PHYS 102 Erau - Daytona Beach Linear Accelerated Motion Experiment Report

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PHYS 102

Embry-Riddle Aeronautical University - Daytona Beach

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Module 1 - Experiment - Motion - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign EN Home My Assignments Communication 7/9/21, 3:23 PM browni13@my.erau.edu (Sign out) Grades Calendar PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 Module 1 - Experiment - Motion INSTRUCTOR Keith Crooker Embry Riddle Aeronautical University, Daytona Beac (Lab) https://www.webassign.net/web/Student/Assignment-Responses/las…urseKey=WA-production-1030387&dep=26936520&eISBN=9781337713412 Page 1 of 10 Module 1 - Experiment - Motion - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 7/9/21, 3:23 PM Current Score QUESTION 1 2 3 4 5 6 POINTS 91.72/91.72 1.38/1.38 1.38/1.38 1.38/1.38 1.38/2.76 1.1/1.38 TOTAL SCORE 98.34/100 98.3% Due Date SUN, JUL 11, 2021 10:59 PM CDT Request Extension Instructions Before beginning to work on this assignment, be sure that you have read Module 1 Â​ Motion and Module 1 Â​ Motion Â​ Instructions. The experiment worksheet is linked here: Module 1 - Motion worksheet not from within the Instructions nor from within the Additional Materials. WA allows three attempts to enter a correct answer/input for credit for each question/input. If your third attempt is incorrect, the question/input will receive no credit. When you enter an answer and click, “Submit for Testing,” a correct answer will receive a green check mark, and an incorrect answer will receive a red X. Assignment Submission & Scoring Assignment Submission For this assignment, you submit answers by question parts. The number of submissions remaining for each question part only changes if you submit or change the answer. Assignment Scoring Your last submission is used for your score. https://www.webassign.net/web/Student/Assignment-Responses/las…urseKey=WA-production-1030387&dep=26936520&eISBN=9781337713412 Page 2 of 10 Module 1 - Experiment - Motion - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 1. [91.72/91.72 Points] MY NOTES DETAILS PREVIOUS ANSWERS 7/9/21, 3:23 PM ERAUCOLPHYSMECHL1 2.1.IL.001. ASK YOUR TEACHER Use the exact values you enter to make later calculations. Part I: Data Complete Table 1. Record all data to three decimal places (e.g., 4.000 or 6.325 or 0.000). Do not include units in your answer. Table 1 Initial Settings At (m) 20 x = 0.00 m v = 5.00 m/s a 40 Calculated Position (s) (m) 4.000 20.000 20 x = 0.00 m v = 10.0 m/s 40 8.000 Use 40.000 Use d = vt. 10.000 50.000 Use d = vt. 2.000 20.000 Use d = vt. 4.000 40.000 Use d = vt. = 0.00 m/s2 50 Describe d = vt. = 0.00 m/s2 50 a Time 5.000 50.000 Use d = vt. Position (x) vs. Time graph increasing straight line Velocity (v) vs. Time graph horizontal line Acceleration (a) vs. Time graph horizontal line Position (x) vs. Time graph increasing straight line Velocity (v) vs. Time graph horizontal line Acceleration (a) vs. Time graph horizontal line Part I: Questions Please include units in your answer. • Use the correct unit abbreviation. • Include a space between the value and the unit. • To express exponents in your units, use a ^. For example, m/s2 would be m/s^2. By observing the Position vs. Time graph in Step 2 of the instructions, what physical quantity does the slope of this line https://www.webassign.net/web/Student/Assignment-Responses/las…urseKey=WA-production-1030387&dep=26936520&eISBN=9781337713412 Page 3 of 10 Module 1 - Experiment - Motion - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 7/9/21, 3:23 PM correspond to? The physical quantity is velocity (speed), as indicated in the Section 1.2 of the text. velocity (speed) By observing the Position vs. Time graph in Step 2 of the instructions, what is the value of the slope of this line? Since the Position vs. Time graph is a straight line its slope corresponds to a constant velocity. 5 m/s By observing the Velocity vs. Time graph in Step 3 of the instructions, what physical quantity does the slope of the line correspond to? acceleration The physical quantity is acceleration, as indicated in the Section 1.3 of the text. By observing the Velocity vs. Time graph in Step 3 of the instructions, what is the value of the slope of this line? The horizontal Velocity vs. Time graph has a slope of zero con"rming the fact that the speed is constant 0 m/s^2 and the acceleration is zero. Part II: Data Complete Table 2. Record all data to three decimal places (e.g., 4.000 or 6.325 or 0.000). Do not include units in your answer. Table 2 Initial Settings At (m) Time Calculated Calculated (s) Position Velocity (m) (m/s) Describe Position (x) vs. Time graph 20 6.325 a = 1.00 m/s2 d increasing parabolic curve 6.325 Use Measure values to 3 decimal places. x = 0.00 m v = 0.00 m/s 20.003 = ½at2. Use v = at. Since the car is accelerating, the distance traveled each second increases as the square of the time, so the curve is parabolic. Velocity (v) vs. Time graph 40 8.944 39.998 Use Measure values to 3 decimal places. d = ½at2. The increasing straight line 8.944 Use v = at. velocity increases the same amount each second, so the velocity vs. time graph is a straight line. Acceleration (a) vs. Time graph 50 10.000 50.000 Use Measure values to 3 decimal places. 