course PHY 121 ׯpǶީassignment #000
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17:13:24 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 is to help give an understanding of ideas, motions and timings to see how well I can do.
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17:14:45 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 --> The average speed is measured by distance traveled divided by time elapsed. confidence assessment: 2
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17:16:03 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 velocity would be 8 which is 40/5. confidence assessment: 2
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17:18:15 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 --> The velocity of the first half would be 40/3=13.3333 and the second half would be 40/2=20. confidence assessment: 2
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17:18:41 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 --> OK. confidence assessment: 1
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17:21:49 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. 1% b. 10% c. 1% d. 1% e. 10% confidence assessment: 1
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17:24:33 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. Make sure you know if the TIMER is precise or not and by how much. b. Can't do much about human reflexes of triggering an object. c. Nothing to do. d. Make sure of the starting point before releasing. e. Record so you can pause and play to get to the exact observation needed. confidence assessment: 1
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17:25:04 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: 1
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17:26:19 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 a line should go through the points in an x y coordinates on a graph. confidence assessment: 1
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17:28:09 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 --> This would mean that the frequency would be greater than the length. This would tell us that the length of the pendulum would determine the frequency. confidence assessment: 1
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17:29:50 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 show the length of the pendulum by the frequency. confidence assessment: 1
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17:30:36 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 --> I would take 6*5=30. It would be 30cm. confidence assessment: 2
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17:31:02 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 this question. self critique assessment: 2
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17:34:18 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 --> I understand the measurement, uncertainty, and significant fiqures. The problem I had questions about was the units and converting units. How is problem 12 determined? confidence assessment: 2
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17:35:13 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 understand the measurements but the units and converting units I did not understand. How is problem 12 determined?
Give me sufficient information to answer the question without reference to a text or any other document. Describe the context of your question, including a brief synopsis of the situation (including the given quantities and what you are trying to find). You can assume I'm familiar with the general situation or problem, but not that I remember exactly what information is given or exactly what you are asked to find.
Tell me specifically what you do understand about the situation, what principles or procedures you think might apply to the given situation, and if possible include an attempt at a solution. Give me all possible details of your reasoning and your calculations so I can best address any difficulty or error.
This serves an important pedagogical purpose, requiring you to think about the situation and to identify what you do and do not know, and allowing me to focus my answer on what you need to hear and see. Students almost invariably learn as much more from this process than from my responses, though the latter are obviously important.
I can answer all self-contained questions posed in this format. It would not be possible for me to do so if I answered questions by chapter number and problem number, or by page. This would require me to carry a set of textbooks with me (which would be possible) and to spend more time flipping pages to locate the questions to which students are referring than to actually answering the questions (this is the part that is not possible).
If you haven't already figured it out, you are welcome to submit your question, with a little more detail, using the Submit Work form. &#
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