...PH1004 Experiment 1 One Dimensional Motion Name: Jin Cai Student ID: 0392789 Partner: Kai Lan Section: G1 Date Experiment Performed: Jan 29th Date Experiment Due: Feb 5th Introduction: (This should be in paragraph form and should explain the objective and the related theory. For example, what is the overall objective of the experiment, and what are you going to measure to accomplish it? The Introduction should not exceed one page.) The objective of the experiment is to understand the meaning of displacement, average velocity, instantaneous velocity, average acceleration and instantaneous in one-dimensional motion. The first experiment was to calculate the average and instantaneous velocity. We first positioned the air track as described in the experiment manual. Then we put the photogate G1 on the 40cm mark, the photogate G3 on the 170cm mark, the photegate G2 on the 110cm mark and let them parallel to the air track. We called them xG1, xG2, and xG3. Next, we calculated the delta x is 130cm. Then we began to record the position of the right edge of the glider on the air track when it was blocked and unblocked, xb and xub. These two parameters meant the uncertainty in the experiments is as same as that for the xG1 and xG2. The xb is 45.53cm and xub is 48cm. We inputted these data to the computer. Then we put the glider to make it contact with the electro-magnet, and opened the software-controlled switch to do the measurement. The second experiment...
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...traveled. average speed = total distance or speed = d where d is distance and t is time total time traveled t Another way to measure speed is called instantaneous speed. This type is one of the most common ways we measure speed. Instantaneous speed is the measurement of speed at a particular instant. Without the use of a measuring device called a speedometer, instantaneous speed is almost impossible to measure. When both speed and direction are specified for the motion the term velocity is used. In other words, velocity is speed in a particular direction. A person walking eastward at 1 km/h does not have the same velocity as a person walking northward at 1 km/h, even though their speeds are the same. Two persons also have different velocities if they walk in the same direction at different speeds or if they are turning. Calculating Speed Activity PROCEDURE Part A: Mark off your walking distance by: 1. Place a piece of tape on the baseboard, next to the floor, to use as a starting point. (Make sure you have at least 10 meters of space without any obstructions.) 2. Using a meter stick mark of a path 10 meters in length. 3. Place another piece of tape on the baseboard to mark the end of your course. 4. Using the stopwatch, find the time it takes your lab partner(s) to walk the...
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...Physics Lab Report Sample Table of Contents CHAPTER 1 OBJECTIVE …………...……...………...............................3 | | CHAPTER 2 THEORY …………………………………………………...4 | | CHAPTER 3 PROCEDURE ……………………………………………...7 | | CHAPTER 4 4.1 DATA TABLE ………………………………………...9 | | 4.2 GRAPH ………………………………………………..10 | | CHAPTER 5 ANALYSIS …………………………………………………15 | | CHAPTER 6 ANSWERS AND COMMENTS …………………………..19 | | CHAPTER 7 CONCLUSION……………………….…………………….20 | | REFERENCES …………………………………………….21 | | LAB REPORT RUBRIC …………………………………..22 | | Chapter 1 Objective To determine the motion of the cart as it travels down the inverted ramp though the influence of gravitational attraction alone by plotting the velocity per unit-time graph. Chapter 2 Theory Motion: In physics, motion is a change in position of an object with respect to time. Motion is typically described in terms of velocity, acceleration, displacement, and time. Motion is observed by attaching a frame of reference to a body and measuring its change in position relative to another reference frame. A body which does not move is said to be at rest, motionless, immobile, stationary, or to have constant (time-invariant) position. An object's motion cannot change unless it is acted upon by a force, as described by Newton's first law. An object's momentum is directly related to the object's mass and velocity, and the total momentum of all objects in...
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...(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 to have the values shown in the following table. What are the position, velocity, and acceleration of the center of mass of the three...
