course PHY 201 \??zy???????????assignment #000
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15:10:39 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 --> to measure my understanding of some basic ideas about motion and timing, which was the purpose of the labs done during this assignment
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15:11:54 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 --> You can find the object's average speed by testing the amount of time several times, and taking the average. THen, by dividing the distance by the time it takes for the obejct to make it completely down the ramp, will give you the Average Speed of the rolling object. confidence assessment: 1
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15:13:36 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 --> 40 centimeters = V * 5 seconds 40 / 5 = Average Velocity 8 = Average Velocity This answer is connected to the experiment in which this is what we did during the experiment. Found the average velocity of the rolling object. confidence assessment: 1
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15:17:08 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 --> 1st half of ramp: 20 = V * 3 20 / 3 = V 6.67 m/s 2nd half of ramp: 20 = V * 2 20 / 2 = V 10 m/s confidence assessment: 1
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15:23:14 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 --> a. I dont think the lack of precision by the TIMER program would have anything to do with the discrepancies of each timed trial b. I believe the most suffient reason for the lack of precision in this experiment would be due to the lack of precision by the human triggering the TIMER program, as well as letting go of the rolling object at the exact time of the start and stop of the TIMER program. c. The object should travel the same amount of time if the distance remains the same, therefore I dont think this has anything to do with the discrepancies of each trial. d. The difference of the studnet positioning the object before each timed trial could have a small portion to do with the amount of discrepancies of each time, but not the majority. e. I also believe that a major part of the reason for such discrepancies is the uncertainty in observing exactly when the object reaches the end of the incline, and how long it takes the student to stop the TIMER program once it does reach the end. confidence assessment: 3
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15:27:20 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. Once again, I dont think the TIMER program has anything to do with the lack of precision of the uncertainty because its a program, with no brain. It only does what the human triggering it tells it to do, and does it when its told to do it! b. I believe this once again has the most to do with the uncertainty of the precision because there is a delayed moment of reaction time for the human trigger to actually push the TIMER program to either start or stop it. c. Same as before, if the object is traveling the same distance, at the same incline, this should have nothing to do with the difference in times. d. Different positions might have a slight change in time, but nothing too extreame. e. Again, human uncertainty in both observing and reacting once the object has reached the end of the incline has the majority to do with the difference in the trial times. confidence assessment: 3
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15:29:15 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 b. figure out the reaction time of the human trigger and subtract it from the final time. c. make sure it begins at the same distance during each trial d. mark a place on the incline in which the studnet will release the object at the same place each and every time. e. once again, figure out and subtract the reaction time of the human tirgger. confidence assessment: 3
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15:30:04 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 --> I dont think that it would cut the number of cycles in half directly, but it will have a great impact on the frequency of each cycle with each different length. confidence assessment: 3
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15:31:16 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 --> Because when on one of the axis, it is basically a ""relative point"" which means its on the line, with both positive and negative numbers above and below, or to each side of it. confidence assessment: 2
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15:32:43 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 --> If the line or curve representing the frequency vs. length goes through the vertical axis, this would tell me that the length of the string with which the pendulum was on the end of would not matter in length, that the frequency of cycles performed by that pendulum in a given time would remain the same, which we obviously know is not true. confidence assessment: 2
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15:34:08 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 --> That the pendulum would make negative cycles (?) I dont quite understand how it could be possible for the pendulum to cross through the Horizontal OR Vertical axis as long as its swinging. confidence assessment: 2
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15:34:51 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 --> d = 6 cm/s * 5 sec d = 30 cm confidence assessment: 3
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15:35:13 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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RESPONSE --> Understand completly! self critique assessment: 3
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15:35:48 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 --> Have not had the chance to receive the text yet. confidence assessment: 0
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15:36:20 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 --> Same with the problems. I did the problem sets which we were assigned to do, but idk if that is what is ment by this question. confidence assessment: 0
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