SSI3013

INFORMATION AND COMMUNICATION TECHNOLOGY IN

SCIENCE

ASSIGNMENT 2 : DATA LOGGER (ACCELERATION)

LECTURER : ENCIK AZMI BIN IBRAHIM

LECTURE GROUP : B
GROUP : G

MEMBERS
MUHAMMAD NOOR EIMAN BIN ZAILAN AFFENDI D20171078241

MUHAMMAD ARIF AKMAL BIN MUHAMAD D20171078232

KHARIRI
MUHD MUHAIAMIN BIN ROSLAN D20171078233
1.0 INTRODUCTION

The Data Logger is an electronic instrument that records measurements over a period of time

at a fixed interval. For example, data loggers include air temperature measurement, relative

humidity, AC/DC current, pressure difference voltage, period of use such as lights, motor, etc.,

light intensity, water temperature level, dissolved oxygen (DO), soil mixture, rainfall, wind

speed and direction, leaf wetness, pulse signal, room occupancy, plug load, and many more.

Usually battery-powered devices fitted with an internal microprocessor, data storage, and one

or more sensors are lightweight data loggers. It can record up to months of data at a time. A

data logger may be a single unit, a stand-alone system with internal sensors that fit in the hand

of the palm, or a multichannel data collection instrument fitted with one or more sensors. Since

the 1980s, electronic data recording has been used in science teaching and learning in countless

countries. A collection of results is known as data, while the method of handling data is referred

to as data logging using modern computer technology. There are 3 elements of data logging,

such as sensors, interface boxes and computers.

There is a close link between data logging in teaching and learning. This is because data logging

can enable the teaching and learning process to run smoothly in the classroom, especially in

the study of science experiments. For example, in the acceleration experiment on an inclined

plane, the laboratory experiment should be conducted by the student and how to address the

problem statement that asks how the acceleration varies from various angles. Therefore,

students should be more aware of the data and the result they obtained by the use of data logger.

This is because the electrical signal is translated to some physical amount, and the data is

transmitted to the device and seen on the screen. So this could help students understand more.

In addition, there are four phases in data logging which are engage, empower, enhance and

extension. How can the phase in the data logger make the student understand more about the

mentioned problem statement?

2.0 ENGAGE

The second law of motion of Newton is an object with its mass in a motion accelerated by the

net force and mass of the object in the direction of force. Acceleration is obtain by derivation

of force which given by the following equation:

𝑭𝒏𝒆𝒕 = 𝒎𝒂
Where,

𝑭𝒏𝒆𝒕 is net force

𝒂 is the acceleration
𝒎 is the mass

By changing the equation, we will get

𝑨 = 𝑭 𝒏𝒆𝒕/𝒎

Acceleration equation in Standard inde xs (SI) units:-

𝒎 𝑵𝒆𝒕 𝒇𝒐𝒓𝒄𝒆 (𝑵)

𝐀𝐜𝐜𝐞𝐥𝐞𝐫𝐚𝐭𝐢𝐨𝐧 ( 𝟐 𝐨𝐫 𝐦𝒔 −𝟐) =
𝒔 𝑴𝒂𝒔𝒔 (𝑲𝒈)

In this experiment, We are using ballistics carts as an object with constant mass. The

acceleration is directly proportional to the net force and inversely proportional to the mass,

according to the second law of motion. The greater the acceleration, the higher the net force on

the lower mass ballistics chart. Therefore if the ballistics map travels at an angle, θ with the

absence of friction on the inclined plane, the acceleration will be "g" due to the influence of

gravitational force on it and m will be mass. gsinθ will be the gravitational force since the

inclined plane is a function of g times sine angle. The direction of the gravitational force

parallels the surface of the plane.

Thus, the equation will be:-

𝑭𝒏𝒆𝒕 = 𝒎𝒈𝒔𝒊𝒏𝜽

Logger Pro is a motion sensor used to track the motion of the ballistics cart on an inclined plane

moves up and down. The data for Position VS Time and Velocity VS Time can be calculated.

Average cart acceleration for the moves up and down will be calculated by using this data.

There was a small difference when the friction increased slightly (moved up) and decreased

slightly (moved down). Thus, the average acceleration is equal to the acceleration due to

gravity with its angle, gsinθ.

The equation of average acceleration :

𝑚 Acceleration moves up+Acceleration moves down

Average acceleration (in )=
𝑠2 2

The equation of average acceleration equal to the acceleration due to gravity:-

𝑎𝑢𝑝 + 𝑎𝑑𝑜𝑤𝑛
𝐺𝑠𝑖𝑛𝜃 =
2

The acceleration due to gravity:-

𝑎𝑢𝑝 +𝑎𝑑𝑜𝑤𝑛
G =( ) ÷ sinθ
2
In this equation:-

𝒂𝒖𝒑 and 𝒂𝒅𝒐𝒘𝒏 are the accelerations of the cart

θ is the inclined angle of the track and the table

g is acceleration due to gravity.

So, we can see that the acceleration have relation with net force and mass. What will happen if

the cart travels with constant mass at diferent angles of the inclined plane? Does acceleration

in this situation change according to the angle of the inclined plane due to gravity?
3.0 EMPOWER

To define, explain and understand the problem statement, this experiment starts with the

problem statement. Does the problem statement of this experiment change acceleration

according to various angles of the inclined plane? The purpose of this experiment was to

identify the effect of different angles on the inclined plane on acceleration. The purpose of this

experiment is to analyse acceleration changes due to different angles of inclined plane, to learn

how to use Logger Pro Software to plot acceleration data, and also to determine the relationship

between acceleration, position and velocity.