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...topic often overlooked or only cursorily introduced in elementary and middle school science, even though it is a topic typically identified for inclusion in the curriculum for these grades. A primary reason for this is that many teachers do not feel comfortable about their own understanding of the topic. Consequently, this may be the most needed of all of the OPERATION PHYSICS workshops. This workshop leader’s notebook is divided into two parts: PART ONE Motion Part One begins by introducing participants to the concepts of space and time. These concepts are then used in describing simple types of motion. These motions are then classified as accelerated and not accelerated (constant velocity). Emphasis is placed on distinguishing between speed and velocity, between average and instantaneous values and on accelerated motion. This section should not be skipped, for it develops ideas necessary to the understanding of other ideas...
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...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...
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...Conservation of Energy Lab Purpose: To explore what happens to the gravitational potential energy, kinetic energy, and total mechanical energy of a cart as it rolls down a ramp. Hypothesis: As a cart rolls down a ramp, then its kinetic energy increases because the cart gains speed. As a cart rolls down a ramp, then its gravitational potential energy decreases, because it gets closer to earths surface. As a cart rolls down a ramp, then its mechanical energy is constant, because the increase of kinetic energy and decrease of gravitational energy cancels each other out. Materials and apparatus: * Eye protection * Ramp * 3-4 textbooks or wood blocks * Meter stick * Motion sensor * Laboratory cart Procedure: 1) Propped up one end of a ramp using textbooks or wood blocks. Used a meter stick to measure the length of the ramp (L) and the height of the ramp (H). 2) Placed the motion sensor at the top of the ramp, directed toward the bottom. Released the cart from a position near the motion sensor. Obtained the position time graph of the cart as it rolled down the ramp away from the motion sensor. 3) Chose one point on the position-time graph near the end of the run. The position coordinate for this point represented the final position d2 and the reference point that was used to determine the height of the cart. This point did not change throughout the experiment. 4) The ramp itself formed a larger triangle and the displacement...
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...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...
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...BIOL 3380 Name:_____________________________________ Circle Session: T-PM W-AM W-PM R-AM R-PM F-AM F-PM Experiment 9 – Pre-lab Homework Enzyme Kinetics of LDH This pre-lab homework assignment is due at the beginning of your lab session. You are provided with the following portion of a protocol: • Determine concentration of enzyme stock solution, if unknown, by taking an A280 nm reading of a 1:100 dilution (in water). Use a total volume of 1 ml in the cuvette. • Dilute some of the enzyme stock with buffer A to make a 4 mg/ml solution. • Serially dilute the 4 mg/ml solution with buffer A to make working solutions of 400 µg/ml and 40 µg/ml. • Prepare 30 µl of each working solution for every sample The PI of the lab gives you a tube of enzyme and tells you the following before disappearing into the office to write more grant proposals: ➢ There is 50 µl of enzyme stock solution. The enzyme is expensive to purify, so follow the protocol exactly, using as little of the stock solution as possible. ➢ The concentration of the stock solution is currently not known, but a 1 mg/ml concentration of the pure enzyme has an A280 nm of 2.0. ➢ You’ll be performing the assay on 12 samples. ➢ Make enough of each working solution so that you have at least 400 ul to work with when you do the assay (to cover any waste and/or inefficiencies in pippetting). Using the spectrophotometer to read the absorbance at 280 nm, you get...
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...0.6147 0.6165 0.6183 0.6201 Viscosity (kg/m-s) --- 0.001003 0.000829 0.000831 0.000833 0.000835 0.000837 5.6 Governing equations: Steady state simulations were carried out by solving mass, momentum and energy conservation equations for single phase fluid, which are expressed as: Continuity ∂ρ/∂t+∂/∂X (ρu_x )+∂/∂r (ρu_r )+(ρu_r)/r=0 (5.5) Momentum (∂(∂u ̅))/∂t+(ρ(u.u) ̅ )=ρg-∇P+∇.(τ ̅) (5.6) Energy (∂(∂E))/∂t+∇(u ̅(ρE+P))=∇.(K_eff.∇T) (5.7) Where ρ is the density, u is the velocity, P is the pressure, τ is the viscous stress tensor, E is the energy and Keff is the effective thermal conductivity. Turbulent flows are characterized by fluctuating velocity fields. These fluctuations mix transported quantities such as momentum, energy, and species concentration, and cause the transported quantities to fluctuate as well. Since these fluctuations can be of small scale and high frequency, they are too computationally expensive to simulate directly in practical engineering calculations. Instead, the instantaneous (exact) governing equations can be time-averaged, ensemble-averaged, resulting in a modified set of equations contain additional unknown variables, and turbulence models are needed to determine these variables in terms of known quantities. 5.7 Boundary Conditions A no slip boundary condition was assigned for the non-porous wall surfaces. A uniform mass flow inlet and a constant inlet temperature were assigned at the channel inlet. At the exit, pressure was specified and solution...
