...Centripetal Acceleration Lab Purpose: To understand and verify the relationship of Centripetal Force, where m is mass, v is velocity and r is radius. Procedure: Part 1: Set up apparatus, which consists of a rotor mechanism containing a mass m attached to a spring. Tape on a piece of cardboard vertically onto one end of the rotor to trigger the photogate timer. Start the rotor and gradually increase speed until the metal pointer just flips up. Record the time (up). And then gradually decrease until the metal pointer just flips down. Record the time (down). Calculate the force on the rotating mass m. Part 2: Rotate rotor from Part 1 so that mass m hangs straight down. Attach a short loop of fishing line at the bottom of the mass. Add weight (mass) onto loop and keep adding weight until the metal pointer just flips up. Record the mass (up). Then little by little, remove the weights until the metal pointer just flips down. Record the mass (down). Calculate Force=mg. Data/Results: The data and sample calculations are attached below. The typical relative uncertainty for Fc was 16%, while the typical relative uncertainty for Fg was 2%. Thus Fg is a more precise measurement than Fc. Both parts gave the similar Newton answers (about 21-22N). Some error in this lab may have been caused by air resistance/friction, slowing down mass and increasing period. Another error can be caused by time measurement/calibration, which can be reduced by timing a number of rev and finding...
Words: 305 - Pages: 2
...constant acceleration equations, and to better understand the horizontal and vertical components of a projectile in free fall. Procedure In this experiment we used a PASCO projectile launcher, a photogate and the PASCO equipment to calculate the initial velocity of a ball that we launched off of a table. With this measurement we were able to use constant acceleration equations to calculate the range and the time of flight of the ball. We then used a “time of flight accessory” to obtain a measured value of time of flight. We compared our measured findings to our calculated findings to see the difference. Finally we created four graphs that illustrated horizontal and vertical velocity, as well as horizontal and vertical position all compared to time. Data Our ball was in flight for about .48 s and had an initial velocity of 3.14 m/s. In our vertical velocity verse time graph, I calculated the slope of the line to be 9.8 m/s^2. I am very happy with this result because it is very close to the real acceleration of gravity. Finally, our measured value of time of flight and calculated value deviated by .006s. This was also really cool to see. Sources of Error We did not take air resistance into consideration in this lab. As the ball is flying through the air, it is being slowed down by the air drag. This could have made our measured value of time of flight slower than it would have been in a situation with no air resistance. Post Lab Questions ...
Words: 580 - Pages: 3
...* 000000 Motion * Acceleration * Velocity Keywords * Motion * Acceleration * Velocity * Circular Motion * Vectors * Harmonic Motion * Kinematics * Rotational Motion * Linear Motion Sample Learning Goals * Is the velocity vector blue or green? How can you tell? * Is the acceleration vector blue or green? How can you tell? * Explain why the velocity and acceleration vectors behave as they do for the preset motions (linear acceleration I, II, circular motion, & harmonic motion). Tips for Teachers The teacher's guide (pdf) contains tips created by the PhET team. Teaching Ideas Title | Authors | Level | Type | Updated | 2D Motion | Patrick Foley | HS | Lab | 9/20/12 | Rotational Motion | Sarah Stanhope | HS | Lab | 1/27/11 | 1 Dimensional Motion - Kinematics and Graphing | Sarah Stanhope | HS | Lab | 1/27/11 | Introduction to rotational motion | Sarah Stanhope | HS UG-Intro | CQs | 2/24/10 | 2D Motion Activity | Drew Isola | HS | CQs | 1/11/09 | Vectors Phet Lab | Chris Bires | HS | Lab | 8/4/10 | Modeling a linear simple harmonic oscillator | Mark Kelly | UG-Intro | Lab | 4/7/08 | Motion in Two Dimensions | Gretchen Swanson | HS | Lab | 9/18/07 | You can submit your own ideas and activities. Translated Versions: Language | Language (Translated) | Simulation Title | | | Arabic | العربية | الحركة في بعدين | Run Now | Download | Arabic, Saudi Arabia | العربية (السعودية) | الحركة...
Words: 278 - Pages: 2
...Lab #4: Kinematics - Velocity and Acceleration Introduction: The purpose of this lab is to discover and understand the relationships between position, velocity, and acceleration. Additionally, constant/uniform acceleration due to the force of gravity will be examined to find possible mathematical relationships to position and velocity. Velocity and acceleration are changes in position and velocity, respectively, with regards to time. This change can be shown mathematically in calculus derivatives: EQ 1. EQ 2. As dt decreases in value, the instantaneous velocity and acceleration can also be found. Furthermore, if constant acceleration is established, two basic relations between distance, velocity, and the constant acceleration can be found: EQ 3. EQ 4. In any environment near Earth, the acceleration in the vertical direction is constant at a value of g=9.8m/s2 towards the center of Earth or often written as g=-9.8m/s2. In such an environment there is no natural acceleration in the horizontal direction, thus the horizontal motion is analyzed independently of the vertical motion. Thus it can be established that the general form of a position curve for a projectile would follow an inverse parabola shape and the maximum height occurs when vertical velocity is zero. By calculus derivation, it can also be found that the velocity graph would display a linear line with a negative slope. Procedure: This lab consists of two separate but related experiments...
