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🟢 8: Th 10/1 - relationship between force, mass, and motion - data collection
🟢 8: Th 10/1 - relationship between force, mass, and motion - data collection
Today, we'll use ↩️Pivot Interactives to store the data you collect. During this class period, you'll work on getting data for BOTH labs:
finding the relationship between force and acceleration.
finding the relationship between mass and acceleration.
By the end of the period, you should have all your data for both lab experiments.
Homework: Make sure everyone has the data from the experiment(s) you performed today. ❗Short Newton's First Law Quiz next class - Friday, October 2nd.
Watch the following video for details on how to configure Vernier Graphical Analysis for this lab. Some of this info is also available in this Slides: Vernier Analysis How to & Trouble shooting. Also, see the Vernier Fan Cart Manual for info on the fan settings.
🟩❗8: F 10/2 - relationship between force, mass, and motion - analysis
🟩❗8: F 10/2 - relationship between force, mass, and motion - analysis
❗Newton's First Law Quiz TODAY!
If you did not perform two experiments last time, you'll either quickly get the data from another group or finish gathering the data with equipment.
Most of you're time today will be working towards analyzing the data. Using the data you took in ↩️Pivot Interactives, you're looking to find the MATHEMATICAL relationship between:
force and acceleration, and
mass and acceleration.
By mathematical relationship, we mean equation. In order to do that, you must graph your data. You may need to linearize the data if it is not already a proportional relationship. (See determining relationships from graphs.) Collaboratively, you'll work through your understanding of linearizing any non-linear graphs.
On the distributed worksheet, (📄 LAB: N2L Pivot Lab findings & final equations), write down the equation you found for the mathematical relationship between force and acceleration for your particular fan cart mass. Also, write down the equation you found for the mathematical relationship between mass and acceleration given a particular fan speed. Don't forget that all numbers in your equation (slope & intercept) must have units. Units are embedded inside variables, so you do not have to write units with variable letters. Make sure your equations of each line do NOT contain x and y, but rather m, F, and a accordingly.
Homework: Finish you analysis (getting a graph and finding the equation of the graph) by next class. Remember to complete 📄 LAB: N2L Pivot Lab findings & final equations. ❗Force Mass & Motion Lab quiz Thursday, October 8th.
💚 8: M 10/5 - analyzing 2 experiments
💚 8: M 10/5 - analyzing 2 experiments
Today, we'll take the next and final step in your lab analysis and talk about how to use the findings from your final lab graphs to find the relationship between force, mass, and motion. To do this, we'll have to learn how to combine two equations together to form one big equations that relates all three of the variables. We'll also discuss what needs to be in the final lab report. If there is time, you'll start working on that report.
Lab reports are INDIVIDUAL! You may share ideas in your lab groups verbally, but all the writing must be your own - your own words AND your own sentence/paragraph structure. My suggestion is that you discuss and listen to others in your group. Do not write anything at this time. Then let a couple minutes pass before writing everything in your own words. Do not share your document with any other students. Do not cut and paste any phrases into email, text, or a messaging app. Do not share screens if you are video chatting. Do not dictate or write down sentences while anyone in your group is talking. If I detect that your work is not completely your own, you could suffer serious consequence to your grade and/or disciplinary action, so be smart about this!
Below is an example of similar sentence structure which is considered plagiarism:
Student 1:
Building off the previous equation(a ∝ F/m), we know that we have established some sort of relationship between force, mass, and acceleration. We can build off of this and create a mathematical equation using the equal sign. To do this, we need to establish another variable, called C. This will be a constant, and will help us establish a more algebraic equation.
Student 2:
Expanding on the earlier equation (a ∝ F/m), it is evident that we have established a connection between force, mass, and acceleration. We can further develop this relationship by formulating a mathematical equation using the equals sign. To achieve this, we introduce a new variable, denoted as C. This variable represents a constant and will play a crucial role in creating a more algebraic equation.
Homework: Analysis is due to ✏️ Google Classroom on Tuesday, October 6th at 10pm.
Tonight, it is very important to type up what we talked about in class before you forget. If you have any questions, ask me next class or send me an email at barbara.fortunato@wwprsd.org. Make sure you use Equation Editor or an equivalent program to type your equations in Google Docs. Handwritten equations in your write-up are not acceptable. "^" and "_" are also not acceptable - you must learn how to use your word processing program to accommodate subscript and superscript. ❗Force Mass & Motion Lab quiz on Thursday, October 8th.
VERY IMPORTANT HOMEWORK: Please this video on drawing "free body diagrams," aka "force diagrams." This video was made for students in AT Physics, so there are some advanced concepts like knowing the direction of acceleration and also picking the "right" sign convention. You don't need to pay attention to this. There are also things about knowing if the forces equal each other that you can ignore for now. Just focus on how to draw the arrows and label them appropriately.
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