9/08/16

Michael Witkowski

Jackson Kallman

Experiment #2
Motion and Changing Motion

Purpose: The purpose of the lab was to show how position, velocity, and acceleration are
all related when graphed.

Procedure: Gather the materials for part one of the lab. Those should include a motion
detector, lab pro software, sticky notes, and a meter stick. Position the motion
detector on a table so it will be able to read the moving object. Using the meter
stick, mark out 4 meters away from the detector. Place sticky notes at 1, 2, 3,
and 4 meters. Using the software and motion detector, try to make a graph with
a constant velocity. To do this, start 1m away for the detector and walk away at
a constant speed. After making that graph, start over again but move at a faster
pace. For part two of the lab, try to replicate the graph given by walking back
and forth between the 4 meters. For part three of the lab, the materials that
are needed are a PASCO track & cart, a foam bumper, meter stick, and lab pro
software. Set up the track where the slope is between 4 to 7 degrees. The
motion detector should be placed on top of the track, facing downward.
with the cart at the bottom, push it up the track so the detector can make
the graph. Once done, place the motion detector at the bottom of the track.
place the cart in front of the detector and push it up the ramp so it will fall back
down. Make sure to catch the cart before it hits the detector.
Calculations:
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
Tanθ = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
12.2𝑐𝑚
Tanθ = 100𝑐𝑚

12.2𝑐𝑚
Tan^-1( 100𝑐𝑚 )

Angle= 6.9557° ± .1 for the PASCO track

atheory  g sin  

atheory  9.8m / s ^ 2 sin 6.9557 

=1.1868m/s^2 ± .1
Graphs:
PART 1
 PART 2
Changing in Velocity
 PART 3
Cart on Incline
Results: In graph number one the blue line the person was asked to walk at a slow pace
from the 1 meter mark to the 4 meter mark. This caused the line to be straight.
The red line is the same distance as the blue line but the person was asked to walk
at a greater pace which caused the lines slope to increase. In graph two the person
is asked to recreate the graph given to them by changing pace direction and
distance from the motion detector at different times. In graph 3 the red and blue
lines were created when a cart was pushed from the bottom of the ramp and the
motion detector was at the top. The orange lines were created when the cart was
pushed from the bottom and the motion detector was also at the bottom which
is why the 2 graphs are opposites of each other. The acceleration was constant
because the lines in the graph 3 start in the same position but only changed when
the velocity was slowing down to 0. It then started to accelerate and stayed
constant on its trip back down the track. Our slope for the red line is -0.1625 + and
– 0.01434 m/s. Our std. dev for the acceleration and time graph is 0.9723 and the
average is 0.3032. This is good because when our velocity is getting slowing down
on its way to zero, our acceleration is slowing down as well. Even though the
graphs may not look alike, they are behaving like each other. Our theoretical
acceleration is 1.1868m/s^2 ± 0.1. We accept this as our theoretical acceleration
because our uncertainty is so low and that the number would make sense with
our graphs.

Conclusion: We were able to decide on the basis of these results that by using graphs we are
able to understand speed, direction, acceleration and time of an object whether
it is a person or a cart. Each of these factors plays a major role in why the object
does what it does and this experiment shows why each is important.