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...Dashain Vacation Home Assignment-2069 Grade XI, Science Note: Home assignments of each subject should be done in different copies/papers. English 1. Write an essay on ‘Dashain and its significance in Hindu Religion’. 2. Prepare a report on ‘Global Warming, its consequences and solutions’. 3. Write an article on ‘Importance of Media’. 4. Write on ‘English for Global education’. Mathematics 1. Find the angle between the pair of straight lines x2 -2secAxy +y2= 0. 2. Evaluate: limx→∞ 3x2-2x+5x3 3. Prove that: A-B=B-A 4. Define lower triangular matrix with an example. 5. Find the equation of circle concentric with the circle x2+ y2 – 6x + 12y + 15 = 0 and having the area twice the area of the given circle. 6. For any two real numbers x and y, prove that |x+y| ≤ |x| + |y|. 7. What do you mean by tautology of compound statement? Give an example of it. 8. For any positive constant ‘a’ and for any real number ‘x’ , prove that |x| < a ⇒ -a < x < a. 10. Prove that the tangent to the circle x2+y2=5 at the point (1,-2) also touches the circle x2 + y2 - 8x + 6y + 20 = 0 and find the point of contact. 11. If P is the length of perpendicular dropped from the origin of the line xa + yb = 1 prove that 1a2 + 1b2 = 1 p2. 12. Find the equation of the circle with centre at (4, -1) and passing through the origin. 13. Evaluate; limx→osin(x-a)x-a 14. Define absolute value of a real number. Rewrite the following relation without using...
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...1) The following problems are representative of the type problems that will be on the 1st semester exam. Exam will cover Chapters 1 - 5. 2) Please solve/answer each of these - pay particular attention to the “type” solution required for each one. 3) You will not be given ANY additional material - any and all equations and/or constants that YOU think you will need must be placed on either a 3x5 or 5x8 index card. This card must be submitted to me during the exam review days and approved by me. The “approved/signed” cards may be used during the exam. 4) YOU MUST HAVE YOUR CARD, CALCULATOR and PENCILS WITH YOU WHEN THE BELL RINGS TO START THE PERIOD. YOU WILL NOT BE PERMITTED TO GO GET ANYTHING AND/OR BORROW ANYTHING FROM ANYONE!!!! 1. One year is about ____ seconds while one day is exactly ____ seconds. a) | 3.16 x 107, 86 400 | b) | 5.26 x 105, 86 400 | c) | 3.16 x 107, 8 640 | d) | 1.04 x 106, 36 000 | 2. The proton contains which of the following combination of quarks? a) | two up quarks and one down quark | b) | one up quark and two down quarks | c) | one top quark and two bottom quarks | d) | two top quarks and one bottom quark | 3. On planet Z, the standard unit of length is the foose. Ann the Astronaut is 5.90 feet tall on earth. She lands on planet Z and is measured to be 94 foosi tall. Her partner Rachael is 88 foosi tall. How tall is Rachael on Earth? a) | 5.2 feet | b) | 5.5 feet | c) | 5.8 feet | d) | 6.3 feet | 4....
