On Tuesday in lab, we wanted to measure the velocity and acceleration of a ball rolling down an incline. To do this, we made our table have an incline by putting wood blocks under two legs of the table. We placed meter sticks on a table so we could determine the distance the ball traveled for a certain amount of time. We placed the ball at the 0cm mark on the meter stick and let go of the ball so it could roll down the table. To make our results more accurate, we videoed the ball rolling down the table with a stopwatch on our phone following the ball. We then went through the video and paused it at every 10cm and recorded the time it took for each 10cm interval from 0cm to 150cm. We did this experiment with 2cm, 4cm, and 6cm inclines to show …show more content…
time graph, and an acceleration vs. time graph. We made graphs with our information from the 4cm and 6cm inclines and excluded our information from the 2cm incline since our data was not very accurate for that specific trial. It was most likely not very accurate because the incline was so small that it did not really have an effect on the ball. We found the velocity from our data by using the formula change in distance/change in time, and then found the acceleration by taking the change in velocity/change in time. After creating our graphs with the data, we found the position time graph was an upward curve. This makes since because as the time increases, the distance the ball has traveled increases at a higher rate. The graphs for the velocity resemble a diagonal line, a constant rate. This makes sense because as the time increases, the velocity increases at a constant rate. For example, the ball is moving at a higher velocity at 3 seconds than it was at 1 second. We also found that as the incline increases, the velocity increases. The ball goes faster as it rolls down the incline because of acceleration. The graphs for acceleration should be a constant number, a straight horizontal line on a graph. We know this because if you take
For my derivative project I chose to graph Emmitt Smith’s annual rushing yard total. Emmitt was drafted out of University Florida in 1990 and began his career as an NFL Great. As you can see on the graph, Smith began his career slowly, amassing only 937 rushing yards his rookie year. However, his second year Smith improved to 1563 rushing yards. In his third season, Smith again improved to 1713 rushing yards. The decrease in production Smith’s fourth and fifth year (1486 and 1494 respectively) in the NFL can be partially credited to the fact Smith did not compete in all sixteen regular season games due to injuries. Smith redeemed himself the following year with a career high 1773 rushing yards. Over the next six years Smith’s age slowly caught up to him as he ranged from 1021 to 1397 yards. Finally, after his thirteenth year as a Dallas Cowboy, Smith was traded to the Arizona Cardinals. In his first year with the Arizona Cardinals (2003), Smith was injured and played as a backup for the majority of the year. This is illustrated through his career low 256 rushing yards. However, in Smith’s final year in the NFL, he rushed for 937 rushing yards, bouncing back from a disappointing year. Strangely, Smith ended his last season with the same rushing total as his rookie season. I plotted these points in a graph in an excel document and created a line of best fit. This line was a cubic equation (f(x) = 1.4228x3 - 8533.3x2 + 2E+07x - 1E+10).
· I will take all of my results on the same day with the same
The objective of this lab is to find the equilibrium constant of Fe(SCN)2+ through multiple trials using a spectrometer. Since one chemical is colorless and the other is colored a spectrometer can be used to monitor amounts of each in the solution. By completing multiple trials an average can be reached for the value of the equilibrium constant of Fe(SCN)2+.
When one throws a softball, it will always form some sort of a parabolic shape. However this shape is affected by the person throwing the ball and the distance at which the ball is thrown. The data that is shown in the graphs and equations below are from three different individuals, ranging in skill and distance. Two of these players were seasoned players and one was an inexperienced softball player. The distances from which they threw were 40 feet, 60 feet, and 80 feet. The three graphs below represent the softball throws done by a veteran softb...
The next data is from the curveballs of Bronson arroyo from the Cincinnati reds, and the fastballs of Josh Beckett of the Boston red socks. Although the nature of movement on a curveball su...
Recorded videos were used to analyze the movement patterns of the runners. The participants were an elite (male) and a novice runner (female). The elite runner used a standard track field while the novice used a treadmill in a standard gym. The result showed that the elite runner had a longer stride than the non-expert due to his long legs. The novice runner required less force to move her body than the elite runner. The expert had longer stride resulting in longer step length which made him move faster than the novice. As the feet of both participants touched the ground the expert had a higher ground reaction force than the non-expert. The elite had a higher cadence than the non-elite because his legs moved faster. During stance phase, they both have one foot on the ground and as their foot first hit the ground they both slow down. However, the novice was slower because the elite had a faster speed making him spend less time in the
speed of the ball rolling down a ramp. From the data that I'm going to
The above diagrams show the initial velocity (both x and y directions) of both balls
When two objects slide across one another, they exert a frictional force against each other. These forces are always tangent to the surfaces. A soccer ball and its interaction with the field is an example of this. The frictional force is opposite the direction that the ball is traveling. Physics gives us the following equation: f=mN for objects that slide against one another; where the frictional force (f) is equal to the upward "normal force" that the surface exerts on the ball (N) multiplied by the coefficient of friction (m). The coefficient of friction is not a constant, but will vary with the ball and surface type. The more friction there is between the ball and the field, the slower the ball will move after a bounce. Balls that skid, on the other hand, do not generate as much friction and subsequently do not slow down as much. So, the coefficient of friction tells us how fast (or slow) a ball will travel: The higher the coefficient, the slower the ball. A device similar to the Stimpmeter®, which is used to measure the "speed" of a golf green, could measure a soccer field's coefficient of friction by rolling a small ball on grass and measuring the distance it travels before stopping.
One of the experiments on trip was to test how fast the water was moving. Our group stood in nine different locations and did the testing. My hypothesis was if the water is deeper, then the water velocity will be faster. After the group did that, the group collaborated results, giving people the other answers so they can fill in their data sheet. Now the results will vary depending on what group you are in, and it can vary from all of us walking in and around the creek. As you can see on the left is the graph of all the data. The scatter plot indicates that my hypothesis is incorrect because if you look at it as the depth gets deeper, than the speed or velocity of the water goes down.
Slope Movement There are certain threshold conditions that can be applied to slopes- if a threshold condition is exceeded then the slope moves. There are many types of movement, and the following factors can affect movement: a) Rockfall On a cliff face material will fall as it becomes released by weathering, and often accumulates as scree at the cliff foot. The angle of the scree is just below the threshold angle for movement and is called the angle of rest. A particle of weathered material remains at rest on a slope if the frictional resistance to movement is greater than the down slope stress produced by the particle weight.
Interpretation The graph 1shows the extraction of the components on the steep slope. The first 5 components are the part of steep slop. The components on the shallow slope contribute little to the solution. The components nine to nineteen are the part of shallow slop. The big drop occurs between the sixth and ninth components, so first 5 components are used for further analysis. The scree plot confirms the choice of six components.
...orrelate and determine if there is a relationship between acceleration, co-acceleration, and other basketball statistics (Maymin 1-6).
My interest in this topic came from my interest in the sport of basketball and the first unit in my physics syllabus. Basketball is a sport that revolves around projectile motion with the projection of the basketball when shooting. However, when shooting a basketball the object (ball) experiences two dimensional motion, meaning that there are both vertical and horizontal factors affecting the trajectory of the ball. Thus the aim of this experiment is to gain an understanding of projectile motion in two dimensions, and to find out at what angle of launch the projectile will gain the maximum distance when the motion is two
Volleyball is a sport that includes many elements from physics. Next time you are playing or watching your friend or family member play volleyball think about the elements in physics involved. Without gravity,work velocity, acceleration, work,and the Newton's 3 laws of motion, volleyball wouldn’t be the same. In this paper I will explain how you can use work, velocity, gravity and acceleration along with newton's three laws of motion