course PHY 201 ‘Äðñá“xîü¼«ÕÊõœè|ÆÙÐÊÛ|ø“assignment #000
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10:46:53 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 --> For the professor to gauge my understanding of motion and timeing and some other procedures.
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10:47:53 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 --> d=rt D is known T is known R is unknown So, r=d/t confidence assessment: 3
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10:48:59 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 --> 40/5 = 8cm per second This is the same thing I timed and calculated in my experiment. confidence assessment: 3
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10:51:11 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 --> dist=40cm time=5sec 3 sec to travel 20 cm 2 sec to travel 20 cm First Half: 20/3 = 6.67 so 7 cm per second Second Half: 20/2= 10 cm per second confidence assessment: 3
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10:59:12 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) This is much more acurate than the human operating it. The program itself does not account for very much at all of the differences in times. b) This accounts for a good bit of the differences. As humans we have different reaction times nearly every time. We cannot perfectly measure things. c) This accounts for some of the difference as well. Sometimes the ball may roll to the side and travel further. d) The ball was probably never positioned in the exact same place twice. It was off a small amount each time I am sure. This accounts for some of the difference as well. e) Again we see that human reaction time causes these differences. I would guess this was the main cause. confidence assessment: 3
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11:01:54 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) 5% b) 25% c) 15% d) 25% e) 30% confidence assessment: 3
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11:04:21 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 that I know of. b) Nothing c) Use a book with uniform friction across the surface. Or possibly fix it to where the object has to travel down the exact same path every time. d) Place a mark where the object needs to be released. e) Nothing really, Just use the same point for stopping the timer each time. confidence assessment: 3
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11:06:05 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 --> More than half confidence assessment: 3
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11:08:39 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 --> It can be thought of as an x and y intercept. The x axis represents all x points where y=0. Likewise the y axis represents all y points where x=0 confidence assessment: 1
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11:10:48 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 --> I dont see how that would be possible. This would mean the pendelum has a length of 0, therefore it would have no frequency. The pendelum length can get closer and closer to zero up into infinity, but it can never be 0 and have some positive value for frequency. The only possible point for that would be 0,0 confidence assessment: 3
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11:13:15 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 cannot be possible either. If the line crossed the horizontal axis it would mean the frequency of the pendelum is 0. This is impossible unless the point is 0,0. No matter how long the pendelum is, it will have some sort of measure for frequency, even if it is less than one. It has to move. The line will approach both axises but never cross either of them. confidence assessment: 3
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11:13:51 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=rt 6*5= 30 cm confidence assessment: 3
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11:14:16 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 --> I understand self critique assessment: 3
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11:21:24 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 --> First of all I finally got a good grasp on scientific notation. I had forgotten the rules for it. I understand scientific notation better now, and I liked learning the metric prefixes. These sections were very interesting. One thing I was completely in awe of was the process by which they determined the standard length of a meter. (Plus how close they were in 1790) How could they possibly figure out the distance from the equator to a pole in that time period? confidence assessment: 3
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11:33:05 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 --> At first I was a little confused about #12 and the prefixes, but then I realized they were in a table. One question I have is #10. Is the uncertainty +-1000 cm? I thought I might be thinking wrong on this confidence assessment:
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