course Phy 121 ɷvkƑlǫavassignment #000
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19:00:22 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 --> So the instructor can get an idea of my understanding of some basic ideas about motion and timing.
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19:02:05 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 --> To find the average speed you divide the distance traveled by the time it took the object to travel that distance. confidence assessment: 3
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19:05:34 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 cm/ 5 sec= 8cm/sec. In the earlier lab it took the ball bearing 1.99 seconds to travel 305mm so its average velocity was 153 mm/ sec. confidence assessment: 3
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19:08:16 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 --> Half of 40cm is 20cm so 20cm/3sec=6.7sec. The total time it took to travel the distance was 5sec and it took 3 seconds to travel the first half so it would have taken 2 seconds to cover the second half so 20cm/2sec=10cm/sec. confidence assessment: 3
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19:10:07 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 --> b,d,e. Human error are going to have the greatest effect on variances in time confidence assessment: 2
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19:22:47 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. the timer is more precise than the variance in times so that shouldn't play a big factor. b. The human factor is going to be the greatest in accuracy there is no way a human can hit the mouse at precisley the moment the ball is released and it passes the finish mark. c. Assuming that nothing changes from one timing to another(weight of ball, slope of surface, length traveled, etc...) this should have very little or no effect on timing. d. Wether its because the human can't see well, forgot exactly where they placed it last time, or are just plain lazy the object will never get placed in the same spot twice. e. It is impossible for a human to hit the mouse button at exactly the time the object reaches the end point everytime so this will play a major roll in timing differences. confidence assessment: 2
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19:28:46 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. If you are uncertain about the precision of the timer find one that you know is more precise. b. Find some sort of mechanical or electronic method for triggering the timer. c. Make absolutely sure that all variables remain the same from one test to another. d.make some sort of mechanical release. e. Like b find some sort of mechanical or electronic method for triggering the timer. confidence assessment: 2
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19:31:32 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 --> No when graphing the relationship between length in string and number of cycles the line was curved so the relationship of length to frequency will not be linear. confidence assessment: 3
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19:38:22 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 --> It would mean that the length of the pendulum is zero and following the curve of the line would probably mean it frequency is infinite. confidence assessment: 1
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19:41:44 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 --> It would mean that the frequency is zero and the length of the line is infinite. confidence assessment: 1
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19:42:54 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 --> To get distance we multiply average velocity by time so 6cm/sec*5sec=30cm. confidence assessment: 3
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19:43:21 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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RESPONSE --> self critique assessment: 3
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19:50:40 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 --> Its all pretty basic stuff that I have had before so none of it was difficult to understand and I don't really have any questions about it. confidence assessment: 3
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19:54:29 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 --> Again there was nothing difficult about it. confidence assessment: 3
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