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Physics Lab Report #2

The lab report details an experiment conducted to understand the relationship between position, time, and velocity using a glider on an air track. The team successfully created position vs. time and velocity vs. time graphs, confirming their predictions about how changes in position affect velocity. The experiment provided hands-on experience with sensors and graphing, enhancing the students' understanding of these physics concepts.

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pabloandresaldrete
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1 views6 pages

Physics Lab Report #2

The lab report details an experiment conducted to understand the relationship between position, time, and velocity using a glider on an air track. The team successfully created position vs. time and velocity vs. time graphs, confirming their predictions about how changes in position affect velocity. The experiment provided hands-on experience with sensors and graphing, enhancing the students' understanding of these physics concepts.

Uploaded by

pabloandresaldrete
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lab Report #2

Mary Fiala, Pablo Aldrete Fiscal, Eli Sixto, Madeline Aguilar


Department of Physics, The University of Texas at El Paso
PHYS 1403, CRN: 22825, Group 3
Professor Karla Carmona Miranda
February 6, 2025
Introduction
Velocity is a physical vector quantity which is notated by the change in distance divided
by the change in time. The purpose of this lab was to become familiar with velocity utilizing a
real-world scenario. Along with this, we are comparing the shapes of position vs. time and
velocity vs. time graphs. In a position vs. time graph, the slope indicates velocity, whereas in a
velocity vs. time graph, the slope presents acceleration. Because of the interconnectedness,
velocity can be found in multiple ways, using different datasets. (ES)

Materials and Setup


- Motion Sensor PassPort

- Glider and Air Track


- 550 Universal interface
- Dell Desktop Computer
- Capstone Program
- Participants
- Rubber band bumpers

(ES)

Procedure (PAF)
1. Pablo turned on the air pump and made sure the track was balanced by
making sure the glider sat in the center of the track without sliding backward
or forward.
2. Madeline opened the Capstone program and set up the position vs. Time
graph.
3. Pablo and Madeline made sure the sensor could properly detect the glider
along the length of the track.
4. Once all the necessary equipment and software was ready to go, Mary took
pictures of the set up.
5. Pablo and Mary then took turns sliding the glider while Madeline and Eli
monitored the output in the Capstone program before properly attempting to
recreate the assigned graph,
6. After a few trial runs, the team collectively recreated the graph and recorded
the data.
7. Madeline then labeled the initial position, turning points, and final position
on the graph in the Capstone software.
8. Mary and Eli then compiled the data and recorded everything in the
appropriate tables.
9. The team then collectively made a prediction of what the velocity vs. Time
graph would look like.

Prediction:
(MF)
We predict that this is what our velocity vs. time graph will look like because if the position is
increasing over time the object is progressively speeding up meaning that the velocity is
increasing. As the position is decreasing over time so is the velocity as this means that the object
is slowing down. (MF)
Results:

(MA)

Data and Data Analysis


Time (s) Position (m)
Initial Position (a) 1.600s .01m
Changing Direction (b) 6.250s 1.73m
Final Position (c) 11.850s 0m
(MF)

Change in Position (m) Change in Time (s) Velocity (m/s)


The line from point 1.72 4.65 .370
(a) to point (b)
The line from point 1.73 5.6 .310
(b) to point (c)
(MA) (ES)

Mean Velocity Hand Computed Velocity % Difference


Values (m/s) (m/s)
The line from point .38m/s .370 2.7%
(a) to point (b)
The line from point .32m/s .310 3.5%
(b) to point (c)
(PAF) (ES)

Conclusions
The experiment allowed for direct visual and on-hands experiences to aid student understanding
of the concept of velocity. Our processes proved relatively accurate as our results were within an
acceptable range. The only issues with the experiment were in the beginning, when the sensor
was not in line with the track, making the data unusable. After the problem was fixed, all
components of the experiment ran smoothly. (ES)
This lab explored the relationship between an object’s position and time and the relation to
velocity. The frictionless movement of the glider on the air track allowed for uniform velocity to
be replicated. Our recreation of the sample position versus time graph, calculation of velocity
and predicted velocity versus time graph was accurate to the original graph. (MA)

This experiment had us look at the relationship between position and time and how it affected
our velocity. After a few tries we got the above graph which shows us the difference in position
as the glider moves along overtime. We predicted what our velocity graph would look and then
also got the above graph showing us that as the position steadily increases overtime the velocity
will also stay steady and as the position decreases steadily overtime the velocity will also
decrease.(MF)

In this experiment, the relationship between position and time and its impact on velocity was
explored. After several attempts, the resulting graph was produced, illustrating the changes in
position as the glider moved over time. A prediction was made regarding the appearance of the
velocity graph, which was later confirmed by the obtained graph. The data demonstrated that
when position increases steadily over time, velocity remains constant, and when position
decreases steadily over time, velocity also decreases. (PAF)

Personal Learning Experience


This lab proved helpful to further familiarize myself with the sensor and how it functions.
Adding the elements of the glider and the track was interesting and fun to do. Looking at the
differences between the position and velocity graphs was helpful as at times I struggle with
visualizing the trends between each graph. (ES)
Using the same program and sensor of the first lab enhanced my understanding of how to best
use these tools. The addition of the glider and track brought a new element of interest. It was fun
to just watch the glider bounce back and forth on the track. Though we had trouble getting the
sensor to give proper readings, once this was resolved the recreation of the graph was relatively
easy. I’m interested to see how we use the sensor and program next. (MA)

These labs really helped me to better understand the relationship between position vs. time and
velocity. I found it to be difficult to grasp the concept of the air track at first but after some
practice we were able to get a good graph. I found this to be very beneficial as it gave me a
visual as to what really is happening when we see a graph like the one above in lecture. (MF)

Using the same sensor and program from the first lab provided a great opportunity to build on
the previous experience of these tools. The glider introduced an entirely new peripheral that
made this experiment distinct from the first. While there were some initial difficulties with the
sensor's accuracy, once those were addressed, generating the graph became fairly simple. I hope
we continue using these tools in novel ways.

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