Words: 1974 - Pages: 8
...Discussion #3 For this experiment we measured gravitational acceleration and velocity of a cart getting pushed up a ramp. First we had to make a prediction of how a velocity and acceleration graph would look like with a cart going up the ramp. After that we actually started to do the experiment. We then went to the computer which would help us graph our measurements of each time we did the experiment. It measured velocity, acceleration, and position of the cart each time. We did the experiment about a couple times until we got a good looking graph, then we recorded it on our lab reports and used it for the rest of our remaining results. Before using that, we took a measurement of the angle of the ramp which turned out to be 4.04 degrees. After that, we then took the graphs we did that were on the computer and we used different tools to find out the acceleration and slope of each specific time in the reading the lab report told us to do. From there after we were done, we then waited till the whole class was done and we all wrote down what our readings were for each measurement. Our measurements were; 4.04 degrees for angle A, .63 kg for the mass of the cart, .582 with an uncertainty of .009 for our acceleration from the average slope, .58 with an uncertainty of .009 for th average acceleration from STATS , 1.13 for mass of the cart with added mass, .569 with an uncertainty of .032 for acceleration from average slope with the doubled mass, and finally 8.199 with an uncertainty...
Words: 285 - Pages: 2
...Virtual Lab: Stopping Distance of a Car Question: How can we determine the deceleration rate of a virtual car? How does reaction time affect the stopping distance of a car? Go to this website: http://higheredbcs.wiley.com/legacy/college/halliday/0471320005/simulations6e/index.htm?newwindow=true and on the left side of the screen select “Stopping Distance of a Car” Introduction: In this virtual experiment, a yellow sports car is coming to a stop from some initial velocity. On the left of the screen below the car you see a position vs. time and velocity vs. time graph of the motion. On the right of the screen below the car you are given lots of information about the car’s motion: time, distance covered, speed, distance traveled before braking, distance traveled after braking, and total stopping distance. Follow the instructions for the lab and answer questions as you proceed. Instructions: 1. Load up the Java Lab from the website shown above. 2. On the left side of the screen select “Stopping Distance of a Car” 3. Before you start recording data for the lab, “play” around with the buttons at the bottom of the screen and see what they do. (Play, pause, reset, step back, step forward.) 4. When you feel comfortable, hit the “clear trace” button and go on to procedure 1. Procedure-Part 1 Reset/clear trace and have the initial speed is set at 80 km/hr, the reaction time is 0.10 s, and the coefficient of friction is equal to 1.00. Answer the...
Words: 1538 - Pages: 7
...100-552 Lab Part I: Scenario H Graph……………………………………………… 2 Scenario H Regions and Force Diagrams…………………………….3 Region and Force Diagram Information……………………………...4 Part II: Graph 6 ………………………………………………………….5 Step-By-Step Instruction………………………………………………..6 Regions and Force Diagrams……………………………………………7 Region Information……………………………………………………….8 Newton’s Laws…………………………………………………………… 9 Self-Assessment…………………………………………………..……..10 Scenario H You are stopped at a stop sign. Your friend pushes your car forward at an increasing velocity for two seconds. She then pushes your car for three more seconds at a constant velocity. Your friend stops pushing and you immediately apply the brakes for one second, but do not come to a stop. Regions and Force Diagrams Graph #6 Step-by-Step Instruction Regions and Force Diagrams Region Information Region A Region B Region C Region D Region E The cart remains still for 2.6 seconds 0.7 meters away from the sensor. Net force equals zero. All three graphs show the cart is stationary with a flat line across the 0.7 line. Acceleration graph begins sloping negatively once the force of hand is applied. After 2.6 seconds the cart is pushed towards the sensor until it reaches 0.2 meters. At this point the power of fan becomes greater than the power of the hand and the cart changes direction. Net force equals Fhand. All three graphs show this movement with a negative sloping and then a positive sloping in Acceleration halfway...
