Module 1 Lab Report Submission File

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Module 1 Lab Getting Comfortable with Physics Definitions and Tools Name: Description Lab 01 will begin with a review of some helpful principles in physics, including the concepts of scientific notation and standard units. This will enable you to quickly switch between imperial units, used most often in the U.S.A., and the metric system, used most often in science. Once you are comfortable with this, you will move into defining and utilizing the concept of scale between real-life and a computer screen. This is an essential tool for anyone in the health professions, or engineering, who may want to do data analysis on a screen, from photo or video, like in an x-ray image or sonogram! Lastly you will use the concept of scale to analyze a video of motion which will assist you in your understanding of kinematic variables and the broad application of computer analysis of electronic media. Objectives ● Define and utilize scale, scientific notation, standard units, and kinematic variables ● Define the relationship between the kinematic variables in mathematical and graphical form Materials/Supplies ● Ruler or tape measure ● Digital camera (cell phone camera) Pre-Lab Activity Install and familiarize yourself with the LoggerPro software by Vernier. ● Installing LoggerPro instructions Download the following video (Click the link below to open the video in your browser. Right click on the video to save to your computer): ● Away_Towards.mp4 Activity #1 - Units All future units we introduce in physics will have their basis in these fundamental SI units. Many of them you may recognize, but many you may not. If you are at all unsure of how to convert between units, you can always refer to the textbook or instructor. Additionally, Google has a powerful unit converter built into its search engine. If you simply perform a Google search for the term “unit converter”, the primary result will look something like the snapshot below.

Module 1 Lab Getting Comfortable with Physics Definitions and Tools Figure #1 : You can change the variable at the top and units underneath each number. 1. Now, try using this for yourself. Many recipes one can find online are in metric units, and yet the average American household will have measuring materials in imperial units (inch, pound, gallon, etc.). If you find a recipe which calls for 2 liters of milk, what is that in gallons? Insert a snapshot of your google conversion in the box below . Answer: Scientific Notation: Before continuing on to more interesting tasks, it is worth practicing a bit with scientific notation. This is something you will encounter throughout the course, and so having some practice on it is worthwhile. First take the time to read through the following: ● Wikipedia page on Scientific Notation ● The “ Math is Fun ” page provides a simpler explanation: Now that you have some experience with definition, please try some examples of converting to scientific notation at Khan Academy .

Module 1 Lab Getting Comfortable with Physics Definitions and Tools 2. Take a snapshot of one of your correct answers from the Khan Academy Practice section. Insert the image in the box below . Answer:

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Module 1 Lab Getting Comfortable with Physics Definitions and Tools Activity #2 - Scale Next, we introduce the idea of scale in a virtual environment. First begin by grabbing a ruler or tape measure and measuring the pictures of the rulers below: Figure #2 : 12-inch Ruler Figure #3 : 30-inch ruler 3. How many inches do you measure for each ruler? The caption for each contains their purported size. Is that the same as what you measure? If not, why are they different? Type your answer in the box below. Answer: 4.5 inches. No their purported size does not match. They are different because they are scaled down. You may already notice an inconsistency with the two figures above. One is 30 inches and one is 12 inches and yet they are of similar size on the document! If you have done any document or photo editing, you may have encountered the act of re-sizing photos to fit into a set amount of area on a template or document. When inserting the images above, they were resized so that they appeared to be of similar size on this document, even though the actual sizes are quite different. In fact, you may have done this when you answered Question #1! Since many activities done in this class will require you to edit documents in a legible fashion, you may want to experiment with editing sizes and shapes in Google docs. 4. Do you have any questions about how to edit a text cell, photo, or how to demarcate your answers from the questions in google docs? If so, type them in the box below after you have tried searching for the answers on the Google Docs FAQ : Answer:

Module 1 Lab Getting Comfortable with Physics Definitions and Tools Activity 3 Take a digital photo of some household object; an egg, a baseball, a refrigerator. Then measure the object’s actual height or width and copy the photo to your computer. Do not resize the photo! Open the photo with LoggerPro . You must be sure to choose the menu option in LoggerPro that will enable you to calibrate a photo. Choose Insert > Picture with Photo Analysis… See the following screenshot: Once the image is loaded, you will see a screen similar to the one below with your photo in the software: The buttons on the right are the tools we will use to calibrate the photo. You will first click the Set Scale icon that looks like this, . Once you do that, you will be able to click and drag a line from one side of your object to the other, and then you will see a screen that looks like this:

Module 1 Lab Getting Comfortable with Physics Definitions and Tools You must set the image distance to the real-life units you measured with your ruler or measuring tape. In physics we generally like to set the origin of or coordinate system to be the bottom left, so first click on the Set Origin icon, , and then click on the lower-left corner of the image, so we will know that this is the (0,0) point of the x-y axes. Note : Be sure to change the calibration stick to match the orientation of the ruler you used in real life. For example, if you measured the height of a fridge, then you should place your calibration stick in the vertical direction, not horizontal! 5. Write down your actual measurement for the object you chose. Insert the measurement in the box below . Answer: 4 inches Next, you can make any measurement you like in any portion of the photo. Click the Photo Distance icon that looks like this, then use it to make a line. The distance of that line will be displayed on your screen. Do NOT close that distance readout. 6. Insert a snapshot in the box below of the photo opened in LoggerPro with the calibration line, and another random line, showing the actual dimensions. Answer:

