Gray footnotes are citations and links to outside references. Hovering over these bubbles will make a footnote pop up. Taking the ball as a sphere of radius ~1cm and mass ~10g moving through the air (density ~1kg/m^3) at ~1m/s, how big is the force of air resistance? How does this compare to the force of gravity? What does this tell you about the relevance of air resistance as a systemic error? Instead, we will measure the effective diameter, \(d_\text\) is the density of air, \(v\) is the velocity of the object (relative to the air), and \(A\) is the cross-sectional area of the object. However, we cannot rely on that assumption. If the photogate were exactly halfway down the ball, then this distance would be the diameter of the ball. Velocity is change in position over change in time, so we need to determine first how far the ball will move when it crosses the photogate. We are going to determine the velocity by measuring the time \(\delta t\) it takes the ball to cross in front of the photogate. Part II: Determining the Effective Diameter of the Steel Ball Use the Projectile Motion Calculator to check your calc ulations by typing the launch angle into the spreadsheet. Group members will validate all calculation with each other before performing the experiment. If so, press "Stop Collection" (same button) 1 - everything is set up correctly, and you can move on to the next part. The lab instructor will provide an example of this calculation. Roll the ball down the hill and ensure that it shows two times: one at which the ball entered the photogate, and one at which the ball left it. On the computer, open "Exp3_t1_t2" click "Connect" on the box that pops up.Ĭlick the green "Start Collection" button at the top of the screen to start "recording" the output of the photogate. Plug it into "DIG/SONIC 1" port of the "LabPro" on the wall. Mount it onto the stand at the side of the ramp, and ensure that the beam crosses that track at approximately the center of the ball when the ball is placed at the relevant position. Estimate an uncertainty in this distance \(h\) as well. Measure the distance \(h\) vertically from the bottom of the ball to the floor, using your plumb bob as a guide to a perfect vertical. Place the ball right at the end of the ramp (you may have to hold it there). motion in free fall lab report benjamin kelley motion lab report university of pennsylvania motionlab berlin hardtech innovation hub lab 3 projectile motion. This setup of having a hanging mass to show you a vertical line is called a plumb bob. This gives you a purely-vertical line from the bottom of the ramp to the floor directly below (which will allow us to measure horizontal distance precisely). Ensure that it is not resting on the floor, but instead hanging a short distance (a cm or two) above it. Hang the paper clip from the end of the ramp. Clamp it down so that the position is fixed. The student be able to identify the effect that a varying horizontal launch speed has upon the horizontal displacement and the time to fall.Place your ramp so that the front edge of the platform lines up with the edge of the table (so that when the ball rolls off the ramp, it goes straight off the edge).The student should be able to describe the horizontal and vertical components of the velocity and the acceleration of a projectile.The Concept Checker targets student understanding of the following learning outcomes: We recommend the use of our classroom-ready exercise with the simulation. Like all our Concept Checkers, it is designed to be used as a follow-up to the use of the Projectile simulator. The simulation is a multi-faceted simulation this particular Concept Checker is restricted to horizontally-launched projectiles. Students must correctly answer one question from each Question Group to earn the Trophy for this Concept Checker. Our Concept Checker for the Projectile Simulator consists of 24 questions organized into 6 Question Groups. Concept Checkers » Projectile Simulator 2 Concept Checker Concept Checker for Projectile Simulation
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