course Phy 201 ˜êׂ棤Àœýý쵟ö¿×«”ö«ºJùassignment #000
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12:38:57 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 query is to rate your understanding of the work completed so far in this class. Most of this work was lab work, hence self-critique won't be necessary.
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12:39:57 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 --> distance=rate x time. If you know the distance, and you know the time (avg) it took to roll down the book, you can calculate the average rate of the object. confidence assessment: 2
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12:40:58 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=r(5 sec) r=8 cm/sec This is similar to the textbook experiment. The textbook would have been 40 cm long, and it would have taken the ball 5 seconds to roll down the length of the textbook. confidence assessment: 3
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12:41:58 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 --> halfway: 20cm=r(3) r=6.67 cm/sec second half: 20cm=r(2) r=10cm/sec confidence assessment: 3
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12:45:50 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) the precision of the timer is pretty good. The problem will be the human using the timer. Human error can be very influential in this experiement. b) the time between the human finger hitting the mouse is not very important. If the time is rounded to two decimal places, the source of error will probably not even influence the time. c) Perhaps the object does not take the same path down the textbook everytime. This will influence the time required to travel down the book. d) Differences in positioning may influence the path of the ball which will definetly influence how long it takes for the ball to reach the end. e) I believe this is the source of most of the error. It is impossible to know if you are stopping the timer at the correct time, and if you are doing it consistently. confidence assessment: 3
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12:47:37 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) not very much b) this is very minute c) this is very influential in the uncertainty d)again, very important if the ball will take a different path every time down the book e) There is no way this can be consistently done. Greatest source of uncertainty confidence assessment: 3
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12:49:44 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) I can not do anything about the program b) Not much here either c) Make sure the path of the ball traveled is the same every time. d) mark the place of release so it is the same every time. e) position yourself so that you have the clearest possible view of when the ball actually reaches the end. confidence assessment: 3
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12:50:25 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: 2
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12:51:05 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 --> There is a point when the pendulum is not moving. This is indicated by (0,0) confidence assessment: 3
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12:52:52 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 graph goes through the vertical axis, this would mean that at that moment, the length of the pendulum is zero. This is impossible. There is a point at which the relationship doesn't work. confidence assessment: 2
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12:53:47 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 graph intersected the horizontal axis, it would mean that the pendulum has stopped moving. At that length, the pedulum will not move or ossilate. confidence assessment: 3
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12:54:09 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 d=(6)(5) d=30 cm confidence assessment: 3
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12:54:32 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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12:57:53 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 have had physics before. I was able to understand everything so far. I am sure as this course progress I will have questions. I understand the idea of observations and how they lead to theories. I also understand the difference between a law and a theory. I have had many courses involving significant numbers. I also understand the SI unit system. confidence assessment: 3
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12:59:55 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 did not fully understand how to approximate the percent uncertainty for a measurement given. How do calculate the percent uncertainty? I understood how to do conversions, and use scientific notation. confidence assessment: 3
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