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Module 1 Lab Getting Comfortable with Physics Definitions and Tools 7. Now take that same household object and place it near another household object, i.e. an egg near the toaster, a baseball in front of the TV, etc. Take a photo of both objects in the same frame and upload it to LoggerPro . Then re-calibrate the object you used in the first photo, typing the same actual dimensions, and estimate the size of the new object in your photo. Type your procedure in the box below for estimating the size of the new object, and compare the estimate of the size to the actual size. Answer: Used the ruler button to check the width of the lightbulb. It says 2 inches 8. In the box below, insert a snapshot of the second photo in LoggerPro and be sure to include the calibration bar on the original household object for scale. Answer:

Module 1 Lab Getting Comfortable with Physics Definitions and Tools Activity #4 - Kinematic Variables Now that you are experts in units, scientific notation, and the concept of scale, let’s try applying the definitions of the kinematic variables to a video in LoggerPro . Begin by reading through the definitions of the kinematic variables provided in this Quizlet webpage . You can also click on the other methods of studying these definitions at the top of the webpage, if you are not clear on their meaning from the flash cards. In addition, it is helpful to have a solid idea of the difference between a scalar and a vector quantity. The Physics Classroom can help aid your understanding of this distinction. Now that you have some examples and practice with the kinematic variables and their use, let’s try to apply them to the LoggerPro software. We will take a video of a car with constant velocity, (the name sort of gives it away) and measure how fast it is moving. To do so, complete the following: ● Open the Away_Towards.mp4 in the LoggerPro software. Click Insert and choose Movie .

Module 1 Lab Getting Comfortable with Physics Definitions and Tools ● Once you have the video loaded into LoggerPro , you may notice that much of the information you may need is listed on the screen. The meter is already measured out for you, so simply overlay your calibration stick on it and resize the calibration stick. You may need to display the calibration tools on your screen by clicking the Enable/Disable Video Analysis icon, . ● Once you are completed with the calibration, you should have a screen that looks similar to this.

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Module 1 Lab Getting Comfortable with Physics Definitions and Tools ● Once you have the video setup similar to above, you can click on the icon for “Set Active Point” and click “Point Series X:Y” . ● Once you complete that, you should NOT click on the screen until you understand the next step. You are now in a mode of the software that will take data wherever you click and record it. The mouse should now display as a cross-hair, not an arrow. ● Since we are taking data on the car’s motion, click on the yellow dot on the car’s door. You should see a data point appear on the graph behind the video AND you may notice the video moves forward one frame. ● You can now click on the yellow dot on the door of the car again. You may notice that the car is NOT moving in the first few frames. But after several clicks on the yellow dot, you will see that the car begins to move to the right. Click through the entire video, each time making sure your crosshair is on the yellow dot of the car’s door. ● Continue on clicking until the car has moved back to the left and the video ends. You will see a bunch of data plotted in the graph behind the video. Please ignore that for now. 9. Once the video has stopped forwarding, you have advanced through to the last frame, you can see all of the position data of the car plotted out on the graph behind the video. Take a snapshot of the software and insert it in the box below. Answer:

Module 1 Lab Getting Comfortable with Physics Definitions and Tools You may have noticed that in the first few frames, the car was relatively stationary. That means the position of the car, relative to the origin, did not change. However, after several frames, the car’s position changes rather quickly. The displacement is constantly changing as the car moves from left to right over time. We call this change in displacement divided by the change in time, velocity! 10. Write out the equation for velocity and then use it to find the average velocity of the car given the position data in the graph behind the video. Be sure to show all of your mathematical steps in the box below. If you left out some data points, explain why you chose to do so. Answer: V= change in position/change in time = final position - initial position/final time - initial time V= (0.373-0.915)/(3.900/3.000)= 1.7km/min The reason why most of the data point are missing is because when calculating the average velocity, we are only considering both the final as a well as initial positions and times. It is also worth noting that the velocity may in fact change with direction as well.

