| motion_lab_calculated_graph.docx |
| hand_drawn_graph.pdf |
.Partners: Sean Lynch, Jarrod Pellissier, John Martin
Lab: Interpreting and Matching
Displacement vs. Time Motion Graphs
Objectives:
Materials:
TI-84 Calculator-Based Lab Unit (CBL-II)
Motion detector
Meter stick
Computer with LoggerPro software
Procedure:
Part I –
1. Develop a position vs. time story that describes a body in motion incorporating at least the following four types of motion.
i. standing still
ii. moving with constant velocity
iii. moving with variable negative velocity
iv. moving with variable positive velocity
2. Illustrate the story on a position vs. time graph. Use a legend to cross reference sections of the graph with the corresponding sections of the story.
3. Underneath the graph, write instructions for moving in front of the motion detector according to the graph you have drawn.
Part II – AT THE LAB STATION IN CLASS WITH A PARTNER
4. Measure out and mark meaningful locations on the floor and practice the motion needed to create the position vs. time graph.
5. Now it’s time for you to match your physical motion to your group’s descriptive motion graph. You have 3 attempts to match it as best you can. Save a copy best graph your motion creates and reproduce this graph using LoggerPro.
Story
1) Dr. Egor is driving to school one day. He drives 300 meters from his house in one minute when he stops to help a stoner who caught his house on fire.
2) It takes him ten minutes to put out the fire.
3) After, he leaves the house and his car runs away so he chases it 20 meters down the road back the way he came for three minutes.
4) Finally he gives up on chasing the car and finds a magical unicorn on the side of the road. He gets on the back of the unicorn and speeds off to school 500 meters away. It takes him only two minutes.
Illustrated graph
See attached documents at the top.
Instructions
1) Stand directly in front of motion sensor, at 0 meters.
2) In 1.5 seconds, back up about one meter. Stay stationary for 5 seconds.
3) For 1 second, move approximately .5 meter forward towards the sensor.
4) Move away from the sensor as fast as possible until it cannot detect your motion.
Motion Detector graph and data
See calculated graph in the attached document at the top.
Data- First column is time (Sec.) and the second column is position (m).
0 0.162708
0.25 0.331524
0.5 0.793826
0.75 1.01234
1 1.11619
1.25 1.16228
1.5 1.18782
1.75 1.19393
2 1.19532
2.25 1.19726
2.5 1.19699
2.75 1.19865
3 1.20171
3.25 1.2042
3.5 1.20004
3.75 1.19643
4 1.20087
4.25 1.20559
4.5 1.20754
4.75 1.2067
5 1.20254
5.25 1.14423
5.5 1.0701
5.75 0.970139
6 0.892394
6.25 1.11758
6.5 1.71815
6.75 2.23
7 4
Data Analysis: Discuss differences between the descriptive graph and the graph generated by the motion detector. What are the reasons for the differences?
There are many factors that account for the differences between the hand drawn and calculated graph. Our story was 16 minutes long on the hand drwan, but we only had eight seconds to produce the graph off of the motion sensor. Therefore, the given time made it somewhat difficult to make an exact copy of how our hand drawn graph portrays the story. Also we didn't have the distance to replicate the same ground covered in the story, which lead to some discrepancy due proportioning of distances in the two graphs. Finally, a big factor that came as a challenge was producing the correct acceleration to match the hand drawn graph. However, even with the differences betwwen the two graphs we were able to generate a graph almost identical to our hand drawn graph.
Conclusion: Develop a conclusion that addresses the objectives of the lab.
Through this lab I gained a better understanding of postition v.s time graphs and how they correlate with thier corresponding velocity, motion, and acceleration. By creating a graph we were able to see how to depict the position of an object by creating the motion, velocity, and acceleration in real time with the motion sensor. We also saw how hard it was to get a sharp change in acceleration as it required a very rapid change in motion. All in all, the process of completing the lab left me with a better understanding of the concept of motion, velocity, and acceleration as they relate to time.