10.000 d = ½at2. horizontal line Use v = at. Since acceleration does not change with time, its graph is a horizontal line. Position (x) vs. Time graph 20 4.472 a = 2.00 m/s2 d increasing parabolic curve 8.944 Use Measure values to 3 decimal places. x = 0.00 m v = 0.00 m/s 19.999 = ½at2. Use v = at. Since the car is accelerating, the distance traveled each second increases as the square of the time, so the curve is parabolic. Velocity (v) vs. Time graph 40 6.325 Measure values to 3 decimal places. 40.006 Use d = ½at2. The increasing straight line 12.650 Use v = at. velocity increases the same amount each second, so the velocity vs. time graph is a straight line. https://www.webassign.net/web/Student/Assignment-Responses/las…urseKey=WA-production-1030387&dep=26936520&eISBN=9781337713412 Page 4 of 10 Module 1 - Experiment - Motion - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 7/9/21, 3:23 PM Acceleration (a) vs. Time graph 50 7.071 Measure values to 3 decimal places. 49.999 14.142 Use d = ½at2. horizontal line Use v = at. Since acceleration does not change with time, its graph is a horizontal line. I observed that as time increased, the velocity vector decreased in length. True False Since the acceleration was constant, the velocity vector changed (increased). I observed that as time increased, the acceleration vector stayed the same length. True False The acceleration was constant, so it did not change. Part II: Questions Please include units in your answer. • Use the correct unit abbreviation. • Include a space between the value and the unit. • To express exponents in your units, use a ^. For example, m/s2 would be m/s^2. By observing the Velocity vs. Time graph in Step 2 of the instructions, what physical quantity does the slope of this line correspond to? acceleration The physical quantity is acceleration, as indicated in the Section 1.3 of the text. By observing the Velocity vs. Time graph in Step 2 of the instructions, what is the value of the slope of this line? 1 m/s^2 The horizontal Velocity vs. Time graph has a slope of one, con"rming the fact that the speed is changing and the acceleration is one. By observing the Acceleration vs. Time graph in Step 3 of the instructions, what is the numeric value of the slope of this line? Do not enter units for this answer. 0 Your value is acceptable. By observing the Acceleration vs. Time graph in Step 3 of the instructions, what is the value of the acceleration (a) of this graph? 2 m/s^2 Your value is acceptable. Part III: Data Complete Table 3. For this part of the data entry, record all data to the nearest whole number. Do not include units in your answer. Table 3 https://www.webassign.net/web/Student/Assignment-Responses/las…urseKey=WA-production-1030387&dep=26936520&eISBN=9781337713412 Page 5 of 10 Module 1 - Experiment - Motion - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 7/9/21, 3:23 PM Readings from the Graphs Initial Settings Distance Time Velocity Acceleration (m) (s) (m/s) (m/s2) Describe Position (x) vs. Time graph increasing curved line that then decreases x = 0.00 m v = 10.0 m/s a Velocity (v) vs. Time graph 25 5 0 -2 decreasing straight line = −2.00 m/s2 Acceleration (a) vs. Time graph horizontal line Part III: Questions Please include units in your answer. • Use the correct unit abbreviation. • Include a space between the value and the unit. • To express exponents in your units, use a ^. For example, m/s2 would be m/s^2. What is the value of the acceleration? -2 m/s^2 The acceleration does not change with time, so it is the same value as was set during the initial set-up phase for this part. Describe what happens to the velocity vector as the car goes forward and then returns to 0.00 m. The velocity vector decreases until it gets to 25 m; it then changes direction and increases to the left. The velocity vector does not change length. The velocity vector decreases until it gets to 25 m; it then changes direction and decreases to the left. The velocity vector increases until it gets to 25 m; it then changes direction and decreases to the left. At 25 m the car stops for a brief moment as it changes direction. The change in velocity is the same at each location so while the velocity is zero at 25 m, the acceleration is not. From the Position vs. Time graph, read the furthest distance the car reaches from the starting point. 