First floor

Analysis:

As a person stands still on a scale, the Normal force will equal Gravitational force in a free body diagram like this:

This photo represents:

F = 0

Fn - mg = 0

Fn = mg

If this person is put in an elevator, the Normal force begins to change as the elevator travels up and down. 

While the elevator is traveling upwards, the normal force must increase in order to achieve an acceleration upwards. This addition to the normal force is defined as ma, or mass * acceleration. The equation will now look like Fn = mg + ma, meaning the normal force is made of the gravitational force (mg) and the net force (ma) of the person. 

As the elevator begins to travel downwards, the normal force will decrease in order to decelerate as it opposes the force of gravity. The net force on this elevator becomes negative because the acceleration, or a, in ma will become negative. The equation will now look like Fn = mg - ma, meaning the normal force is decreased.

When the elevator has reached constant velocity, this means the acceleration of the elevator is 0m/s^2, which will produce a scenario that is equal to an elevator that is not moving. The equation for this situation is Fn = mg. 

La Tercera Ley de Newton (Newton's Third Law)

Objectives:

• Observe the magnitude and direction of forces exerted by interacting objects
• Observe the time variation of these forces
• Develop a more detailed explanation of Newton's third law

Key Terms:

• force
• mass
• time
• direction
• magnitude
• acceleration
• velocity
• reaction
• equal/opposite
• equilibrium 

Pre-Lab Discussion:

What is a force?

A force is a push or pull exerted by one object on another. This concept is involved in Newton's third law, which states "for every action, there is an equal, but opposite, reaction." This law deals with the effects of forces on singe objects. 

Consider the following situations before starting the lab:

Procedure: In this lab, we used two Vernier Dual-Range Force Sensors, a LabQuest, the LabQuest app, a Vernier Dynamics Track, and two standard carts.

Part one: String 

A string connects the hooks of the two carts. The carts are pulled apart and produce equal and opposite forces

A string connects the hooks of two carts. Cart 1 is pulled away while Cart 2 is held in place, producing equal and opposite forces. 

Part two: Rubber Band

A rubber band is used to connect the hooks of Cart 1 and Cart 2. When the two carts are pulled apart, they produce equal and opposite forces. 

Extension: 

Would two objects produce equal and opposite forces when collided if one has a different mass? 

This graph depicts Cart 1 (with an increased mass) being pushed against Cart 2. The forces remain equal and opposite.

Part three: Carts

This graph depicts Cart 1 being pushed and Cart 2 is not being touched

This graph depicts Cart 1 being pushed and Cart 2 being held in place

Analysis: 

The goal of this lab was to develop a deeper understanding of Newton's Third Law. The forces we observed in this lab were contact forces (other examples include friction and normal forces). This means that the objects involved had contact interaction with each other. As stated before, Newton's Third Law states that for every action, there is an equal and opposite reaction. By doing this lab, we are able to split it down into:

The size of the forces on the first object EQUALS the size of the force on the second object.
The direction of the force on the first object is OPPOSITE to the direction of the force on the second object. 

Force will always be in a pair: equal and opposite. 

A representation of this idea:

citation: http://patriots-in-motion.wikispaces.com/Newton's+Third+Law

The extension of the lab involved using the two standard carts and the track. As we did this lab, we were faced with the question of whether or not Newton's Third Law would apply if one of the carts had a greater mass. To test this, we simply added some of the weights on to the back of one cart and collided the two and observed the results. The graph under Extension helped us prove this theory to be correct.

BONUS: We made a graph that looks like a cow

Atwood's Machine Lab?????

Objectives: 

1. Ask questions about how the factors of this lab will make a system move

2. Apply the laws of motion to the Atwood's Machine

Key Terms:

• inertia
• equilibrium 
• disequilibrium 
• velocity
• acceleration

Pre-Lab Discussion

What are the laws of motion? What does each law state?

The laws of motion refer to Newton's laws of motion. These laws describe the relationship between an object, the forces acting upon them, and the motion they perform in response to these forces. The first law describes inertia. The second law is the relationship between acceleration, mass, and force. The third law states describes equal and opposite physical reactions. 

When specifically discussing Newton's First Law, this law states that if the net force on an object is zero, then the object is at rest or moves with a constant speed with no change in its direction. 

What We Used:

• stand
• clamp
• PhotoGate
• pulley wheel
• two 50g hook weights
• various weights

Video: Change in Force

Change in Force - Constant Velocity

Change in Mass - Acceleration

Essential Questions: 

1. What are the variables that determine a system's state of motion (constant velocity vs. constant acceleration)?

The variables the determine a system's state of motion (constant velocity vs. constant acceleration) are FORCE and MASS. 