Lab: Interpreting and Matching
Displacement vs. Time Motion Graphs
Objectives:
- Create a Displacement vs. Time graph and match your graph with actual motion.
- Gain competence in the use of motion detector and related equipment.
- Understand the relationship between position vs. time, velocity and acceleration.
Materials:
TI-84 Calculator-Based Lab Unit (CBL-II)
Motion detector
Meter stick
Computer with LoggerPro software
Procedure:
Part I –
1. Develop a position vs. time story that describes a body in motion incorporating at least the following four types of motion.
i. standing still
ii. moving with constant velocity
iii. moving with variable negative velocity
iv. moving with variable positive velocity
2. Illustrate the story on a position vs. time graph. Use a legend to cross reference sections of the graph with the corresponding sections of the story.
3. Underneath the graph, write instructions for moving in front of the motion detector according to the graph you have drawn.
Part II – AT THE LAB STATION IN CLASS WITH A PARTNER
4. Measure out and mark meaningful locations on the floor and practice the motion needed to create the position vs. time graph.
5. Now it’s time for you to match your physical motion to your group’s descriptive motion graph. You have 3 attempts to match it as best you can. Save a copy best graph your motion creates and reproduce this graph using LoggerPro.
Story
1) Dr. Egor is driving to school one day. He drives 300 meters from his house in one minute when he stops to help a stoner who caught his house on fire.
2) It takes him ten minutes to put out the fire.
3) After, he leaves the house and his car runs away so he chases it 20 meters down the road back the way he came for three minutes.
4) Finally he gives up on chasing the car and finds a magical unicorn on the side of the road. He gets on the back of the unicorn and speeds off to school 500 meters away. It takes him only two minutes.
Illustrated graph
See attached documents at the top.
Instructions
1) Stand directly in front of motion sensor, at 0 meters.
2) In 1.5 seconds, back up about one meter. Stay stationary for 5 seconds.
3) For 1 second, move approximately .5 meter forward towards the sensor.
4) Move away from the sensor as fast as possible until it cannot detect your motion.
Motion Detector graph and data
See calculated graph in the attached document at the top.
Data- First column is time (Sec.) and the second column is position (m).
0 0.162708
0.25 0.331524
0.5 0.793826
0.75 1.01234
1 1.11619
1.25 1.16228
1.5 1.18782
1.75 1.19393
2 1.19532
2.25 1.19726
2.5 1.19699
2.75 1.19865
3 1.20171
3.25 1.2042
3.5 1.20004
3.75 1.19643
4 1.20087
4.25 1.20559
4.5 1.20754
4.75 1.2067
5 1.20254
5.25 1.14423
5.5 1.0701
5.75 0.970139
6 0.892394
6.25 1.11758
6.5 1.71815
6.75 2.23
7 4
Data Analysis: Discuss differences between the descriptive graph and the graph generated by the motion detector. What are the reasons for the differences?
There are many factors that account for the differences between the hand drawn and calculated graph. Our story was 16 minutes long on the hand drwan, but we only had eight seconds to produce the graph off of the motion sensor. Therefore, the given time made it somewhat difficult to make an exact copy of how our hand drawn graph portrays the story. Also we didn't have the distance to replicate the same ground covered in the story, which lead to some discrepancy due proportioning of distances in the two graphs. Finally, a big factor that came as a challenge was producing the correct acceleration to match the hand drawn graph. However, even with the differences betwwen the two graphs we were able to generate a graph almost identical to our hand drawn graph.
Conclusion: Develop a conclusion that addresses the objectives of the lab.
Through this lab I gained a better understanding of postition v.s time graphs and how they correlate with thier corresponding velocity, motion, and acceleration. By creating a graph we were able to see how to depict the position of an object by creating the motion, velocity, and acceleration in real time with the motion sensor. We also saw how hard it was to get a sharp change in acceleration as it required a very rapid change in motion. All in all, the process of completing the lab left me with a better understanding of the concept of motion, velocity, and acceleration as they relate to time.
