You can see that the cannonball in free fall falls at the same rate as the cannonball in projectile motion. Figure 5.27 compares a cannonball in free fall (in blue) to a cannonball launched horizontally in projectile motion (in red). The most important concept in projectile motion is that when air resistance is ignored, horizontal and vertical motions are independent, meaning that they don’t influence one another. Ask students to guess what the motion of a projectile might depend on? Is the initial velocity important? Is the angle important? How will these things affect its height and the distance it covers? Introduce the concept of air resistance. time graph? Should it be? Why or why not? 5.Review addition of vectors graphically and analytically. Is the slope equal to zero at time zero of your position vs. What does the area under the curve determine on the graph of velocity vs. What does the slope determine on the graph of velocity vs. What does the slope determine on the graph of position vs. Discuss what kind of graphs show constant velocity, which shows uniformly, accelerated motion, etc.Īnswer the following questions: 1. Analysis of the Lab Relate the graphs you have drawn to the motion of the glider. Find and report the equation for the velocity and the constant acceleration for the motion along the inclined track. Using Differential Calculus Find and report the constant velocity for the motion along the level track. Find and report the slope of this line as the experimental acceleration Analysis of data using method 2. Using a similar process, graph velocity vs. The slopes of these segments are velocities. These velocities can be found by drawing tangent segments for particular time values. Inclined track: From this graph the acceleration can be found graphically by determining velocities at several different times.Since this determines a constant velocity, the acceleration is zero. Using graphical methods Level track: The slope of the linear graph is determined. You may do this using the regression feature of your calculator or graphing software. Find and report the position equation for each graph. Graph the line or parabola that best represents the data. ![]() Two different graphical methods will be used to analyze this data: After tabulating your data, you will plot each set on full-page graphs, appropriately labeled and titled. Tabulated data will be the time and distance measurements which you make. The number of periods will be determined by the speed of the glider and by the instructions given by your instructor. ![]() Each of these time periods begins at a point marked zero on your tape. The second step of the lab is to measure to the nearest 0.01 cm) the total distance traveled by the glider during each of several time periods. The frequency of the sparks is set on the spark generator and determines the length of time which elapses between each pair of sparks. The sparks jump between two electrodes on the moving glider and thus mark the position of the glider at the instant when the spark jumps. This record is made by marking spark dots on a paper tape as the glider moves along the track. The record you will make is of the position of the glider as a function of time. ![]() ![]() Procedure In this week's lab, you will make a record of the motion of a glider on a level and again on an inclined air track. Motion on an Air Track Experiment 2 Object To learn how graphical analysis may be used to study the motion of a glider on a nearly frictionless air track.
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