2. What happens when the total mass of a system is kept constant, but the net force is varied?

When the total mass of a system is kept constant and the net force is varied, the system experiences an increase in acceleration. This principle adheres to Newton's Second Law, which states that an object will accelerate if the net force does not equal zero. As long as you have constant mass, acceleration will increase with force. These two factors are proportional, meaning if force is doubled acceleration is doubled. This can be expressed in the equation:

a = F/m

Let a = acceleration

Let f= force

Let m = mass

This equation can be manipulated in to:

F = am

and

m = F/a

3. What happens when the net force on a system is kept constant, but the total mass is varied?

When the net force on a system is kept constant, but the total mass is varied, the acceleration of the system decreases. The principle also applies to Newton's Second Law, which states that an object will decelerate if the net force is 0 but the mass increases. Similarly to question two, this is due to the relationship between acceleration, force, and mass. 

Home Cooking 11-25-14: Projectiles n' Stuff

This Home Cooking involves launching a ball off of a ramp and predicting the change in X 

X Velocity

Y Velocity

Screenshot of Video

Our Math:

Voy = 0.451 m/s
Vox = 1.675 m/s
Height of ramp: 0.21 m

Y = Vot + 1/2gt^2
-0.21= 0.451t+1/2(-9.8)t^2
0 = 4.9t^2 + 0.451 - 0.21

USING THE QUADRATIC FORMULA

(time equals -b plus or minus the square root of b^2 - [4ac] all over 2a)

t = 0.25809 seconds

THEN FIND CHANGE IN X

X = (0.25809) * (1.675) =

                                        = 43.23 centimeters or 0.4323 meters


Actual Distance/Error Analysis:

Distance: 58.25 centimeters or 0.5825 meters

When doing this mini-lab, a few errors could have caused our distance (calculations vs. actual) to be off about 15 centimeters. During the analysis of our lab on LoggerPro, our scale may not have been accurate (we used a roll of tape) which may have brought up error in our lab. The ball we used for this lab was also a bit blurry on LoggerPro and, even though we tried to put a point in the middle for each frame, it may also be in accurate. If the angle was pointed towards the right or left (rather than straight), the distance may also be shorter.

WE LOVE PROJECTILE MOTION!
(thank you Yusuf for the help!)

Projectile Motion Part 2 - Embrace the Struggle

Objectives:

• Measure the velocity of a ball using two Photogates and computer software for timing. 
• Apply concepts from two-dimensional kinematics to predict the impact point of a ball in projectile motion.
• Take into account trial-to-trial variations in the velocity measurement when calculating the impact point. 

Key Terms:

     Velocity

      Position 

      Acceleration 

      Displacement
      Accuracy
      Precision

Pre-Lab Discussion:

1. If you were to drop a ball, releasing it from rest, what information would be needed to predict how much time it would take for the ball to hit the floor? What assumptions must you make? Since you have acceleration (g = 9.8m/s^2) and Vo (0 m/s), you need to find final velocity. 
2. If the ball in Question 1 is traveling at a known horizontal velocity when it starts to fall, explain how you would calculate how far it will travel before it hits the ground. You must find the change in X. You know the initial velocity for both components. The vertical component is free fall and the time (t) up = time (t) down. 
3. A pair of computer-interfaced Photogates can be used to accurately measure the time interval for an object to break the beam of one Photogate and then another. If you wanted to know the velocity of the object, what addition information would you need? You would need to know the change in X and the time, which is measure by the Photogate. 

Procedure: 

Considering this section of the lab was a horizontal component, the ball had to roll on a horizontal surface after leaving the ramp. Our setup looked like this: 

Setup for Horizontal Component. Ramp was taped in place to reduce movement and error throughout the experiment. After five trials, we found five distances: 0.42 m, 0.428 m, 0.422 m, 0.425 m, 0.427 m. 

When measuring the distance of the impact point, the ruler was lined up with the EDGE of the table and the ruler of the floor was lined up with the tiles so it was straight

Rather than taping the floor where the impact point was, we used carbon paper. The carbon paper is placed over the white paper (Look, Physics on Physics!) and leaves a dark circle when the ball lands on it. 