25 m The car changes direction at 25 m and then begins to move backward. From the Position vs. Time graph, what is the time that the car reaches this furthest distance? 5s Your value is acceptable. Using the time you found in the previous question and looking at the Velocity vs. Time graph, what is the velocity at this time? 0 m/s The car stops for a brief moment while it changes direction. https://www.webassign.net/web/Student/Assignment-Responses/las…urseKey=WA-production-1030387&dep=26936520&eISBN=9781337713412 Page 6 of 10 Module 1 - Experiment - Motion - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 7/9/21, 3:23 PM Using the time you found above and looking at the Acceleration vs. Time graph, what is the acceleration at this time? The value of the acceleration is the same as the value you set during set-up of this part of the experiment. -2 m/s^2 Don't forget that since acceleration is a vector it needs a minus sign. Considering your last two answers, is it possible for an object to have zero velocity while at the same time having a nonzero acceleration? Yes No Anytime an object changes direction 180 degrees there will be a moment when the speed is zero yet the acceleration is nonzero. A rock thrown straight-up into the air will have a speed of zero at the top of its motion yet the acceleration due to gravity is not zero at that time, it is 9.8 m/s2 and directed downward. Show My Work (Optional) 2. [1.38/1.38 Points] MY NOTES DETAILS PREVIOUS ANSWERS ERAUCOLPHYSMECHL1 2.1.POST.001. ASK YOUR TEACHER A car starts at position x = 0, with an initial velocity of 4.1 m/s and an acceleration of 0 m/s2. What is its position when the elapsed time is 5.6 s? (Please be sure to include units in your answer. Express your answer to one decimal point.) d = vt 23.0 m Show My Work (Optional) 3. [1.38/1.38 Points] MY NOTES DETAILS PREVIOUS ANSWERS ERAUCOLPHYSMECHL1 2.1.POST.002. ASK YOUR TEACHER A car has an initial position of x = 0 m, an initial velocity of 0 m/s, and a constant acceleration of 2.0 m/s2. What is its position when the time is 3.6 seconds? (Please be sure to include units in your answer. Express your answer to one decimal point.) 13.0 m d= 1 2 at 2 Show My Work (Optional) https://www.webassign.net/web/Student/Assignment-Responses/las…urseKey=WA-production-1030387&dep=26936520&eISBN=9781337713412 Page 7 of 10 Module 1 - Experiment - Motion - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 4. [1.38/1.38 Points] MY NOTES DETAILS PREVIOUS ANSWERS 7/9/21, 3:23 PM ERAUCOLPHYSMECHL1 2.1.POST.003. ASK YOUR TEACHER A car has an initial position of x = 0 m, an initial velocity of 0 m/s, and a constant acceleration of 3.8 m/s2. What is its velocity when the time is 5.5 seconds? (Please be sure to include units in your answer. Express your answer to one decimal point.) v = at 21.0 m/s Show My Work (Optional) 5. [1.38/2.76 Points] MY NOTES DETAILS PREVIOUS ANSWERS ERAUCOLPHYSMECHL1 2.1.POST.004. ASK YOUR TEACHER The "gure shows a distance vs. time graph of an object with three distinct regions: I, II, and III. (a) In the "gure, the object's velocity is zero in the following region(s). (Select all that apply.) I II III none of the above Correct! (b) In the "gure, the object's acceleration is negative in the following region(s). (Select all that apply.) https://www.webassign.net/web/Student/Assignment-Responses/las…urseKey=WA-production-1030387&dep=26936520&eISBN=9781337713412 Page 8 of 10 Module 1 - Experiment - Motion - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 7/9/21, 3:23 PM I II III none of the above See Section 1.4 and Figure 1.24. While it is true that the object must experience acceleration at the corners of the "gure, in the region labeled no acceleration is occurring. Since the velocity is constant in ALL regions, the acceleration (which is a change in velocity with time) is zero in all regions. Show My Work (Optional) https://www.webassign.net/web/Student/Assignment-Responses/las…urseKey=WA-production-1030387&dep=26936520&eISBN=9781337713412 Page 9 of 10 Module 1 - Experiment - Motion - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 6. [1.1/1.38 Points] MY NOTES DETAILS PREVIOUS ANSWERS 7/9/21, 3:23 PM ERAUCOLPHYSMECHL1 2.1.POST.005. ASK YOUR TEACHER The "gure shows a distance vs. time graph of an object. In the "gure, the velocity of the moving object is zero. constant (but not zero). increasing. decreasing. not determinable. Correct! Show My Work (Optional) Submit Assignment Home Save Assignment Progress My Assignments Request Extension Copyright © 1998 - 2021 Cengage Learning, Inc. All Rights Reserved TERMS OF USE PRIVACY https://www.webassign.net/web/Student/Assignment-Responses/las…rseKey=WA-production-1030387&dep=26936520&eISBN=9781337713412 