The website we will be using is Pivot. I WILL PROVIDE THE LINK FOR IT
Lab 2, Intro Description:
This lab will analyze a glider moving across a frictionless surface. Depending on which trial you choose (you can change using the “change” button near the bottom of the video), the glider will move across the screen and then back to its starting point. The goal of the lab is to graph a velocity plot, then answer a few questions about the graph similar to what was done in Lab 1. You are being asked to graph a velocity plot, NOT a position graph. You will have access to a stopwatch and ruler from the video. You do not have velocity but must calculate it for each data point you have done. You are not required to do this manually, the table can do that for you. It is recommended that you have at least 15 data points to use (suggestion for about 0.1 s increments between, but you can choose your own). Since you are trying to get the glider moving across the screen, all your data points must come from when the glider does not have someone’s hand pushing it. There are several seconds when the glider has not left the hand, so those would not be valid for you data. Make sure to gather data from after it left the hand up to when it reached the hand again. It is important to have the full path of the glider for proper analysis.
Hint: Both trials have around 150 frames of good data when it left the hand before it touched the hand again. Use this data as you collect your positions.
After collecting your data, you can create a column that calculates the velocity from positions and time. What equation is that? If you were to say velocity is found from distance/time, that is not correct. Velocity is made from the change in distance/change in time. This slight difference means you must have a changing velocity and a changing time, NOT total distance/total time. Create your table to calculate that for you. Don’t forget units on your columns for each item you measured. It is good practice to put these in standard mks units.
Hint: The first point of position is useful, but will not create an actual value for velocity. That is because when you take a change in distance, you need to have Xf – Xi, and you can put that answer for velocity on the same row as where you got your Xf. Notice the “rate of change” button in your column formula as an option to do this!
Don’t forget to add your curve fit to the plot. This lab must be linear – the lab directly tells you that. That means you have values for x, y, and slope. Only linear graphs have a “slope” value. Didn’t get a linear plot? Check these items:
- Did you graph velocity or position?
- Did you put the right linear fit curve as an option?
- Did you calculate the velocity correctly using Rate of Change?
The last question of the lab asks about the acceleration. Think carefully about this questions. What is the definition of acceleration from class? Using the graph, how could you locate this value? Hint: You should have already identified this value in a previous question.
Lab 3, Intro Description:
This lab asks you to analyze an object that undergoes projectile motion, specifically addressing the ideas of vectors for a moving object. The first question asks about the height above the ground (starting height). You can use the vertical ruler to measure this value. Remember, the ball has projectile motion as it moves through the air, NOT when a person it touching it or after it hits the ground.
The second part of the lab is about Data Analysis. These questions will ask you to measure different features of the object as it moves through the air. The first question in this section asks you to measure the angle from the video. The hint gives a clue that trigonometry will be used here. The lab states in the directions, “Make sure to describe how you are calculating the angle. Don’t just put a number with no explanation.” As you solve for your angle, write or upload a picture of the work you have done to get your answer. (You can use the picture button on the text box options to upload an image.)
Hint: Trigonometry is needed here. Think of what options you have from the video – the ability to measure horizontal and vertical distance. How can distances be used to find and angle? Keep in mind what you are trying to solve for: The angle leaving the girl’s hand. This is NOT an angle from the girl to the top of the path, but directly leaving the girl. The ball will have an arc path, so measuring to the top is not correct.
Another question asks about the angle up into the air, if it increased what would happen. This is exactly like your discussion board post! If you haven’t already answered that or replied, you might get some good clues as to what the correct answer could be here. Hint: There is more than one answer for this question, depending on how you analyze it. Another hint: What angle give a max distance? What happens if you go over that angle?
The last question addresses vectors and how they are added together. You do not have to calculate the exact answer, but you should be able to describe what could happen to make this true. The hint in the lab asks how you add vectors together – that will be important in answering this question. The final velocity here is made of a combination of the Vx and the Vy final components. How do we find the final V by itself, not a single component?