                                                

1. Ramp was constructed
2. Photogates were place at end of ramp where the ball will be rolling on the book
3. Photogate distance was set and LabQuest data recorder was set to PULSE
4. Ball was rolled down ramp 9 times (9 trials)
5. Photogates recorded time and velocity 

Takeaways/Analysis: 

Data Table from recorded information/calculations






Time and Velocity graphs






Time and Velocity graphs, time analyzed







Time and Velocity graphs, both analyzed. The slope should be 0. 

1. Was your actual impact point between your minimum and maximum predictions? If so, your prediction was successful. Our prediction was not successful but very close to the range of data we recorded. The important aspect of the horizontal component of this lab is to take away the fact that the ball will always land (more or less) in the same spot. In the extension in this lab below, the impact point of the ball will change depending upon the angle it is 

EXTENSION

The extension portion of the lab turned out to be extremely rewarding, yes, even after three classes of struggling to find just the right lab set up. Using the same ruler and carbon paper system before, my lab group and I launched ourselves into a physics adventure. First I want to discuss two previous set ups we tried:

Set Up One - 

"it's not even clearing the book at 15 degrees, Sarah"

In this set up, we attempted to use a setup similar to the horizontal component. When a ramp (we used a book cover) is adjusted to meet the 30, 45, and 60 degree goals. We found that the ball was not able to roll over the ramp. We also tried to shoot it with a rubber band. That practically screamed "ERROR." We decided not to do that.

Set Up Two - 

"isn't 45 degrees suppose to go farther than 30 degrees Sarah?"

In this set up, Mr. Eschelbacher (shout out, probably spelled your name wrong) provided us with a heavenly Projectile Launcher. We originally had this set up on the edge of the table: 

Of course, this means we did not take into account of a LOT of things (such as change in X) and we had to ditch this idea. 

Set Up Three - SUCCESS

"no way - it works!"

Dont get me wrong, there was still a lot of struggle in this set up as well. We learned we had to pull the level back further for more power and adjusted the ruler for each angle, both of which were previous errors. Lets get talkin'

Here's How We Did It:

First, we started with 30 degrees. We used a protractor app on the iPad to measure the angle for the Projectile Launcher. Using the carbon paper, we lined it all up and started our trials. The ball was shot out of the launcher five times for each angle (30,45,60). Books of the same height were laid out in front of the launcher so the ball lands at the same 'ground level.'A few errors arose as we started this successful chapter of our lab, including position of the ruler, position of the black card we used to shoot the launcher, slight movement of Projectile Launcher every time a ball was shot, etc. We did what we could to reduce these errors and got some satisfying results later on. The position of each point of the paper was measured and the average was found. Here's what we came up with:

30 Degrees; shortest distance, average = 0.83 m

45 Degrees: farthest distance, average = 0.905 m

60 Degrees: (should be about the same as 30), average = 0.77 m 

These results were definitely what we were looking for, as it should have been like this:

Even though 30 degrees and 60 degrees were meant to be the same, the errors discussed previously in our lab were more than likely the cause of the shorter distance.

So why does this happen?

At a 60 degree angle, the ball would have the highest Y component before falling but would not go as far because it is angled more up than away. At a 30 degree angle, the ball reaches the ground first because it is closer but is launched more away rather than upward. This then produces similar results. At a 45 degree angle, it is a perfect balance of X component to Y component. This means it has the furthest distance in both directions.  

MY Takeaway:

Beyond the results and charts and graphs and explanations, this lab has truly helped me "embrace" physics more and learn to struggle with it. I am always a bit hesitant when approaching physics in general considering it is not my strongest area in my education. I thoroughly enjoyed the lab and honestly cannot wait to see what is ahead. 

Projectile Motion - How are we gonna kill that monkey?

Sarah Hits Mark on Anti-Hazing Form Day 

Objectives:

1. To determine the relationship between the horizontal and vertical components of projectile motion.

2. To interpret and discuss the graphs of both components of projectile motion.

Key Terms:

      Velocity 

      Position 

      Acceleration 

      Displacement

Pre-Lab Discussion:

What can you hypothesize about the interdependence of the horizontal and vertical components of projectile motion?

   These two components of projectile motion are independent from each other. This hypothesis can be tested by tossing a ball and using LoggerPro to analysis the horizontal (position and velocity graphs) and the vertical (position and velocity graphs) components individually. Also, this can be tested by throwing and dropping a ball from the same height and at the same time. If this is correct, the balls will hit the ground at the same time. 