Page 10 of 10 Physics Experiment Report Example The following pages contain a sample experiment report for an experiment (not one in this course—for example purposes only) where the water level in a 2-liter soda bottle changes as more and more water is added. It is slightly more brief and less welldeveloped than your experiment reports are expected to be (except in the area of Uncertainty, which is more robust than you may be able to produce), however, it provides a sense of what type of information is expected in each section. Note: This Experiment Report example has been edited to follow the Experiment Report requirements of the PHYS 102 class. Certain headings and sections were removed (including Method, Materials List, Raw Data table, and Data Analysis) due to the virtual nature of the experiment simulations, and the desire to focus on the experiment results and student conclusions. This experiment example below is designed to correlate the volume of the water contained within the bottle to the height of the water in that bottle. (Again, this experiment does not exist in the PHYS 102 course and is used for example purposes only.) Name: Stuart (Stu) Dent Title: Soda Bottle Experiment Hypothesis: Given that a soda bottle roughly resembles a cylinder, a linear relationship is expected between the height of the water and the amount of water (volume) poured into it. Or Given that a soda bottle roughly resembles a cylinder, the more water poured into the bottle, the higher the water level will be. Overview: To test for a linear relationship between volume and height in the cylinder (bottle), the height of the water is measured after successive, equal amounts of water are added to the cylinder (bottle). A best line fit in a Volume-height (V-h) diagram will be used to determine if the relationship is linear. Procedure: See Experiment Instructions Raw Data: See Experiment data sheet(s) Uncertainty & Error: Uncertainty: We were able to measure the volume with a precision of ±25mL and the water level with a precision of ±0.5cm. Major Sources of Error: Systematic: • In particular, at the lower and upper end of the bottle we have indentions that make the shape of the bottle deviate from a cylindrical shape. This should overall shift the curve upwards. (Can be avoided by only measuring the height gain for the middle part of the bottle.) • Ruler held at an angle. This will result in an over-estimate of h. (Can be avoided by holding ruler perpendicular.) • Residual water in the bottle. This will again shift the entire curve upwards. (Can be avoided by having the bottle carefully dried.) • Bubbles in the water. This will result in an overestimation of the volume. (Effect can be reduced by letting water sit before measurements). Random: • Change in temperature in water (thermal expansion). • Misreading the ruler. Summary: The expectation of a linear relationship between volume and height seems correct. The measured heights of the water in the bottle as the volume of water increased fell along a straight line in the V-h graph, very well supporting this notion. The fact that the intercept is non-zero (as would be expected) can be accounted for by the indentations at the lower end of the bottle. This error is based on the fact that the bottle is not a true cylinder. Additional errors may have been introduced by incorrect measurement readings or other aspects relating to the temperature of the water or fluctuations in volume. The slope has little physical meaning, except that it is proportional to the average area of the bottle. Future iterations of this experiment might benefit from ensuring the experiment is conducted in a constant temperature environment, the water is room temperature, and the bottle has a flat bottom and is closer to the shape of a true cylinder. Application: This experiment shows the connection between volume and height, providing some insight for manufacturers to estimate how much liquid could be held in cylindrical containers, whether they be water bottles or giant beer vats. An alternate view could be that the set height of fluid in a cylindrical container would tell the manufacturer how much liquid is in the container. The use of height sensors could be used as quality control for bottling plants. Physics Experiment Report Format Name: Title: Hypothesis: Overview: Procedure: See Experiment Instructions Data Table: See Experiment data sheet(s) Uncertainty & Error: Conclusion/Summary: Application: ______________________________________________________________________ NOTES FOR EACH HEADING: Name: Do not expect credit if not included. Title: The experiment name. Do not include the Module number. Again, do not expect credit if not included. Hypothesis: Statement that the experiment is going to test, prove, or disprove. What is the point