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Lab Report 2

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6 views

Lab Report 2

Uploaded by

jflores86
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lab #2 Report

Eloy Deras
Alan Garcia Dominguez
Juan D. Flores
Introduction
Present the subject or physics concept to explore in the lab session

Study Position vs. Time graph and derive velocity from it. Using the provided
equipment a model graph will be recreated as best as possible to obtain data to
calculate velocity. There will be three tables produced to capture the data required.
Table I are the key points in the graph accompanied by their respective time(s) and
position(s). Table II will be used to calculate velocity within each segment. Finally,
table II is to calculate the % difference from the calculated values and the
program’s (CAPSTONE) generated values.

Materials and set up


List the materials used during the experiment and how they are set to start the lab

To complete the lab, we utilized a balanced track, a glider, a motion sensor, and the
CAPSTONE program, which allowed us to capture and analyze the glider’s
movement, producing a position vs. time graph. Our first step was to ensure the
track was perfectly balanced. This involved activating the air pump and observing
whether the glider remained stationary. If the glider showed no movement in either
direction, we could confidently verify that the track was level. Once balanced, we
proceeded to set up the motion sensor and configure the position vs. time graph.
Ensuring the sensor was properly calibrated was crucial for capturing accurate data.
Once everything was in place, we began recording the glider's movement. To
further ensure precision, we used mobile devices as stopwatches to measure the
glider’s exact time in motion, allowing us to cross-check and replicate the graph’s
data for a more accurate analysis. The combination of these tools enabled us to
closely study the glider’s position changes over a fixed period of time, providing
clear insights into its behavior along the track.

Procedure
Explain step by step what you did in the lab session (Procedure)

First select the desired curve to be drawn into CAPSTONE from the provided
examples. Second,
study how far the object needs to move, for our curve it had four different positions,
and mark it on
the track so you know where to stop. Study how fast the object is moving in the
model curve selected to reproduce as close as possible. Try moving the bumpers
along the track where the glider needs to bounce back. Once the set-up is complete
run a few trial runs before committing to a final curve. Once you reproduce the
curve to good level of satisfaction – start adding the comments on the graph to
display a description of what’s happening at each segment. Start filling in tables I
and II with the captured data points. Finally, pull up the statistics tool as explained
in the lab guidelines to obtain the mean velocity calculated in CAPSTONE and enter
Lab #2 Report
Eloy Deras
Alan Garcia Dominguez
Juan D. Flores
into table III. Add your calculated velocities into table III and calculate the %
difference. Capture screenshots and pictures along the process.

Data and data analysis


Present the data collected and calculations to obtain specific values with graphs, tables, and
equations for the reader to review the evidence

Table I: Key points of the graph obtained in


the lab

Name Time (s) Position (m)


Initial Position (a) 0 0
Changing Direction (b) 4 -0.9
Changing Direction (c) 13.5 0.8
Final Position (d) 18.6 0

Table II: Calculations to obtain velocity

Change in Position Change in Time


Name Velocity (m/s)
(m) (s)
The line from point (a) to point (b) -0.9 4 -0.23
The line from point (b) to point (c) 1.7 9.5 0.18
The line from point (c) to point (d 0.8 5.1 0.16
Lab #2 Report
Eloy Deras
Alan Garcia Dominguez
Juan D. Flores

Table III: Comparison of velocity values

Mean Hand
Name Velocity computed % Difference
Values (m/s) velocity (m/s)
The line from point (a) to point (b) -0.48 -0.23 53.1%
The line from point (b) to point (c) -0.01 0.18 1889.5%
The line from point (c) to point (d) -0.45 0.16 134.9%

Conclusion
Show your reflections and conclusions about the concept explored in the lab session. These
reflections need to be supported by the evidence you collect or develop in the Data and
Data Analysis section

Objects moving in space and time are measurable via the position vs time graph
and mathematics
can be used to model those movements and derive other values such as velocity.
Our best effort was put forward to replicate the ideal scenario – we were close and
used the best curve to proceed with the lab. This lab got us closer to understanding
velocity better and connect book knowledge to real world understanding of
kinematics.

Personal learning experience


This lab significantly improved our understanding of timing and the concept of
position vs. time graphs. Through rounds of trial and error, we encountered various
challenges, such as calibrating the motion sensor, balancing the track precisely, and
refining our timing techniques. These obstacles gave us the opportunity to develop
our own solutions and improve our approach with each attempt.

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