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phy121
Your 'collaborative labs' report has been received. Scroll down through the document to see any comments I might have inserted, and my final comment at the end.
** Collaborative Labs_labelMessages.txt **
nov 2, 6:20pm
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You have completed the first series of collaborative labs.
In that series you developed some important skills with teamwork, collaboration and communication. By now you have also developed additional lab techniques and insights, as well as an expanded understanding of physics and the standard formulations of motion, energy, momentum, forces and other topics.
You now have a good idea of the function of each member of the team, the designer, the experimenter, the analyzer and the interpreter.
You are also familiar with the items in your lab materials package.
The second series of activities will be spread out over the remainder of the semester. The investigations in this series will be more substantial and extensive than those of the first series, though we will limit the scope to keep the workload reasonable.
Please give a brief statement of three proposals for the second series of investigations, relevant to the topics of the labs you have performed and/or the material covered so far in the course. It should be possible to conduct your proposed investigations using the materials in the lab package, and/or common items you can expect your team members to have.
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1. Rolling a ball along paper and marking the path to form vectors.
2. Dropping a ball from a certain height and calculating the velocity until it reaches the ground then measuring the vector after contact.
3. Finding the angular velocity of a strap with a ball in one of the holes and finding out what speed the strap must go to move the ball off the strap.
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Discuss your first idea. How do you think it might be tested? What sort of items do you think might be required? How do you think your idea might be tested?
First getting graph paper or the square paper with 1cm squares and rolling a ball from a start position each time with a flick and marking the path of the ball. Have a partner (or if you can) time the ball from start to stop. After the ball stops, you can determine the vector magnitude and the angle. You can also calculate the speed of the ball with the time and the displacement. With each flick, the ball may go different directions, different speeds, etc, but making sure you start it from the same starting point each time.
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Discuss your second idea. How do you think it might be tested? What sort of items do you think might be required? How do you think your idea might be tested?
Determining if different height that a ball is dropped determines a different vector after contact with the floor. Using the timer program and 1cm square paper, drop a ball from certain heights (5cm, 10cm, 20cm, 50cm, 1m, or specify a height) with the paper underneath. First timing how long it takes the ball to drop to calculate the velocity and the acceleration by stopping the TIMER when the ball hits the ground. The second part of the experiment happens by dropping the same ball from the height and drawing the vector of the ball after it hits the ground. Finding out to see if a different height gets a different vector. The only downside is that you have to drop it as close as you can to the same spot each time and it has to be straight down and try not to have an angle of drop because that can cause a different vector. Finding the magnitude and the angle of the vector and analyzing whether or not height has an impact on a vector after contact with the floor.
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Discuss your third idea. How do you think it might be tested? What sort of items do you think might be required? How do you think your idea might be tested?
Using a dye, strap, ball and the TIMER program, you set up the strap on the dye so that it spins. Practice spinning the strap and calculating time. Start the timer when you release the strap. After you have that down, place the ball in one of the holes on the strap. First start with a little push, so that the ball does not fall off. Starting the timer after release and stopping it when the strap comes to a stop. Calculate the angular velocity. Keep doing trials giving more of a force each time and calculating the angular velocity. When the force increases, the ball will eventually fall off the strap, stop the timer when the ball falls off and calculate the velocity. Do this a few times to see if its roughly the same angular velocity each time when the ball falls off the strap.
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Your instructor is trying to gauge the typical time spent by students on these activities. Please answer the following question as accurately as you can, understanding that your answer will be used only for the stated purpose and has no bearing on your grades:
• Approximately how long did it take you to complete this activity?
30 minutes
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`` Thanks. Your ideas look good. I'll get back to you soon on the collaborative labs, after receiving a responses from a few more students.
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