course Phy 201 |wxmФڞ، assignment #000 000. `Query 0 Physics I 02-07-2008
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20:17:57 The Query program normally asks you questions about assigned problems and class notes, in question-answer-self-critique format. Since Assignments 0 and 1 consist mostly of lab-related activities, most of the questions on these queries will be related to your labs and will be in open-ended in form, without given solutions, and will not require self-critique. The purpose of this Query is to gauge your understanding of some basic ideas about motion and timing, and some procedures to be used throughout the course in analyzing our observations. Answer these questions to the best of your ability. If you encounter difficulties, the instructor's response to this first Query will be designed to help you clarify anything you don't understand. {}{}Respond by stating the purpose of this first Query, as you currently understand it.
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RESPONSE --> The purpose of this query is to gauge my understanding of the basics of physics.
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20:21:36 If, as in the object-down-an-incline experiment, you know the distance an object rolls down an incline and the time required, explain how you will use this information to find the object 's average speed on the incline.
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RESPONSE --> First I would make several timed passes down the measured incline, and record each time. Then I would average the time taken to pass down the incline. Finally I would divide the length of the incline by the average time and that gives me the average speed on the incline. confidence assessment: 3
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20:23:10 If an object travels 40 centimeters down an incline in 5 seconds then what is its average velocity on the incline? Explain how your answer is connected to your experience.
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RESPONSE --> The average velocity is the length of the incline divided by the time taken to travel it, which is 40/5=8cm/s confidence assessment: 3
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20:24:45 If the same object requires 3 second to reach the halfway point, what is its average velocity on the first half of the incline and what is its average velocity on the second half?
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RESPONSE --> If the total velocity is 8cm/s and the average at the halfway is 3 seconds, that means that the velocity on the second half is 5 because 8-3=5. confidence assessment: 2
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20:27:59 Using the same type of setup you used for the first object-down-an-incline lab, if the computer timer indicates that on five trials the times of an object down an incline are 2.42 sec, 2.56 sec, 2.38 sec, 2.47 sec and 2.31 sec, then to what extent do you think the discrepancies could be explained by each of thefollowing: {}{}a. The lack of precision of the TIMER program{}{}b. The uncertain precision of human triggering (uncertainty associated with an actual human finger on a computer mouse){}{}c. Actual differences in the time required for the object to travel the same distance.{}{}d. Differences in positioningthe object prior to release.{}{}e. Human uncertainty in observing exactly when the object reached the end of the incline.
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RESPONSE --> I would think it is a combination of B and E because it is hard for your eye to really see the object reaching the end of the incline, and then the time for your brain to process the information and tell your finger to hit the button. confidence assessment: 2
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20:31:31 How much uncertainty do you think each of the following would actually contribute to the uncertainty in timing a number of trials for the object-down-an-incline lab? {}{}a. The lack of precision of the TIMER program{}{}b. The uncertain precision of human triggering (uncertainty associated bLine$(lineCount) =with an actual human finger on a computer mouse){}{}c. Actual differences in the time required for the object to travel the same distance.{}{}d. Differences in positioning the object prior to release.{}{}e. Human uncertainty in observing exactly when the object reached the end of the incline.
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RESPONSE --> a. 0.5% b. 40% c. 0.5% d. 25% e. 34% Percents of responsibility confidence assessment: 2
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20:34:47 What, if anything, could you do about the uncertainty due to each of the following? Address each specifically. {}{}a. The lack of precision of the TIMER program{}{}b. The uncertain precision of human triggering (uncertainty associated with an actual human finger on a computer mouse){}{}c. Actualdifferences in the time required for the object to travel the same distance.{}{}d. Differences in positioning the object prior to release.{}{}e. Human uncertainty in observing exactly when the object reached the end of the incline.