What We Used:

• rubber ball
• two meter sticks
• Sarah and Yusuf and friends
• LoggerPro analysis
• hazing on anti-hazing day 

Procedure:

1. Set up laptop camera perpendicular to balls horizontal path

2. Placed two meters sticks on board behind us (led to an error)

3. Hit record

4. Tossed the ball - hit Mark, ruined friendships

5. Loaded it into LoggerPro for analysis

6. Analyzed graphs

Data Graphs/Video:

Vertical Velocity

Horizontal Position

Vertical Position

Takeaways/Analysis:

1. How should you stage your video to enable the most effective analysis?

     The majority of the errors that arise in this lab can occur in the video recording process. Without a careful approach in this step, hitting Mark would have been nothing. First, the camera of the laptop needed to be perpendicular to the horizontal motion of the ball that we were throwing. Second, we needed an object of which we could set a scale from. In our lab, we used a meter stick and the diameter of the ball. Finally, we needed to make sure that the scale is the same distance from the camera as the ball. This was an error we came across in our lab and caused inaccurate results in the slope of the overall data graph.

2. What do the position vs. time graphs for the horizontal component of the object's motion tell you about the nature of projectile motion?

     Based on the graphs from the lab analysis, it is evident that the horizontal component, or x, of an object's projectile motion, has a constant velocity. In a velocity vs. time graph, this shows a straight line because velocity remains constant over time. In a position vs. time graph, it will depict a linear fit increase because the ball will move the same distance over the same amount of time. The horizontal component is independent from the vertical component.

3. What do the position vs. time graphs for the vertical components of the objects's motion tell you about the nature of projectile motion?

     Based on the graphs from the lab analysis, it is evident that the vertical component, or y, of an object's projectile motion, is independent from the horizontal component. In the position vs. time graph, the graph depicts the path of the ball as analyzed in the video. In the velocity vs. time graph, the graph depicts constant acceleration due to gravity. The y component is free fall. 

5. What errors did we face during this lab?
The major error we faced in this lab was the misplacement of the meter stick. The meter stick was placed behind the ball and our video analysis did not scale properly. 

Home Cooking 10/24/14 - Discussing Gravitational Acceleration and a Whole Bunch of Physics Stuff

Video:

(thank you to Yusuf for featuring and helping in this video)

Results: 

(thanks LoggerPro)

Analysis:

I found a similar lab online that involved rolling a tennis ball down a ramp and across a table. Rather than critiquing their video, I constructed my own with the intention of simply discussing what is going on considering all the good stuff (acceleration, gravity, etc) that is featured in this short video. First, lets discuss

Gravity: Denoting by the symbol g, gravity is the force of an object towards Earth. Though it changes slightly depending on altitude, it is usually known is 9.8 m/s/s/. Does this m/s/s/ look familiar? Yes! M/s/s/ indicates acceleration and 9.8 m/s/s/ is the acceleration of free falling objects! In this video, gravity is acting upon the ball as it travels down the ramp. 

     Side topic - Air Resistance: Air resistance involves the forces moving against an object as it falls. The larger the surface area of an object, the more air resistance it encounters and therefore the slower it falls. 

Acceleration: First off, acceleration is a vector quantity, as it relates to the velocity of an object (which also deals with direction). In this video, we are witnessing positive acceleration due to gravity. As discussed previously, a free falling object has an acceleration of 9.8 m/s/s downward due to gravity on Earth. Positive acceleration is when an object has an acceleration in the same direction of its velocity, which is depicted in this video. Constant acceleration is when an object's velocity changes by the same amount each second. For example, after 1 second an object has a velocity of 4 m/s and, after 2 seconds, it has a velocity of 8 m/s. 

Surface Friction (New Idea!): In the section of the video we can't see, the ball continues moving across the table and slows down (negative acceleration!). So why does this happen? Surface friction has a part in this by opposing the motion of the ball as it attempts to cross the table. Eventually, the ball will stop. 

Picket Fence and Ball Drop Labs - Accuracy vs. Precision

Picket Fence Free Fall

Objective: Measure the acceleration of a freely falling body (g) using a Picket Fence and a Photo-gate. 

Preliminary Discussion:

If an object is moving with constant acceleration, the shape of its velocity vs. time graph is a quadratic curve. The acceleration of the picket fence will be the same as the initial velocity, whether you are dropping or throwing downwards. 

Procedure:

1. Fasten the Photo-gate to the stand and provide a soft surface for the picket fence to land on. 

2. Connect the Photo-gate to the Lab Analysis app

3. When ready, begin to collect data and drop the picket fence from the top of the Photo-gate. 

4. Repeat this step multiple times to fill out data table

5. Examine your graphs and the slope of your graphs. 

Data Graphs: 

Data Discussion:

It is hard to determine the exact value we should be looking for not knowing our exact value of gravity in our classroom. This lab's procedure was efficient and involved few errors. Since the gate was held steadily by the stand, there was little error when it came to accidental movement. 

