course Phy 121 fyěŭRU{{_assignment #000
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14:30:42 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 --> This program will usually ask questions about assigned problems and class notes, in question/answer/critique format. But since during the first week most question are lab related, they will be open ended without solutions and without self-critique. This is to gauge how much I understand about motion and timing.
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14:48:43 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 --> If you know the distance of the ramp which in this case was about 10 inches and the time is takes for the ball to roll down the incline (I will make up a number here) say 3 seconds. Then you would divide 10 inches by 3 seconds to determine that the ball moves at an average rate of 3.3 inches per second. confidence assessment: 1
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14:51:33 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 --> To determine the average velocity the object travels down the incline we would divide 40 cm by 5 seconds to get that the average rate the object travels is 8 centimeters per second. I performed similar calculations with the ball rolling down the ramp experiment as mentioned in the previous answer to the second question. confidence assessment: 1
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15:00:19 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 --> If the incline is 40 centimeters long and it takes 3 seconds to reach the halfway point. Then up until the object reaches the 20 centimeter point it travels at an average rate of 6.67 cm / s. (20/3 = 6.67) If I'm working on information provided previously and it takes say 8 seconds to reach the end of the incline the average velocity of the second half would be 4 cm / s. (20/5 = 4) To be better able to accurately answer this question I would need to know to time and distance that the incline covers. confidence assessment: 1
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15:11:22 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 --> By running the TIMER program experiment I was able to determine that it is approximately accurate when measuring intervals .1 of a second apart from each other. Since these intervals listed here are least at tenth or more apart from each other I would not conclude that the program made the error. However, the uncertain precision of human triggering could definately play more of a factor in this type of situation because you are trying to run the experiment and click the mouse at the same time, which results in a certain degree of error. For example, you may have been watching what was happening to the ball instead of paying attention to when you should have again clicked the mouse which would result in a delayed recording of an interval. Usually, there will be very little to no variation in the time required for the object to travel the same distance unless human error occurs. For example, not clicking at exactly the precise moment the object was released, or clicking a moment later than when the object actually struck the bracket at the end of the incline. If the object is not positioned the same way each time, you could have significantly larger or shorter intervals depending upon placement of the object. The biggest error in determining when the object actually reached the end of the incline could result from clicking when you watch the object reach the incline, or clicking when you hear the object reach the end of the incline. confidence assessment: 1
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15:18:19 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 --> The TIMER program wouldn't actually contribute much uncertainty as long as the appropriate length of interval is being measured. Human error would contribute significantly to the amount of uncertainty because of the multitasking factor (perhaps as much as 5%?). Actual differences in time to travel the same distance shouldn't contribute to uncertainty or vary much unless conditions of the experimental situation change. As long as one is being careful to pay attention to proper positioning of the object, uncertainty shouldn't contribute much here (maybe 1%?). Human uncertainty in observing exactly when the object reached the end of the incline would contribute significantly to the amount of uncertainty in the experiment because of the fact that we are multitasking some would be tempted to go on what they hear rather than on what they see. confidence assessment: 1
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15:24:40 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 the interval level is appropriate. Do a few 'dry runs' using the program before actually performing the test. B. Be relaxed or unstressed while performing the experiment. Make sure your hand isn't going to have a muscle spasm while clicking the mouse. C. Take the time to precisely measure distances and other important measurements. Be very careful to make sure things are set up exactly the same way for each trial. D. Pay attention and be very careful about what you are doing. Measure it each time or have someone else assist you so you can focus completely on what you are doing.* E. Practice the actual procedure of the experiment before documenting results. Have an assistant so you can watch what you are doing. *This statement can apply to most answers given above. confidence assessment: 1
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15:30:15 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 --> Frequency definately decreases as the length of the pendulum increases. However is does not decrease by as much as half. confidence assessment: 1
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15:34:47 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 --> If you visualize the x and y axis together, as we would in putting together a usual graph, an x axis point has a y coordinate of zero because if the y coordinate were any value other than zero for that point the it would no longer lie on the x axis. The same applies when considering the y axis. If the x coordinate were any value other than zero that point would no longer lie on the y axis. For example (0, 1) that point lies on the y axis, the point (1, 1) does not lie on the y axis. confidence assessment: 1
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15:40:57 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 representing the previously mentioned relationship goes through the vertical axis the pendulum and its length would be moving under negative conditions. Because the length of the thread would be zero, and the frequency would continue to increase it wouldn't be long before the mass at the end of the pendulum would start spinning. confidence assessment: 1
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15:42:50 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 --> If the line representing the previously mentioned relationship were to intersect the horizontal axis, this would mean that the length of the pendulum continues to increase resulting in a decrease in the frequency in the movement of the pendulum. confidence assessment: 1
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15:49:21 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 --> The points are 60 cm apart. From the information given in the problem we can determine that it is 30 cm to the first point. (6*5 = 30 cm) If 30 cm is the halfway point then doubling the halfway point value should give the total distance between the points. confidence assessment: 1
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15:50:47 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 see where I made my mistake. self critique assessment: 2
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15:55:45 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 --> Scientific notation is a bit rusty for me. I understand moving the decimal determines the exponent. But, what determines getting a positive or a negative exponent, and how do you know how far to move the decimal? Is there a less confusing way of explaining it? Also, I can be most conversion problems correct. Is there a good (or at least better than what I'm doing) way of going about how to approch them? Usually I look at what I have and what I need and try to find the best conversion factor to get me there. confidence assessment: 2
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15:59:27 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 --> In problem set 1 number 7 I did the division as the solution explained but I didn't get that answer. And I divided the number in the exact same way as shown in the solution. Where did I mess up? Concerning problem set 1 number 3, I knew that multiplication was necessary but I'm not entirely sure where those numbers came from so I had a time trying to relate how they fit into the formula mentioned. How does all of that work? confidence assessment: 1
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23:12:32 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 --> Usually the query program asks questions about assigned problems and notes in question/answer/critique format. But since the first assignments are mostly lab related, these questions will focus more on the labs. These questions will be open-ended, without solutions and critique. This assignment will gauge my understanding of motion and timing.
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