![]() (c) Acceleration gradually declines to zero when velocity becomes constant. The slope of this graph is acceleration it is plotted in the final graph. (b) The velocity gradually approaches its top value. Determine average or instantaneous acceleration from a graph of velocity vs. ![]() Determine average velocity or instantaneous velocity from a graph of position vs. (a) The slope of this graph is velocity it is plotted in the next graph. OpenStax OpenStax Learning Objectives By the end of this section, you will be able to: Describe a straight-line graph in terms of its slope and y -intercept. This motion begins where the motion in Figure 3 ends. Graphs of motion of a jet-powered car as it reaches its top velocity. Similarly, velocity increases until 55 s and then becomes constant, since acceleration decreases to zero at 55 s and remains zero afterward. time graphs for objects that are in free-fall. 17 1.2 18 1.3 19 1.3 20 1.3 Graphs shown on next 2 pages Equations: Slope M Y/X Conclusion/Discussion of Results: The data found in the above graphs shows that the constant motion cart took only 4 seconds to reach its maximum speed (1.4 cm/tic), however it only took 1 second to reach a speed of 1.2 cm/tic and 3 seconds to get to 1. Lab Preparation To prepare for this lab you will want to review position vs. If we call the horizontal axis the\boldsymbol,after which time the slope is constant. Graphical Analysis of Free-fall Motion Goal: To find the acceleration of an object in free-fall by using graphical techniques. When two physical quantities are plotted against one another in such a graph, the horizontal axis is usually considered to be an independent variable and the vertical axis a dependent variable. At this point, we would then conduct a lab to examine this. During class, we would discuss a concept, de scribe the model, and then examine an equation that de scribed the model mathematically. by Valerie Michael My physics labs used to be very traditional. Slopes and General Relationshipsįirst note that graphs in this text have perpendicular axes, one horizontal and the other vertical. Graphical Analysis How your students can derive their own equations from lab data. This section uses graphs of displacement, velocity, and acceleration versus time to illustrate one-dimensional kinematics. Graphs not only contain numerical information they also reveal relationships between physical quantities. time.Ī graph, like a picture, is worth a thousand words. Tom Weideman University of California, Davis 2.1: Background Material 2.2: Activities This page titled Lab 2: Graphical Methods of Data Analysis is shared under a CC BY-SA 4.0 license and was authored, remixed, and/or curated by Tom Weideman directly on the LibreTexts platform. For all remaining labs, just graphical and computer analysis. 2.2.6 Graphical Analysis Summary Are You a PC or a Mac The lab apparatus and Grapher software will run on either a Windows or Mac. Determine average or instantaneous acceleration from a graph of velocity vs. squares on these data sets in three different ways: by using a calculator, a computer, and a graph. The labs youll be doing have been designed to teach you good lab technique while giving you direct experience with the phenomena youre studying in the course.Determine average velocity or instantaneous velocity from a graph of position vs.Describe a straight-line graph in terms of its slope and y-intercept.Briey, we conclude that two measurements, a 1 and a 2, with uncertainties u(a 1)and u(a 2), are consistent if t0ja 1 a 2j p u(a 1)2 +u(a 2)2 <3. Also included are detailed teacher notes. Uncertainty and Graphical Analysis: Using uncertainties to compare measurements or cal-culations section of the lab manual. This is an excellent activity to introduce Centripetal Force and should be done before they are given the formulas for Centripetal Force or Centripetal Acceleration. ![]() The activity is laid out step by step to guide students in the right direction without making it overly complicated or overwhelming. They will gather centripetal force and velocity data, make several calculations and then plot 2 graphs to determine what Centripetal Force is proportional to and what the slope of the graph means. ![]() This activity focuses on proportionalities between variables and determining what the slope means. The apparatus is easy to set up and the students will have fun spinning the stopper above their heads. ![]() The items required for this activity are inexpensive and much of the supplies may already be present at your school. In this activity, students will be working together to develop several critical science skills including, graphing direct and squared relationships, determining slope, analyzing graphs to constructing a formula, linearizing data and carrying out lab investigations. ![]()
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