Words: 736 - Pages: 3
...Steering Behaviors For Autonomous Characters Craig W. Reynolds Sony Computer Entertainment America 919 East Hillsdale Boulevard Foster City, California 94404 craig_reynolds@playstation.sony.com http://www.red.com/cwr/ cwr@red.com Keywords: Animation Techniques, Virtual/Interactive Environments, Games, Simulation, behavioral animation, autonomous agent, situated, embodied, reactive, vehicle, steering, path planning, path following, pursuit, evasion, obstacle avoidance, collision avoidance, flocking, group behavior, navigation, artificial life, improvisation. Abstract This paper presents solutions for one requirement of autonomous characters in animation and games: the ability to navigate around their world in a life-like and improvisational manner. These “steering behaviors” are largely independent of the particulars of the character’s means of locomotion. Combinations of steering behaviors can be used to achieve higher level goals This paper divides motion behavior into three levels. It will focus on the (For example: get from here to there while avoiding obstacles, follow this corridor, join that group of characters...) middle level of steering behaviors, briefly describe the lower level of locomotion, and touch lightly on the higher level of goal setting and strategy. Introduction Autonomous characters are a type of autonomous agent intended for use in computer animation and interactive media such as games and virtual reality. These agents represent a This stands...
Words: 10766 - Pages: 44
...! Experiment AccelerAtion! ! ! ! ! ! Acceleration! Observations ! ! ! Data!Table! ! Height/of/ramp:///1/ TRIAL/No.! 1! 2! 3! 4! 5! ! ! ! Time/(t)/ seconds! Velocity/(v)/–! m/s! Acceleration/(a)/–! m/s2! .30! .30! .30! .30! .30! .5! 1.2! 2.4! .48! 1.25! 2.604! .55! 1.091! 1.983! .595! 1.008! 1.695! .64! .9375! 1.465! Average!=.553! Average!=1.097! 1.132! 1.068! .98! 1.224! 1.249! 1.09! 1.101! 1.010! 1.03! 1.165! 1.131! .96! 1.25! 1.302! Average!=1.024! Average!=1.175! Average!=1.152! 1.34! 1.343! 1.002! 1.39! 1.295! .9316! 1.42! 1.268! .8927! 1.29! 1.395! 1.082! 1.33! .90! .90! .90! .90! .90! ! Average!=2.029! 1.06! .60! .60! .60! .60! .60! ! 11! 12! 13! 14! 15! Angle/of/incline/=///35/ /o! Distance/(x)! –//m! ! 6! 7! 8! 9! 10! ! ! m! 1.353! 1.018! Average!=1.354! Average!=1.331! www.HOLscience.com 1! Average!=.9852! ©Hands-On Labs, Inc. ! Experiment AccelerAtion! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Questions A. Newton’s/first/law/says/a/body/at/rest/will/remain/at/rest/unless/acted/upon/by/an/outside/ force,/ and/ a/ body/ in/ motion/will/ continue/in/ motion/at/ the/ same/ speed/ and/ in/ the/ same/ direction/unless/acted/upon/by/an/outside/force./What/forces/were/acting/on/the/marble/as/ ...
Words: 622 - Pages: 3
...tossed up in our laboratory, the acceleration of the particle will be? (Neglect air resistance.) (a) 0 (b) 9.81 m/s2 (c) greater than 9.81 m/s2 (d) less than 9.81 m/s2 Q3. A man of weight 500 N stands on a scale in an elevator which is accelerating upward. The scale reading is: (a) 500 N. (b) less than 500 N (c) greater than 500 N (d) not enough information to determine it (2) Communication: Briefly describe the talk you presented to class and how well the audience understood what you discussed. (3) Empirical and Quantitative Skills: Q1. Using the following collected data of position vs time, find the average speed, velocity in the whole process and the instantaneous speed, velocity, and acceleration at t = 2.0 sec. (Note that the position is the vertical axis and its unit is in meter and the time is the horizontal axis and its unit is in second.) Position (m) | 0.50 | 1.00 | 1.00 | 1.50 | 1.70 | 1.90 | 2.10 | 1.80 | 1.50 | 1.20 | Time (sec) | 0.00 | 0.25 | 0.50 | 0.75 | 1.00 | 1.25 | 1.50 | 1.75 | 2.00 | 2.25 | Q2. At one moment, the masses, positions, velocities, and accelerations of three particles are determined...
Words: 399 - Pages: 2
...Lab Report- Calculate and Prove the Acceleration Due to Gravity David Chen Introduction: We know that the acceleration due to gravity on the earth is 9.8ms -2. This acceleration is very important since we can use it to calculate gravity force, mass, and so on. In this lab, we use a free fall object to calculate its acceleration due to gravity to check if it is 9.8ms-2. We use the acceleration formula a=V2-V1t2-t1 to calculate the acceleration. Hypothesis: The acceleration due to gravity on the earth is 9.8ms -2. So in this lab, the acceleration in the result should also be 9.8ms-2 since the object experiences the free fall on the earth. Diagram: Free fall object diagram Free fall object diagram Motion detector Motion detector 1 meter 1 meter Point 2(V2 T2) Point 2(V2 T2) Point 1(V1 T1) Point 1(V1 T1) Free fall object Free fall object Method: In this lab, we used a motion detector to measure the velocities and times of the falling object. The range of the motion detector is one meter, so we have to drop the object from one meter above the ground. So to make the result more accurate, first we placed the motion detector on the top of the metal ring which is approximately one meter above the ground. After that we held the object under the motion detector. Then we started the motion detector and dropped the object at the same time. At last we observed the data in the computer provided by the motion detector. We chose two points which the falling object...
