For this investigation we performed two similar labs that simply consisted of different independent variables that were held constant. For one of the labs we varied the mass of the system and measured the acceleration of the falling mass. to collect data for this segment we increased the overall mass of the system by adding the same amount of grams to each side so that the net force would also remain constant. This then led us to the Inverse equation that is shown on the left side of the whiteboard photo in blue marker. We believe our equation to be true because a newton is the force required to cause a 1kg object to have an acceleration of 1 m/s/s, so a=F/m so in our case our number of 169.5 was decently close to the net force of the entire system. For the second half of the investigation we varied the pulley system's net force, not just the total mass of the system. To do so we merely continually added weight to one side of the system. Then we measured the acceleration, and came out with a linear equation shown on the right side of the whiteboard photo in red marker. After completing the lab we had a class discussion on how to find the tension in the rope of the pulley system, and we found out the equations as shown in the lab notebook photo to the right. The relationships we learned in the dicussion were between the tension in the string and the acceleration of the two objects as a system entirely. From this I did better understand the material after the class discussion but I feel as if I could maybe expand my knowledge further. | |
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So far in physics we have learned a lot of new methods to get answers, and many new concepts and information. We have also brushed up on the materials we learned last year but more in depth, like free fall acceleration. These things were studied the past few months more in depth though, as we have done advanced free fall problems that I have struggled with plenty, due to the amount of calculus involved in the process of finding the answers, but Mr. Pata has really helped explain things much better to a point of complete understanding, even when I am not in AP Calc class like most students. I also find a lot of the things we have learned very interesting, because I am more of a visual learner and any classes do not provide the visual aspect like Physics does. We have also learned about centripetal force in which if an object when moving in a circular motion naturally wants to move tangent to the circle not around the circle. Another thing we talked about was forces and how they are an "interaction between 2 objects, or a push/pull." Overall I am really starting to grasp the concepts of the class and materials, slowly but surely, and that is how Physics has gone so far.
In this laboratory investigation we first predicted that the relationship between the drop height and fall time was linear originally, but through this investigation we noticed the graph began to curve at the beginning and that the graph looked more like a square root function. So through these things we found the equation to be t=0.35h^1/2. The most important thing learned during the lab and the class discussion afterward was the pattern of the equations when you change the time. For instance t=( )H^.5 would, if t is doubled, change to 2t=( )4H^.5 so as the independent variable changes it directly effects the dependent variable exponentially.
![]() What We Did For this lab, we answered the question: What is the relationship between the ramp angle and acceleration? So to figure this out we placed a ramp at five various ramp angles that are displayed on the whiteboard to the left. We then placed a motion sensor at the top end of the ramp and pushed a car up the ramp towards the motion sensor, and then measured the acceleration as it went up and then back down. This information was then logged and made into a graph as shown on the left. We then made the graph into an equation to find the relationship between acceleration and ramp angle. ![]() What We Learned Through this experiment we learned that there is a significant relationship between the acceleration and the angle of the ramp, and it can be displayed by this equation: a=10sin(0.0159xAngle) But we also realized that 0.0159 is very close to 0.017 which is pi/180, meaning that the real equation should be more like 0.017. This also means we were very close in our measurements. The acceleration vs. angle graph is a sine wave. I also happened to learn in this process what a radian actually is, which its actually when you take the radius of the circle and put it on the outside of the circle around the circumference, that is what a radian is. You'd think with all the work in math we have done with radians we would know what they are by now. How I Felt About It Well first of I am surprised to know that I didn't know what a radian actually was. But besides that little piece of information, I would like to say that its always kind of interesting to me and also much more understandable when we are able to find the equations for physics things like the relationship between acceleration and ramp angle by ourselves. I think its a good way to give purpose to our learning and motivate us more that we are actually seeing how things work. I also was kind of surprised for the equation to be a sine wave since we do not always see those |
AuthorNicoletta Valenzano Archives
June 2016
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