of the experiment? (Make a statement that the experiment will either clearly prove or disprove.) • NOT a hypothesis: “To prove the Conservation of Momentum/Newton’s Third Law” or “What happens when I drop/swing a ball on a Newton’s Cradle.” • IS a hypothesis: “Using the law of conservation of momentum, releasing X number of balls on one side of the line of balls will result in the same number of balls being propelled outward on the opposite side with the same velocity and momentum.” While the hypothesis does not need to be so detailed or long, it does need to make a statement specific enough to be testable in order to prove or disprove. Overview: Brief summary of what was tested, how it was tested, and what occurred in the experiment (as in the general actions or procedures). Should include specifics (or at least some aspects) of the hypothesis. Procedures: See Experiment Instructions (use this phrase; do not include actual procedures from the experiment). Data Table: See Experiment Data Table (use this phrase; do not include actual data or tables from the experiment). Uncertainty & Error: Can you trust your data? Considerations: 1) What factors may have affected or biased the data and introduced uncertainty in the experiment measurements? Or, what conditions created uncertainty in your measurements? Which measurements were most affected?” 2) If you were conducting the experiment in a physical environment, what other factors would have to be taken into account while accomplishing the procedures? How might they affect the data and/or experiment outcome? Conclusion/Summary: This section must contain each of the items listed below. Although you are now the one speaking, of your personal results, you will still wish to retain your professional detachment (i.e., avoid using “I” as much as possible). Although this is merely an example, it does contain all the requisite components. You may write this section how you see fit, as long as the items annotated are included. However, a checklist or bullet list is not acceptable. The clarity and flow of your conclusion/summary should make clear to any ready what you did in the experiment and how it turned out. “In this experiment, XXX (idea or concept) was tested (or simply restate your hypothesis). This was done by (how you did it—brief description of above procedures/overview). The results were/indicated that (what you learned or proved/disproved—again, hypothesis). Some errors that may have occurred with this experiment include (possible errors/flaws—must include at least one). In the future, XXX (changes, additions, deletions or other suggested improvements) should be considered to enhance the experiment. Application: How does this topic—and science in general—impact our understanding of the complex, technological society of which we are a part? How does this explain something in the real world around you? Give specific examples. Poor example: “Knowing this helps in commerce and shipping.” (Vague, does not add clarity—HOW does it help?). Good example: “Proper understanding and calculation of density/weight and buoyancy ensure boats and ships are not overloaded, which is critical for the safe shipping of materials on the world’s oceans and rivers. Additionally, being able to calculate volume displacement enables shippers to mark shipping and passenger vessels with water lines, or Plimsoll lines, to indicate maximum load displacement.” The Good example above is more detailed and expansive than required (italicized portion), but it is given as an example to show the degree of clarity and specificity expected. Note: simply rehashing the experiment results is not an application: Ex: “A more thorough and clear knowledge on how time and acceleration is affected by an object’s mass is provided by this experiment.”
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Explanation & Answer

View attached explanation and answer. Let me know if you have any questions.Hi, thank you so much for waiting. I have written the report to the best of my abilities and understanding. Please let me know if everything is in order. If there's anything you would like for me to add or change, please do let me know so I can work on them right away. Thanks again and I wish you the best of luck! 😊

Name:

Title:
Motion
Hypothesis:
The kinematic equations correctly describe the motion of the moving car, specifically position,
velocity, acceleration, and time. Graphical analysis of the motion of the moving vehicle also
provide information about its motion.
Overview:
The experiment involved observing a simulated moving car running under different conditions.
Under these conditions, the car was allowed to move up to the 20, 40, and 50 meter marks
and the time was measured for ...


Anonymous
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