Words: 1204 - Pages: 5
...P03: Acceleration on an Incline (Acceleration Sensor) |Concept |DataStudio |ScienceWorkshop (Mac) |ScienceWorkshop (Win) | |Linear motion |P03 Acceleration.ds |(See end of activity) |(See end of activity) | |Equipment Needed |Qty |Equipment Needed |Qty | |Acceleration Sensor (CI-6558) |1 |Dynamics Cart (inc. w/ Track) |1 | |Angle Indicator (inc. w/ Track) |1 |Meter stick |1 | |Base and Support Rod (ME-9355) |1 |1.2 m Track System (ME-9429A) |1 | What Do You Think? When a sled accelerates down a snow-covered hill, on what does its acceleration depend? You may want to consider the height of the hill, the slope of the hill and the mass of the sled. How does its acceleration depend on the variable(s) you selected? Take time to answer the ‘What Do You Think?’ question(s) in the Lab Report section. Background A cart on an incline will roll down the incline as it is pulled by gravity. The direction of the acceleration due to gravity is straight down as shown in the diagram. The component of the acceleration due to...
Words: 1981 - Pages: 8
...Regions, Force Diagrams, Description Correlation of Position, Velocity, and Acceleration Graphs Instructions to Recreate Graph 3 Analysis of Newton’s 3 Laws of Motion Part 2: Scenario C Graph, Force Diagrams, Regions Explanation of Graph Self-Assessment Summary Report on Motion PHS 100 Lab 552 26 March 2013 Region 1: The fan cart is at a constant position. As you can see, the fan cart is set at a constant position of 2.0 meters away from the motion detector. Velocity and acceleration are zero as the cart is not moving. Region 2: A change in motion is occurring. As the cart begins to move, the position of the cart moves closer to the detector. Velocity and acceleration are at a negative slope because the direction is changed from no movement to movement. Region 3: The fan cart is moving at a constant speed and direction towards the detector. Slope for velocity becomes positive as the speed is now greater than zero. Acceleration is constant. Region 4: The fan cart has now moved to a closer position to the motion detector. Velocity and Acceleration is at zero because there is no movement. Regions of Graph 3: Region 1- The fan cart is at a constant position as it is not moving. Since the position is just less than 2 meters away from the detector, we know the fan cart is not directly in front of the motion detector. There is no acceleration. Region 2- The fan cart begins to gradually accelerate towards the motion detector...
Words: 563 - Pages: 3
...Acceleration Due to Gravity Introduction In this lab you will measure the acceleration due to gravity near the earth’s surface with two experiments: first, by determining the time for a steel ball to fall a known vertical distance (free fall), and then second, by measuring the velocity of a cart at various points as it glides down a slightly inclined and nearly frictionless air track (slow fall). Equipment Part 1: Free-Fall • Free-fall apparatus (steel plate, drop mechanism) • Electronic Timer • Steel Ball Part 2: Slow-Fall • Air Track • Electronic Timer (may be different brand/model than in Part 1) • Gliding Car • Laser Photogate Background: Free Fall Acceleration Under the constant acceleration of gravity near the Earth’s surface, g, the vertical position, y, of a falling object is related to the time it has fallen by 1 y = y 0 + v 0 t " gt 2 2 where y0 and v0 are the initial position and velocity, respectively. The distance fallen after a time, t, has elapsed is: ! 1 y 0 " y = gt 2 " v 0 t 2 If you release the object from rest, v0 = 0, the equation simplifies to ! y0 " y = 1 2 gt 2 By varying the distance the ball drops and measuring the corresponding transit times, we can determine the acceleration of gravity from a best fit line to a linear graph of the experimental data. ! ! Procedure: Free-Fall Acceleration A diagram of the experimental apparatus is shown in Figure 1. When the ball loses contact with the release mechanism, the timer starts counting. It stops...
Words: 2143 - Pages: 9
...Determination of "g" Instantaneous Velocity Student's Name: Mohammed Alhwaider Partner's Name: Bryan Instructor's Name: PHYS-222L-2 September 3, 2014 :Abstract This lab aims to measure the rate at which objects, with negligible air resistance, accelerate the Earth's surface by using a Behr free fall apparatus , and to demonstrate a data in graphical methods. The slope was 499 cm/s^2, . However, this slope had to be multiplied by two to get the accepted value for "g", which is 998 cm/s^2. the present error was while the R ^2 value was Introduction...
Words: 583 - Pages: 3