Ball Drop 

Objectives: 

- Collect position, acceleration, and velocity and analyze the graphs of each.

- Determine the best fit for the graph data collected

- Determine the mean acceleration from the acceleration vs. time graph 

Preliminary Discussion:

Predictions:

1. Positive vs. Time

2. Velocity vs. Time

3. Acceleration vs. Time 

Procedure:

1. Connect the motion detector to the Logger Pro App.

2. Place the motion detector on the floor.

3. Toss the ball straight up above the motion detector and let it fall back down. Record the data while it is doing this. Be sure to move your hand out of the way after you release it. 

4. Examine your graphs.

Data Graphs: 

Data Discussion:

This lab was quite difficult to manage in terms of reducing error. The motion detector was on the floor and could have quite possibly picked up movement from its surroundings. There was no way of determining where to start/how high the ball would go and that most likely affected our data.

OVERALL ANALYSIS;

The goal of these two labs was to determine which method was more accurate/precise in finding the value of gravity, which is about 9.8 m/s/s.Of course, this process involves the presence of errors, leading us to discuss: which lab has fewer errors? After reviewing data from both the Picket Fence and Ball Drop lab, I have come to the conclusion that the Picket Fence lab is a better method of reaching the 9.8 m/s/s. The Picket Fence lab involved dropping the picket fence through a photo gate that is held steadily in place by a stand. Since all we have to do was drop the picket fence through the gate, there was very little error. The Ball Drop lab involved throwing a ball up above the motion detector. This lab has multiple systemic errors. The motion detector has to be placed on the floor and would pick up movement from the surroundings. Also, the motion detector would pick up the motion of our hands as we threw the ball up. When it comes to the ball itself, it was started at/thrown to different distances throughout the lab, affecting the data of the lab. 

CONCLUSION:

Both labs involved creative procedures and electronically gathered information. Though neither are more accurate than the other, the Picket Fence procedure/lab has less major errors than the Ball Drop lab due to its better procedure/materials. 

Video Analysis of Motion: Open Inquiry

Constant Velocity

Velocity - the rate of change of an objects position 

Constant velocity - an object covers the same distance per second. The magnitude and direction remain constant. 

Example: car moving at constant speed 

Constant Accelerated Motion

Acceleration - a vector quantity that is defined as the rate at which an object changes it's velocity 

Constant acceleration - velocity is changing at a constant rate each second 

Example: free falling object 

Original Videos

Motion On An Incline

Objectives: 

Terms:

Motion - motion is a change in position of an object in terms of times and revenge point

Motion includes displacement, direction, velocity, acceleration, and time.

Slope - the steepness of a line or altitude. 

Displacement - the overall change in the position of an object 

Velocity - is a vector measurement of the rate and direction of the change in the position of an object.

Materials: 

- Vernier data-collection interface

- Cart

- Lab Quest Device and App

- Motion Detector 

- Track, elevated by box

- Vernier dynamics track

Procedure: 

1. Connect a motion detector to the Lab Quest.

2. Position the motion detector at the end of the track

3. Elevate the track opposite the motion detector

4. Hold the car 20 cm from the motion detector and zero it

5. Begin collecting data and launch the car up the track. Be sure to stop the car. 

6. Compare and label the position vs. time and velocity vs. time graphs

7. Label the car rolling freely up the ramp, the farthest point, and the car moving freely down the ramp on the position vs. time graph 

8. On the app, ultitilize the slope instead of the tangent tool

Data Results 

Position Result : 

Prediction : 

Velocity Result : 

Data Analysis

1. The graphs depicted represent position vs. time and velocity vs. time graphs. 

2. Both graphs depict the car being pushed up the track, 

3. We discovered we can find the tangent by selecting a section of the graph and utilizing the slope (m= -a/b)

4. The highest point, or fartherest point, is depicted by the peaks on the graphs. 

5. Velocity can have a positive or negative value

Quantifying the Motion of Objects: Guided Inquiry Lab

Due: September 19th, 2014

What We Need to Know Prior to Our Lab:

• Acceleration - the rate at which an object changes its velocity
• Displacement - the distance in a specific direction between the object and its original position
• Velocity - the rate of change of the position of an object
• Speed - distance/time

The distance, time, and speed of an object can be measured. The tools necessary to satisfy the essential questions of this lab are a meter stick for distance,  a stop watch for time, and the formula for speed, which is distance/time.

