Laboratory III: Forces Problem IV: Normal and Kinetic Frictional Force I John Greavu March 13‚ 2013 Physics 1301W‚ Professor: Evan Frodermann‚ TA: Mark Pepin Abstract The dependence of two-dimensional velocity and position components on time as well as whether or not said components are constant was determined. Video was recorded of a ball being projected laterally and data of its flight were plotted. From analyzing the data and the corresponding graphs that followed‚ it was shown that while the
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understanding on the different concepts regarding Constant and Uniformly Accelerated Motion. Upon finishing the SIM‚ the reader is expected to: • identify the motion of an object in terms of distance or displacement‚ speed or velocity‚ and acceleration UNDESPICABLE MECHANICS CHANICS GUIDE CARD ACTIVITY CARD ENRICHMENT CARD ASSESSMENT CARD REFERENCE CARD UNDESPICABLE MECHANICS GUIDE CARD The Guide card presents the big picture‚ I’ll give you the overview of the lesson
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|9.61 |9.87 |9.76 |9.82 | Analysis 1. | |Minimum |Maximum |Average | |Acceleration(m/sec2) |9.61 |9.87 |9.74 | The position-time graph is a parabola.It has an increasing and positive slope. 3.The velocity vs. time graph is linear. The
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A warm‚ safe‚ and caring environment allows students to “influence the nature of the activities they undertake‚ engage seriously in their study‚ regulate their behavior‚ and know of the explicit criteria and high expectations of what they are to achieve” (Queensland Department of Education‚ 2005). According to Wilen et al.‚ (2004)‚ part of building a supportive climate for learning involves teachers sharing their expectations concerning learning of content‚ achievement‚ and social behavior with
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described as equations. Also‚ we calculated the accelerations of every stage (aup‚ adown and ahighest). Then the relationship among aup‚ adown and ahighest was concluded. Finally‚ the acceleration was measured and was proved from data. Introduction If there is a car launched from the bottom of an incline and it goes up until reaching the highest point‚ then it reverses its direction. To ensure the safety under this circumstance‚ the accelerations of every stage need to be measured in order to
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intervals on a diagram; (3) drawing vectors showing displacement‚ velocity‚ and acceleration and their x and y components at different times. (4) using vector equations to represent velocity and acceleration vectors quantitatively. In this activity you will practice representing the motion shown in Figure 1 using vectors and vector equations that represent displacements as well as average velocities and accelerations in the 1/15th of a second time intervals between position measurements. Figure
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Corporation of Stockton‚ California‚ which also builds other composite structures for the vehicle‚ including the fairing adaptor‚ stage 2 motor adaptor‚ stage 2 interstage‚ payload adaptor‚ and avionics cylinder.[20] The second stage is a solid-fuel rocket‚ the Castor 30. Developed by ATK as a derivative of the Castor 120 solid stage‚ the Castor 30B produces 293.4 kN (65‚960 lbf) average and 395.7 kN (88‚960 lbf) maximum thrust‚ and uses electromechanical thrust vector control.[6] Antares’ Castor 30
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Projectile Motion Purpose: An object in a projectile motion move horizontally with no acceleration and vertically with the gravitational acceleration at the same time. This experiment is to investigate projectile motion using experiments‚ equations and comparing the expected and experimental data. Procedure: Case I: Use formulas to find equation of horizontal Range (R) in a projectile motion. Rearrange equation for Rmax‚ and find the angle Adjust the launches angle to angle Launch
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concurrently on a point. As the angle between these forces increases from 0° to 90°‚ the magnitude of their resultant (1) decreases (2) increases (3) remains the same 2. A car increases its speed from 9.6 m/s to 11.2 m/s in 4.0 s. The average acceleration of the car during this 4.0-second interval is (1) 0.40 m/s2 (3) 2.8 m/s2 (2) 2.4 m/s2 (4) 5.2 m/s2 3. What is the speed of a 2.5-kilogram mass after it has fallen freely from rest through a distance of 12 m? (1) 4.8 m/s (3) 30. m/s
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were “x” for position of the object‚ “v” for velocity of the object‚ and “a” for acceleration of the object. Understanding the graphical representation of motion was important in helping students understand how position‚ velocity‚ and acceleration are affected with a moving object over a certain period of time. Using a motion detector and an Xplorer GLX‚ a calculator that graphed our distance velocity‚ and acceleration‚ students were able to create graphs for the information. The purpose of this lab
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