Module 1 Lab Getting Comfortable with Physics Definitions and Tools Now in the data table on the left of the software: . Note: You can copy the data to a Google Sheets spreadsheet, or any other spreadsheet software, by simply highlighting the data in LoggerPro , copying it to your clipboard, then opening a spreadsheet and pasting it there. Only copy the time and the x-position data. Ignore the y- position data. You may have to widen the tile in LoggerPro that contains the data, in order to see all columns. We will now model the behavior of the car in graphical and functional form. First, a reminder of these forms of modeling. Graphical modeling is simply taking the position of a cart over time and putting it into a standard x,y coordinate graph where you can then proceed to represent the data mathematically, with equations. We can then manipulate and use the equations to predict the motion of whatever object we are discussing. Examples of these types of modeling can be found in Lab Appendices A, B, and C provided in the Lab 1 assignment in Canvas. 11. Highlight ONLY the x position and time data for when the car was moving to the right in the video. Using Google sheets, make a scatter plot of your data and edit the titles of the axes so that you know you are modeling the x-position of the car as a function of time in your plot. Then fit a linear function to your plot so that you can see the equation which is generated by google docs. Take a snapshot of your final plot/equation and insert it in the box below. Answer:

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Module 1 Lab Getting Comfortable with Physics Definitions and Tools 12. After reading through appendix A and B, write down the equation from your spreadsheet into the box below, but use physical variables, not y and x, and define what each number in the equation means. Answer: V=a+bt 13. Now repeat this procedure for the time when the car is moving from the right back to the left. Keep in mind, you should only highlight the data from the frames of interest, not all the data. Paste your spreadsheet plot/equation below. Answer:

Module 1 Lab Getting Comfortable with Physics Definitions and Tools 14. Write out the equation from your spreadsheet of the car moving to the left, but use physical variables, not y and x, and define what each number in the equation means. Answer: 15. Write down the velocities of the car when moving to the right and then moving to the left. Are they similar? What is different about them? Why would they be different? Answer: The velocity of the car moving to the left was 1.7km/min and the velocity of the car moving to the right was 3.5 km/min. Both velocities are different, the reason why is simply because of the direction. Velocity itself is known to be a vector quantity in which it includes both direction as well as magnitude. The velocity may be either negative or positive and there is the added fact that since it is moving towards the negative end, the value will be smaller 16. Write down the speeds of the car when moving to the right and then moving to the left. Are they similar? Explain why or why not. Answer: The speed of the car moving to the right came out to 1.5 mi/hr the answer was rounded. (0.926)

Module 1 Lab Getting Comfortable with Physics Definitions and Tools (the distance traveled)/ (0.600) the time of travel. 17. Write down a summary statement relating position and velocity in your own words. Be sure to include words like “the graph of”, “the slope of”, etc. Answer: The Position is a place where someone or something is located or kept . In a 2 D graph , we are using both the x axis as well as the y axis . Now if position is changed with respect to time then it is called the object is in motion . The ratio of change in position in a particular direction is known as displacement and the time taken by the object to do this is called velocity . We can also say position is a function of time X ( t ) then velocity is derivative of X ( t ) with respect to time . Since position is a vector quantity so velocity is also vector quantity . V = ( dx / dt ) . As for the mathematical form , in correlation to velocity the initial position of object is X , and the final position is representing time t well then velocity V = ( X f - X i ) /t this can be utilized or used I should say , to determine the average velocity . 18. Develop a method to find the acceleration of the car when it is moving to the right. Write down a summary of how you might accomplish this below. Answer: acceleration is the change in velocity/change in time = velocity/time. Since we are trying to figure out the acceleration moving to the right, then all we would have to do is divide it by time. Now it’s time to have some fun! Think of a scenario involving motion, which you could set up relatively easily, record with your cell phone or other video recorder, and then analyze in the LoggerPro software. This could be anything you are interested in or encounter in everyday life. For example, recording backing your car out of the driveway, recording a friend on a bike while they start and stop, or recording a friend performing parkour (in a safe way!) and analyzing their jumps. There are some things you might consider during this brainstorming session. You would NOT want to record yourself dropping a ball from 10 inches off the ground. The reason being your camera would not likely record fast enough to measure anything. You would NOT want to record a turtle running a marathon. That would take forever! You might also want to think about the limits of your camera. Would recording at night be a good idea? Maybe not! Would you record a golf ball sitting on the floor, doing nothing? This ball is probably not a good demonstration of kinematics or anything else we will study later in the semester.

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Module 1 Lab Getting Comfortable with Physics Definitions and Tools 19. Write a few sentences explaining your video project in the box below. The video you decide to record will lead to a lab you develop throughout the semester and perform data analysis on in Lab 08. For now, your video project needs to include the kinematic variables mentioned in this lab, position and time. In future labs, you may add some complexity to make your video include future concepts we have not discussed yet. The video should be able to be analyzed in the LoggerPro software, so it’s worth testing your ideas by performing some experiments to see if your video can load into LoggerPro , and is of the proper scale to take meaningful measurements. Note : This is just a brainstorming session, so there is no need to have a fully developed video ready for analysis. Answer: I decided to do a video project that involves stirring a cup of tea. while stirring, the rotation of the liquid will cause a centrifugal force which will act on itself. now in the walls of the cup the liquid motion is reduced because of the frictional force. so the angular velocity is less in this region than the central regions. So the velocities are different. ** Upload your finished lab report to the Module 1 Lab: Getting Comfortable with Physics Definitions and Tools assignment area in Canvas .**

Module 1 Lab Report Submission File

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