The primary purpose of this lab is to analyze and discuss the acceleration, displacement, velocity and speed of an object. By doing this, we can apply and describe the motion of objects and compare to others. We will be using the green wind-up car (left) and the battery-powered, blue Tumble Buggy (right) to accomplish this goal. 

Procedure:

For this lab, we used meters for distance, seconds for time, and the formula distance/time for speed. To reduce error, we stayed consistent with these units throughout the entirety of the lab. 

1. First, we began with the green wind-up car.
2. We set up a track that was 301 centimeters in length.
3. We divided the track into three intervals that the cars would reach: 100 cm, 200 cm, and 301 cm.
4. At each interval, we placed a piece of tape to indicate where it was located.
5. We started the green wind-up car at the end of the track and winded it up all the way towards the beginning of the track.
6. Once the car was released, a group member would use a stop watch to record the time at which the car reached interval one, interval two, and interval three.
7. Step 6 was repeated five times in five separate trials and then results were averaged to reduce error in timing.
8. Second was the blue Tumble Buggy.
9. Using the same track and intervals as we did with the green wind-up car, we began the blue Tumble Buggy at the beginning of the track. 
10. Once the car was started via the power switch, a group member use a stop watch to record the time at which the car reached interval one, interval two, and interval three.
11. Similarly to Step 6, the process was repeated five times and results were averaged to avoid error in timing. 
12. All data was recorded in data piece #3.  
13. All the data from data piece #3 was graphed using Logger Pro. The graph for the green wind-up car has a quadratic curve. The graph for the blue Tumble Buggy has a linear fit. 

Data and Graphs

Data Piece #1

Green Wind Up Car

Data Piece #2

Tumble Buggy

Data Piece #3

The green rows of the table are for the green wind-up car. 

The blue rows of the table are for the blue Tumble Buggy. 

Data and Graph Analysis

The data table above, or data piece #3, is the data recorded during the ten trials (five trials for each car). The total distance of the track is 301 cm, as indicated on the data table. In columns, "Time 1" indicates the total time elapsed from the beginning to interval one. "Time 2" indicates the time elapsed from interval one to interval two. "Time 3" indicates the time elapsed from interval one to interval two.

Data piece #1 represents the averaged results from the green wind-up car. The graph, with a quadratic curves, indicates the green wind-up car slowed down as it traveled the 301 cm track, specifically around the 200 cm interval.

Data piece #2 represents the averaged results from the blue Tumble Buggy. The graph, with a liner fit, indicates the blue Tumble Buggy traveled at a constant rate. Factors that would have affected these results would have been the energy of the battery in the blue Tumble Buggy.


Essential Questions/Takeaways/Error Analysis

1. Velocity is the rate of change of the position of an object and acceleration, in relation, is the rate at which an object changes its velocity. Displacement, the distance in a specific direction between the object and its original position, is the change in position discussed in velocity and acceleration.

2. For a displacement versus time graph with an object whose motion does not move, the graph will indicate the elapse of time but no indication of movement, appearing as a straight line. For an object whose motion does changed, the graph will indicate the elapse of time and distance traveled.

3. A velocity versus time graph for an object that does not move will indicate an elapse in time but no change in distance, forming a straight line. For an object that does move at a constant velocity, there will be an equal rate of distance/time covered.

4. For an acceleration versus time graph, an object that has no motion will indicate an elapse of time, but no distance covered. For an object that has motion, a steady increase or decrease of speed will be indicated on the graph by a quadratic curve.

5. The slope of the graph with a distance (x) and time (y) deals with a linear fit and will indicate the approximate rate of speed an object traveled at (distance/time). By finding this, the average velocity can be measured.

6. If towing or dragging another object, either for the green wind-up car or blue Tumble Buggy, the graph would change. The heavier an object is, the more energy it requires to move. If the energy of the two cars remained the same and weight was added, the graphs of both would indicate the same amount of distance traveled but would also indicate the movement took longer than without the added weight. 

What do you hope to get out of Physics class this year?

Sarah Amorin
AP Physics I

I am looking to expose myself to a science that differs from what I have taken so far. Having not seen much of physics since eighth grade, the decision to take AP Physics is quite the challenge, and hopefully an enjoyable one at that. I hope to find a comfortable class atmosphere with a curriculum that leads me down a more independently academic path. After reviewing course expectations in class, I am thrilled to find a class more focused on learning rather than simply memorizing.