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...PHYSIC AL CONSTANTS CONSTANT Speed of light Elementary charge Electron mass Proton mass Gravitational constant Permeability constant Permittivity constant Boltzmann’s constant Universal gas constant Stefan–Boltzmann constant Planck’s constant Avogadro’s number Bohr radius SYMBOL c e me mp G m0 P0 k R s h 15 2p"2 NA a0 THREE-FIGURE VALUE 3.003108 m/s 1.60310219 C 9.11310231 kg 1.67310227 kg 6.67310211 N # m2/kg 2 1.2631026 N/A2 1H/m2 8.85310212 C 2/N # m2 1F/m2 1.38310223 J/K 8.31 J/K # mol 5.6731028 W/m2 # K4 6.63310234 J # s 6.0231023 mol21 5.29310211 m BEST KNOWN VALUE* 299 792 458 m/s (exact) 1.602 176 4871402 310219 C 9.109 382 151452 310231 kg 1.672 621 6371832 310227 kg 6.674 281672 310211 N # m2/kg 2 4p31027 (exact) 1/m0c2 (exact) 1.380 65041242 310223 J/K 8.314 4721152 J/K # mol 5.670 4001402 31028 W/m2 # K4 6.626 068 961332 310234 J # s 6.022 141 791302 31023 mol21 5.291 772 08591362 310211 m *Parentheses indicate uncertainties in last decimal places. Source: U.S. National Institute of Standards and Technology, 2007 values SI PREFIXES POWER 1024 1021 1018 1015 1012 109 106 103 102 101 100 1021 1022 1023 1026 1029 10212 10215 10218 10221 10224 THE GREEK ALPHABET PREFIX yotta zetta exa peta tera giga mega kilo hecto deca — deci centi milli micro nano pico femto atto zepto yocto SYMBOL Y Z E P T G M k h da — d c m μ n p f a z y Alpha ...
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...Cooperative Problem Solving in Physics A User’s Manual Why? What? How? STEP 1 Recognize the Problem What's going on? STEP 2 Describe the problem in terms of the field What does this have to do with ...... ? STEP 3 Plan a solution How do I get out of this? STEP 4 Execute the plan Let's get an answer STEP 5 Evaluate the solution Can this be true? Kenneth Heller Patricia Heller University of Minnesota With support from the National Science Foundation, University of Minnesota, and U.S. Department of Education © Kenneth & Patricia Heller, 2010 Acknowledgments In reaching this stage in this work, we gratefully acknowledge the support of the University of Minnesota, the U.S. Department of Education FIPSE program, and the National Science Foundation. This work would not have existed without the close cooperation of the University of Minnesota School of Physics and Astronomy and Department of Curriculum and Instruction. We have incorporated the suggestions of many faculty members from both Physics and Education at the University of Minnesota and other institutions that have communicated with us at workshops, meetings, and by e-mail. This work has depended on the efforts and feedback of many graduate student teaching assistants in the School of Physics and Astronomy over the years. Much of this development is directly based on the research of the graduate students in the University of Minnesota Physics Education Program: Jennifer...
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...September 2011 School of Health and Society Department Computer Science Embedded Systems Indoor Positioning using Sensor-fusion in Android Devices Authors Ubejd Shala Angel Rodriguez Instructor Fredrik Frisk Examiner Kamilla Klonowska School of Health and Society Department Computer Science Kristianstad University SE-291 88 Kristianstad Sweden Authors, Program and Year: Ubejd Shala, Master’s Program - Embedded Systems, 2011 Angel Rodriguez, Master’s Program - Embedded Systems, 2011 Instructor: Fredrik Frisk, Dr, HKr Examination: This graduation work on 15 higher education’s credits is a part of the requirements for a Degree of Master in Embedded Systems Title: Indoor Positioning using Sensor-fusion in Android Devices Abstract: This project examines the level of accuracy that can be achieved in precision positioning by using built-in sensors in an Android smartphone. The project is focused in estimating the position of the phone inside a building where the GPS signal is bad or unavailable. The approach is sensor-fusion: by using data from the device’s different sensors, such as accelerometer, gyroscope and wireless adapter, the position is determined. The results show that the technique is promising for future handheld indoor navigation systems that can be used in malls, museums, large office buildings, hospitals, etc. Keywords: Sensor fusion, accelerometer, gyroscope, compass, INS, GPS, Wi-Fi, indoor navigation, smartphone, Android...
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