Copy of PHYS110 Motion in Two-Dimensions Lab - STUDENT VERSION (2)

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Siena College *

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Physics

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Apr 3, 2024

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Siena College - General Physics 110 Motion in Two- Dimensions Lab NAME: Emily Brooks GROUP MEMBERS: Lisa, AG, Kamini, Sylvia Learning Goals 1. In Section I, you will investigate the horizontal and vertical components of a projectile’s velocity and devise an explanation related to whether or not each component of velocity is dependent on one another. 2. In Section II, you will design a new qualitative experiment to test the explanation that you devised in Section 1 related to whether or not each component of velocity is dependent on one another. 3. In Section III, you will quantify the launch speed of a projectile, and use this quantification to predict how far the projectile will travel when launched at a certain angle. Section I - In this part of the lab, you will investigate the horizontal and vertical components of a projectile’s velocity and devise an explanation related to whether or not each component of velocity is dependent on one another. Equipment: “Ball and Cart” video In this part of the lab, you will watch a video of a ball being launched when the cart upon which the ball resides is subject to either no horizontal push or different amounts of horizontal push. You will observe and record the patterns you notice for the motion of the ball and cart with respect to different frames of reference (for example: the cart’s motion relative to the table, etc.). You will then come up with an explanation for the direction of the launch that lets the ball land successfully back into the launcher. Scientific Ability Missing Inadequate Needs Improvement Adequate A6 Motion Diagram No representation is constructed. The motion diagram does not show the proper motion: either the lengths of the arrows (both velocity and velocity change) are incorrect or missing and/or the spacing of the dots are incorrect. The motion diagram has the correct spacing of the dots but is missing velocity arrows or velocity change arrows. The motion diagram contains no errors and it clearly describes the motion of the object. Dots, velocity arrows, and velocity change arrows are correct. B5 Is able to describe what is observed without trying to explain, both in words and by means of a picture of the experimental No description is mentioned. The description is incomplete. No labeled sketch is present. Or, observations are adjusted to fit expectations. The description is complete, but mixed up with explanations or patterns. The sketch is present, but it is difficult to understand. Clearly describes what happens in the experiments both verbally and with a sketch. Provides other representations when necessary 1

Siena College - General Physics 110 Motion in Two- Dimensions Lab setup. (tables and graphs). B9 Is able to devise an explanation for an observed pattern No attempt is made to explain the observed pattern. An explanation is vague, not testable, or contradicts the pattern. An explanation contradicts previous knowledge or the reasoning is flawed. A reasonable explanation is made. It is testable and it explains the observed pattern. A4 Is able to use representations to solve problems No attempt is made to solve the problem. The problem is solved correctly, but no representations other than math were used. The problem is solved correctly, but there are only two representations: math and words explaining the solution. The problem is solved correctly with at least three different representations (sketch, physics representation, and math OR sketch, words, and math, OR some other combination). Watch the video, “Ball and Cart”: https://www.islephysics.net/pt3/experiment.php?topicid=2&exptid=94 A. Observe the motion of the ball and the cart, and describe what you observe in simple words. The ball was launched from the cart moving in one direction. The ball launched up positively in the Y axis and negative in the x direction. The ball then reached it’s peak high and fell continuing in the negative x direction and negative y direction at the same but opposite angle of travel. B. Observe the motion of the cart with respect to the table. Draw a motion diagram representing the motion of the cart. In words, describe the motion of the cart relative to the table. The cart is moving in a linear line on the table. The cart will continue at a constant speed until an external force will be acted upon it. acceleration=0 --->--->--->--->--->--->---> ∆V =0 C. Observe the motion of the ball with respect to the cart. (It is helpful if you can step your video frame by frame.) Draw a motion diagram representing the motion of the ball with respect to the cart. In words, describe the motion of the ball relative to the cart. 2

Siena College - General Physics 110 Motion in Two- Dimensions Lab 1. it ascends in the positive vertical direction with a decreasing velocity (velocity vector is upward, acceleration is -9.8m/s^2) 2. it comes to a halt in mid-air at the peak of its trajectory (velocity is 0, acceleration remains -9.8 m/s^2) 3. it descends in the negative vertical direction with an increasing velocity (velocity vector is downward, acceleration is -9.8 m/s^2) D. Observe the motion of the ball with respect to the table. What pattern do you see? What can you say about the motion of the ball and the cart with respect to each other that is always true? Draw a motion diagram representing the motion of the ball relative to the table. The acceleration vector points downward (due to the constant acceleration of (-9.8m/s^2), the velocity vector is downward and the force vector also points downward (since the only force acting on the ball is gravity, which always pulls downward). E. How is the motion diagram you constructed in part d. related to and consistent with the motion diagrams in parts b. and c.? Is there a relationship? What is it? Work with your group members to come up with an explanation for how the ball lands successfully back into the launcher every time. Look back at your motion diagrams and think about whether or not one component of motion influences the other component of motion. Diagram D relates to both B and C because the cart and the ball are both moving at constant velocity and moving at the same speed F. Calculate the initial velocity of the ball. Think about how your strategy for completing this part can help you towards designing an experiment for the next part of the lab. 3 ∆V=

Siena College - General Physics 110 Motion in Two- Dimensions Lab 1. Vf y 2 = Vo y 2 + 2 ay ∆ y 2. Vo y 2 = Vf y 2 − 2 ay ∆ y 3. Voy = √ 0 − 2 (− 9.8 ) X 0.95 = 4.32 m / s 4. height = 95 cm = 0.95 m Section II - In this part of the lab, you will design a new qualitative experiment to test the explanation that you devised in Section 1 related to whether or not each component of velocity is dependent on one another. Equipment: Marbles, projectile launcher, projectile balls, loading rod, larger balls, meter sticks, 2-meter sticks. Scientific Ability Missing Inadequate Needs Improvement Adequate C2 Is able to design a reliable experiment that tests the hypothesis The experiment does not test the hypothesis. The experiment tests the hypothesis. However, due to the nature of the design, it is very likely that the data will lead to an incorrect judgment. The experiment tests the hypothesis. However, due to the nature of the design, there is a moderate chance that the data will lead to an inconclusive judgment. The experiment tests the hypothesis and has a high likelihood of producing data that will lead to a conclusive judgment. C4 Is able to make a reasonable prediction based on a hypothesis No prediction is made. The experiment is not treated as a testing experiment. A prediction is made, but it is identical to the hypothesis OR a prediction is made based on a source unrelated to the hypothesis being tested, or is completely inconsistent with the hypothesis being tested, OR the prediction is unrelated to the context of the designed experiment. The prediction follows from the hypothesis, but is flawed because relevant experimental assumptions are not considered and/or the prediction is incomplete or somewhat inconsistent with the hypothesis and/or the prediction is somewhat inconsistent with the experiment. A prediction is made that follows from the hypothesis, is distinct from the hypothesis, accurately describes the expected outcome of the designed experiment, and incorporates relevant assumptions if needed. 4

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