Module 2 - Experiment - Newton's Second Law - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign EN Home 7/16/21, 10:38 AM browni13@my.erau.edu (Sign out) My Assignments Grades Communication Calendar PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 Module 2 - Experiment - INSTRUCTOR Keith Crooker Embry Riddle Aeronautical University, Daytona Beac Newton's Second Law (Lab) https://www.webassign.net/web/Student/Assignment-Responses/last…urseKey=WA-production-1030387&dep=26936523&eISBN=9781337713412 Page 1 of 6 Module 2 - Experiment - Newton's Second Law - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 7/16/21, 10:38 AM Current Score QUESTION 1 2 POINTS 95.53/95.53 4.47/4.47 TOTAL SCORE 100/100 100.0% Due Date SUN, JUL 18, 2021 10:59 PM CDT Request Extension Instructions Before beginning to work on this assignment, be sure that you have read Module 2 Â​ Newton's Second Law and Module 2 Â​ Newton's Second Law - Instructions_0818. The experiment worksheet is linked here: Module 2 Newton's Second Law worksheet_0818 not from within the Instructions nor from within the Additional Materials. 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/last…urseKey=WA-production-1030387&dep=26936523&eISBN=9781337713412 Page 2 of 6 Module 2 - Experiment - Newton's Second Law - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 1. [95.53/95.53 Points] MY NOTES DETAILS 7/16/21, 10:38 AM PREVIOUS ANSWERS ASK YOUR TEACHER Use the exact values you enter to make later calculations. Newton's Second Law, Step 2 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 (M = 100 g, m = 1.0 g) Cart Mass (M) Mass (m) Distance (s) Time (t) (g) (g) (m) (s) 100 1.0 0.000 0.000 100 1.0 0.100 1.435 100 1.0 0.200 2.029 100 1.0 0.300 2.485 100 1.0 0.400 2.870 100 1.0 0.500 3.209 100 1.0 0.600 3.515 100 1.0 0.700 3.797 100 1.0 0.800 4.059 100 1.0 0.900 4.305 100 1.0 1.000 4.538 If the data points of distance and time were connected smoothly on a graph, the curve would be a curved line . The line or curve formed is increasing because the object is undergoing accelerated motion . Newton's Second Law, Step 3 https://www.webassign.net/web/Student/Assignment-Responses/last…urseKey=WA-production-1030387&dep=26936523&eISBN=9781337713412 Page 3 of 6 Module 2 - Experiment - Newton's Second Law - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 7/16/21, 10:38 AM 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 (M = 250 g, m = 1.0 g) Cart Mass (M) Mass (m) Distance (s) Time (t) (g) (g) (m) (s) 250 1.0 0.000 0.000 250 1.0 0.100 2.262 250 1.0 0.200 3.199 250 1.0 0.300 3.918 250 1.0 0.400 4.524 250 1.0 0.500 5.058 250 1.0 0.600 5.541 250 1.0 0.700 5.985 250 1.0 0.800 6.398 250 1.0 0.900 6.786 250 1.0 1.000 7.153 If the data points of distance and time were connected smoothly on a graph, the curve would be a . curved line The line or curve formed is increasing because the object is undergoing accelerated motion . Newton's Second Law, Step 4 Complete Table 3. 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 3 (M = 100 g, m = 4.0 g) Cart Mass (M) Mass (m) Distance (s) Time (t) (g) (g) (m) (s) 100 4.0 0.000 0.000 100 4.0 0.100 0.728 100 4.0 0.200 1.030 https://www.webassign.net/web/Student/Assignment-Responses/last…urseKey=WA-production-1030387&dep=26936523&eISBN=9781337713412 Page 4 of 6 Module 2 - Experiment - Newton's Second Law - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 100 4.0 0.300 1.261 100 4.0 0.400 1.456 100 4.0 0.500 1.628 100 4.0 0.600 1.783 100 4.0 0.700 1.926 100 4.0 0.800 2.059 100 4.0 0.900 2.184 100 4.0 1.000 2.302 7/16/21, 10:38 AM If the data points of distance and time were connected smoothly on a graph, the curve would be a curved line . The line or curve formed is increasing because the object is undergoing accelerated motion . Newton's Second Law, Step 5 If you increase the mass of the cart, while leaving the hanging mass unchanged, the acceleration of the system will decrease . If you increase the mass of the hanging weight, while leaving the mass of the cart unchanged, the acceleration of the system will increase . Newton's Second Law, Step 6 Was there any change in the acceleration value or the time to fall any particular distance when changing the hanging mass? no What does this say about the acceleration of gravity on a free falling body? The acceleration of gravity is independent of the mass of the object that is falling. . Show My Work (Optional) https://www.webassign.net/web/Student/Assignment-Responses/last…urseKey=WA-production-1030387&dep=26936523&eISBN=9781337713412 Page 5 of 6 Module 2 - Experiment - Newton's Second Law - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 2. [4.47/4.47 Points] DETAILS 7/16/21, 10:38 AM PREVIOUS ANSWERS ERAUCOLPHYSMECHL1 3.2.POST.001. MY NOTES ASK YOUR TEACHER 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 magnitude of the acceleration of a modi"ed Atwood machine if the mass of the cart is 10 kg and the hanging mass is 7 kg? (Use g = 9.8 m/s2. Express your answer to one decimal point.) 4.0 m/s^2 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/last…urseKey=WA-production-1030387&dep=26936523&eISBN=9781337713412 Page 6 of 6 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.” 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.” 