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RESPONSE --> a. nothing, unless you know how to reprogram it. b. nothing, unless you rig some kind of automated trigger c. nothing, if something is moving the same speed over the same distance, the time taken to travel will not change. d. have more than one person involved and release at a specified point every time. e. nothing, unless you could use a high-speed camera confidence assessment: 3
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20:35:04 According to the results of your introductory pendulum experiment, do you think doubling the length of the pendulum will result in half the frequency (frequency can be thought of as the number of cycles per minute), more than half or less than half?
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RESPONSE --> Yes confidence assessment: 3
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20:36:47 Note that for a graph of y vs. x, a point on the x axis has y coordinate zero and a point on the y axis has x coordinate zero. In your own words explain why this is so.
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RESPONSE --> This is because the coordinance of that point would be either (0, something) or (something, 0). If it is infact 0 it would be found dead on an axis. confidence assessment: 2
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20:41:07 On a graph of frequency vs. pendulum length (where frequency is on the vertical axis and length on the horizontal), what would it mean for the graph to intersect the vertical axis (i.e., what would it mean, in terms of the pendulum and its behavior, if the line or curve representing frequency vs. length goes through the vertical axis)? What would this tell you about the length and frequency of the pendulum?
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RESPONSE --> That would mean that the length is zero. That tells me that the shorter the lenght, the higher the frequency. confidence assessment: 3
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20:42:01 On a graph of frequency vs. pendulum length, what would it mean for the graph to intersect the horizontal axis (i.e., what would it mean, in terms of the pendulum and its behavior, if the line or curve representing frequency vs. length goes through the horizontal axis)? What would this tell you about the length and frequency of the pendulum?
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RESPONSE --> This would mean that the pendulum is not moving. This would tell me that the longer the length of the pendulum, the slower it moves. confidence assessment: 3
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20:42:59 If a ball rolls down between two points with an average velocity of 6 cm / sec, and if it takes 5 sec between the points, then how far apart are the points?
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RESPONSE --> 6 cm/sec*5sec=30cm confidence assessment: 3
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20:43:21 02-07-2008 20:43:21 On the average the ball moves 6 centimeters every second, so in 5 seconds it will move 30 cm. {}{}The formal calculation goes like this: {}{}We know that vAve = `ds / `dt, where vAve is ave velocity, `ds is displacement and `dt is the time interval. {}It follows by algebraic rearrangement that `ds = vAve * `dt.{}We are told that vAve = 6 cm / sec and `dt = 5 sec. It therefore follows that{}{}`ds = 6 cm / sec * 5 sec = 30 (cm / sec) * sec = 30 cm.{}{}The details of the algebraic rearrangement are asfollows:{}{}vAve = `ds / `dt. We multiply both sides of the equation by `dt:{}vAve * `dt = `ds / `dt * `dt. We simplify to obtain{}vAve * `dt = `ds, which we then write as{}`ds = vAve *`dt.{}{}Be sure to address anything you do not fully understand in your self-critique.
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NOTES ------->
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20:51:08 You were asked to read the text and some of the problems at the end of the section. Tell me about something in the text you understood up to a point but didn't understand fully. Explain what you did understand, and ask the best question you can about what you didn't understand.
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RESPONSE --> For the most part, I have not had any trouble understanding the textbook material. I understand most of it to be pretty straight forward. Theories must be tested, but can not actually be proved. A law is often the form of an equation. There is always a level of uncertainty in measurments. There are standards or units that should always be stated. The only thing I am having real difficulty with is knowing when to say a zero is a significant figure, and when it is not (and how to properly use the scientific notation when it is). Do you have any tips for that? confidence assessment: 2
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20:54:06 Tell me about something in the problems you understand up to a point but don't fully understand. Explain what you did understand, and ask the best question you can about what you didn't understand.
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RESPONSE --> I did not have any real issues with the problems. My only question is in Set 1 Problem 4, in the solution where it is stated ""....42 meters in 42 seconds"" is this a typo? It throws me way off in left field. If something is moving 18 meters in 3 seconds, I don't see how it could possibly take 42 seconds to move 42 meters. confidence assessment: 3
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|v^ҳɛ assignment #000 000. `Query 0 Physics I 02-07-2008