Title

Data Logging (Acceleration-Cart on an inclined track with different angle)

Objectives

1. To study how acceleration of object depends on the angle of the inclined track
by using the motion sensor.

2. To determine the angle of the inclined track for each different height, h

3. Use the software to plot the graph of position, velocity and acceleration versus
time for each trial.

Problem Statement

“Does the inclined track with a certain angle effect the acceleration and velocity of a moving

object?”

Equipment and Apparatus

 Computer with USB port

 Pasport USB interface
 Pasport motion sensor
 Data studio software
  Track
 Cart
 Ruler
 Retort stand and clamp

Procedure

Computer setup

 The passport USB interface is plugged onto the USB port on the computer.
 The motion sensor is plugged into the USB interface. The PASPortal window is
automatically launched.
 Appropriate DataStudio configuration is chosen.

Equipment Setup

 The equipment is set up as shown in figure.

 The height of the point of release of the cart from table surface is measured.
 Different heights (8 cm, 12 cm, and 16 cm) are used in this experiment.
 The length of the track is also measured to obtain the inclined angle.
 The motion sensor is placed at the raised end of the track so it can measure the motion
of the cart as it moves down the inclined track. At the top of the motion sensor, the icon
cart is selected.
 Cart is hold at the mark 15cm of the track. When it is released, the data is recorded. The

experiment is repeated by changing the height of 12cm to 16cm to obtain 3 sets of data.

Record data

 The button start is clicked and the cart is released so that it moves down the track.
 The button stop is clicked before the cart hits the end stop of the track.

Result / Data

Length of track, h 85 cm 85 cm 85 cm

Height, y 8 cm 12 cm 16 cm
 Angle of inclined track, 5.4 8.1 10.8

Acceleration (slope = 0) 0.6 𝑚/𝑠 2 1.0 𝑚/𝑠 2 1.2 𝑚/𝑠 2

Slope of Velocity 0.43 𝑚/𝑠 2 0.80 𝑚/𝑠 2 1.17 𝑚/𝑠 2

graph Acceleration 0.0 𝑚/𝑠 3 0.0 𝑚/𝑠 3 0.0 𝑚/𝑠 3

(m)

Graph (angle = 5.4)

Graph (angle = 8.1)

Graph (angle = 10.8)

Discussions

The higher the height and angle of the inclined plane, the higher the velocity and its

acceleration, depending on the experiment. As the height and angle of the inclined plane rises,
its velocity increases, and the force acting on it decreases, which also increases the velocity

and acceleration.

Questions

1. Describe the situation where an object slides down at different inclined angle and the forces
that involved in it?

2. What are the forces that acting upon an accelerating object on inclined track and draw a
diagram to show the forces, plus state how the acceleration is formed?

3. From the result, describe how the acceleration is affected by different inclined angles?

4. What are the constant variables in this experiment?

5. What precautions you took when doing this experiment?

4.0 ENHANCE

This experiment is extended to the Bobsleigh roller coaster and the roller blade. Acceleration,

position and velocity are involved in this application. In order to create distinct roller coaster

acceleration, they use different angles of inclination. The higher the angle of inclination, the

greater the acceleration of the roller coaster. For rivers, water acceleration is often higher

upstream compared to downstream. This is because there is slight friction in the upstream as

in the downstream and it has strong gravitational forces. On the other hand, the application also

implied in bobsleigh sport .This sport required step angle for the sportsman to slide down

,which conclude the higher and step the slide of the sportsman the faster and the sleigh and will

finally slow down at the end of the track due to frictional force and flat track which has less

angle .
5.0 EXTENSION

Two balls, starting with the same initial horizontal velocity, take two different path, the one

taking the high road(steel ball A) is simply a straight horizontal path while the another one(steel

ball B) taking the low road rolls down into a valley, follows a short straight horizontal stretch,

and then back up again to the original height. The horizontal distance traveled by each is the

same, but the low road is obviously a longer path.

When both the steel ball was release together, they have the same amount of potential energy

and it been converted to kinetic energy. But for steel ball B, when it come to rools down into

the valley, it has more potential energy converted to kinetic energy which giving it more speed

and allowing it travel the further distance faster than the other ball(steel ball A) and reach the

end first.

Assuming the "finish line" is not the dead stop at the end but a point before that where to two

tracks are the same height and same horizontal distance from the start. Also assuming the

only acceleration is due to gravity (starting velocity is 0). starting gravitational potential

energy = gravitational potential energy + kinetic energy at any point therefore

𝟏
𝐦 𝐠𝒉𝟏 = 𝐦𝐠𝐡𝟐 + 𝐦𝒗𝟐
𝟐
 𝟏
𝐦 𝐠𝒉𝟏 = 𝐦(𝐠𝐡𝟐 + 𝒗𝟐 )
𝟐

Where:
m = mass of object
g = gravitational acceleration
ℎ1 = height at start
ℎ 2 = height at a point after the start but before or at the finish
v = speed at ℎ 2

For both tracks m, ℎ1 , and ℎ 2 are the same at the end so v is the same (energy conserved and

friction ignored) which is why the result is counter intuitive. However for most of the run ℎ 2

is different for the two tracks. Since ℎ 2 is smaller for one, the v term has to be larger in order

for the equation to balance. So while they end up at the same height and speed at the end, one

has had a higher speed for a section of its track allowing it to pull ahead. In reality where we

do have friction forces, most prominently wind resistance which goes up with the square of

the velocity, so the mass which travelled the fastest to get to the end has lost the most energy

along they way. This means that the steel ball B hits the stop at the end of its track with less

force than steel ball A