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. Module 2 - Experiment - Newton's Second Law - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign EN Home 7/16/21, 10:38 AM browni13@my.erau.edu (Sign out) My Assignments Grades Communication Calendar PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 Module 2 - Experiment - INSTRUCTOR Keith Crooker Embry Riddle Aeronautical University, Daytona Beac Newton's Second Law (Lab) https://www.webassign.net/web/Student/Assignment-Responses/last…urseKey=WA-production-1030387&dep=26936523&eISBN=9781337713412 Page 1 of 6 Module 2 - Experiment - Newton's Second Law - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 7/16/21, 10:38 AM Current Score QUESTION 1 2 POINTS 95.53/95.53 4.47/4.47 TOTAL SCORE 100/100 100.0% Due Date SUN, JUL 18, 2021 10:59 PM CDT Request Extension Instructions Before beginning to work on this assignment, be sure that you have read Module 2 Â​ Newton's Second Law and Module 2 Â​ Newton's Second Law - Instructions_0818. The experiment worksheet is linked here: Module 2 Newton's Second Law worksheet_0818 not from within the Instructions nor from within the Additional Materials. 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/last…urseKey=WA-production-1030387&dep=26936523&eISBN=9781337713412 Page 2 of 6 Module 2 - Experiment - Newton's Second Law - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 1. [95.53/95.53 Points] MY NOTES DETAILS 7/16/21, 10:38 AM PREVIOUS ANSWERS ASK YOUR TEACHER Use the exact values you enter to make later calculations. Newton's Second Law, Step 2 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 (M = 100 g, m = 1.0 g) Cart Mass (M) Mass (m) Distance (s) Time (t) (g) (g) (m) (s) 100 1.0 0.000 0.000 100 1.0 0.100 1.435 100 1.0 0.200 2.029 100 1.0 0.300 2.485 100 1.0 0.400 2.870 100 1.0 0.500 3.209 100 1.0 0.600 3.515 100 1.0 0.700 3.797 100 1.0 0.800 4.059 100 1.0 0.900 4.305 100 1.0 1.000 4.538 If the data points of distance and time were connected smoothly on a graph, the curve would be a curved line . The line or curve formed is increasing because the object is undergoing accelerated motion . Newton's Second Law, Step 3 https://www.webassign.net/web/Student/Assignment-Responses/last…urseKey=WA-production-1030387&dep=26936523&eISBN=9781337713412 Page 3 of 6 Module 2 - Experiment - Newton's Second Law - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 7/16/21, 10:38 AM 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 (M = 250 g, m = 1.0 g) Cart Mass (M) Mass (m) Distance (s) Time (t) (g) (g) (m) (s) 250 1.0 0.000 0.000 250 1.0 0.100 2.262 250 1.0 0.200 3.199 250 1.0 0.300 3.918 250 1.0 0.400 4.524 250 1.0 0.500 5.058 250 1.0 0.600 5.541 250 1.0 0.700 5.985 250 1.0 0.800 6.398 250 1.0 0.900 6.786 250 1.0 1.000 7.153 If the data points of distance and time were connected smoothly on a graph, the curve would be a . curved line The line or curve formed is increasing because the object is undergoing accelerated motion . Newton's Second Law, Step 4 Complete Table 3. 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 3 (M = 100 g, m = 4.0 g) Cart Mass (M) Mass (m) Distance (s) Time (t) (g) (g) (m) (s) 100 4.0 0.000 0.000 100 4.0 0.100 0.728 100 4.0 0.200 1.030 https://www.webassign.net/web/Student/Assignment-Responses/last…urseKey=WA-production-1030387&dep=26936523&eISBN=9781337713412 Page 4 of 6 Module 2 - Experiment - Newton's Second Law - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 100 4.0 0.300 1.261 100 4.0 0.400 1.456 100 4.0 0.500 1.628 100 4.0 0.600 1.783 100 4.0 0.700 1.926 100 4.0 0.800 2.059 100 4.0 0.900 2.184 100 4.0 1.000 2.302 7/16/21, 10:38 AM If the data points of distance and time were connected smoothly on a graph, the curve would be a curved line . The line or curve formed is increasing because the object is undergoing accelerated motion . Newton's Second Law, Step 5 If you increase the mass of the cart, while leaving the hanging mass unchanged, the acceleration of the system will decrease . If you increase the mass of the hanging weight, while leaving the mass of the cart unchanged, the acceleration of the system will increase . Newton's Second Law, Step 6 Was there any change in the acceleration value or the time to fall any particular distance when changing the hanging mass? no What does this say about the acceleration of gravity on a free falling body? The acceleration of gravity is independent of the mass of the object that is falling. . Show My Work (Optional) https://www.webassign.net/web/Student/Assignment-Responses/last…urseKey=WA-production-1030387&dep=26936523&eISBN=9781337713412 Page 5 of 6 Module 2 - Experiment - Newton's Second Law - PHYS 102 July 2021 Online, section Crooker (0001), Summer 1 2021 | WebAssign 2. [4.47/4.47 Points] DETAILS 7/16/21, 10:38 AM PREVIOUS ANSWERS ERAUCOLPHYSMECHL1 3.2.POST.001. MY NOTES ASK YOUR TEACHER 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 magnitude of the acceleration of a modi"ed Atwood machine if the mass of the cart is 10 kg and the hanging mass is 7 kg? (Use g = 9.8 m/s2. Express your answer to one decimal point.) 4.0 m/s^2 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/last…urseKey=WA-production-1030387&dep=26936523&eISBN=9781337713412 Page 6 of 6 
Purchase answer to see full attachment