2. As the angle of incline becomes more erect (closer to 90 degrees), the magnitude of the gravitational force increases in the x direction and decreases in the y direction. Therefore, it is more difficult to move the object up the slope as the incline increases.…
When conducting the experiment, we used a ticker tape and ticker tape timer because it could measure the distance travelled by the object (the weight) in a given time. For every second which passed, 60 dots would appear on the tape (6 dots for every 0.1 seconds). We would drop the object from the height of a table (83 cm) and attached to the object would be the ticker tape. We stuck the tape onto the weight and held the timer so that the tape would be leave the tape and going straight down. If we would place the ticker tape timer onto the table, it would hit the edge of the table and form a 90 degree and angle and then be pulled by the object. This would cause friction and reduce the accuracy of our…
To determine the velocity and acceleration of an object at different positions going down a ramp at four different angles.…
Task 4. Determine the slope of the line and compute an experimental value of g from the slope value. Remember, the slope of this graph represents ½ g.…
Correct: The ball has a positive acceleration when rolling both up and down the ramp.…
Place one car 20cm from the end of the ramp, facing away from the ramp. Place the other car at the top of the ramp so that it will hit the first car when you let go. Let go. Observe what happens to the first car. What happened to the ramp car? Measure the distance each car moved after the point of impact and the direction of movement. Record your observations in your lab book. Repeat your experiment 3 more times.…
Starting from rest, Grace bikes down the starting ramp at a professional biking track. If the ramp has the minimum legal dimensions (1.5m high and 12m long), find the acceleration when coefficient of friction is 0.11…
The cart remains still for 2.6 seconds 0.7 meters away from the sensor. Net force equals zero. All three graphs show the cart is stationary with a flat line across the 0.7 line. Acceleration graph begins sloping negatively once the force of hand is applied.…
Print or sketch the portions of the position and velocity graphs that represent the time that the cart was going up and down the incline. Compare these to your predicted graphs and comment on any differences.…
The use of the sloping chipboard compensates for the friction in the experiment as it increases the acceleration on the cart due to gravity and if placed on the right angle it will correctly compensate for the speed lost in friction.…
The result matches the prediction, as the height of the ramp increase, the speed of the toy car roll down on the ramp will increase because of the gravitational force pull the toy car down on the ramp, the higher height the toy car roll down on the ramp, the more gravitational forces involved, so the toy car will get a faster speed, but in the contrary, the lower height the toy car roll down on the ramp, there is less gravitational force, that’s mean the toy car will get a slower speed. The independent variables are the height of the ramp, by changing the height of the ramp, we can find out the time for the toy car roll down on the ramp in different and find out the pattern and prove the theory.…
Without the use of ticker tape or a spark timer, place the car at the top of the incline plane. Release the car. Use this as a trial run to ensure the ramp will produce efficient results.…
1. Fasten the pulley to one end of the ramp, and place it near the end of the bench…
1. Marissa’s car accelerates uniformly at a rate of +2.60 m/s2. How long does it take for Marissa’s car to accelerate from a speed of 24.6 m/s to a speed of 26.8 m/s? 2. A bowling ball with a negative initial velocity slows down as it rolls down the lane toward the pins. Is the bowling ball’s acceleration positive or negative as it rolls toward the pins? 3. Nathan accelerates his skateboard uniformly along a straight path from rest to 12.5 m/s in 2.5 s. a. What is Nathan’s acceleration? b. What is Nathan’s displacement during this time interval? c. What is Nathan’s average velocity during this time interval? 4. Critical Thinking Two cars are moving in the same direction in parallel lanes along a highway. At some instant, the instantaneous velocity of car A exceeds the instantaneous velocity of car B. Does this mean that car A’s acceleration is greater than car B’s? Explain, and use examples. 5. Interpreting Graphics The velocity-versus-time graph for a shuttle bus moving along a straight path is shown in Figure 13. a. Identify the time intervals during which the velocity of the shuttle bus 8.0 is constant. 7.0 b. Identify the time intervals during 6.0 5.0 which the acceleration of the shuttle 4.0 3.0 bus is constant. 2.0 1.0 c. Find the value for the average veloc0 −1.0 100 200 300 400 500 600 ity of the shuttle bus during each −2.0 time interval identified in b. −3.0 −4.0 d. Find the acceleration of the shuttle −5.0 −6.0 bus during each time interval identi−7.0 −8.0 fied in b. Time (s) e. Identify the times at which the velocity of the shuttle bus is zero. Figure 13 f. Identify the times at which the acceleration of the shuttle bus is zero. g. Explain what the slope of the graph reveals about the acceleration in each time interval. 6. Interpreting Graphics Is the shuttle bus in item 5 always moving in the same direction? Explain, and refer to the time intervals shown on the graph.…
The objective of the lab is to help students review on what they learned on Chapter 2, each question serving as an example of questions on a test. The dependent variable is the horizontal distance because of it depending on the Vox to know the distance it goes. This shows how the Vox is the independent variable because of it not depending on anything. The height of the launch is the controlled variable because you can control how high it is and can move it at any time. Some variables that need to be held constant are the angle of the ramp and air resistance. The angle of the ramp would need to be held constant in order to have similar outcomes to have an average velocity. Air resistance would need to be held constant because it could cause the time it takes to hit the ground to change and would result in different values for the distance. The mathematical correlation in the first graph is that the horizontal distance seems to increase as the initial velocity increases. The second graph correlation is that as the height of launch, the distance increases as well but more gradual. They agree because of the obvious case of the higher a ramp is the farther you go or the faster you leave the ramp, the farther you go. The significance of the slope is that it is close to .5 and that concludes that as the velocity rises by .2, the distance would also increase more or less by .1. An error that could have occurred would be the ramp moving from side to side. Some changes that would have helped would be having more precise measurements from rulers or buying brand new metal balls.…