LAB 1- phy 111 lesson
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College of Business & IT Batkhela, Malakand Agency *
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Course
111
Subject
Mathematics
Date
Nov 24, 2024
Type
Pages
6
Uploaded by AgentFangOryx3
Lab 1 Worksheet
Scientific Model and Measurements
There are four sections to this investigation. The only item from the lab kit needed for this investigation
is a cm ruler, although you can use any cm ruler you have on hand. It is expected that you have placed
your order for the lab kit before the end of Week 1.
Section 1: Definitions and Differentiation
Read:
OpenStax College Physics 1.1
, “Models, Theories, and Laws; the Role of Experimentation”
section.
In multiple sentences or a short paragraph, address the following prompts with enough detail to convey
your understanding of these ideas in a scientific context.
A.
Discuss the meaning of a Scientific Model. What forms can a Scientific Model take?
A scientific model is a simplified version used to represent and understand complex
ideas, systems, or phenomenon. Scientists use these scientific models to visualize and
comprehend systems that are not ordinarily experiences that help organize under limited
circumstances. One example of a scientific model is the Planetary model of the atom to visualize
the electrons circling the nucleus; the model is helpful as scientist can mentally visualize the
movement to better understand other scientific concepts such as emission of light. There are
several scientific models, some of the common ones are: conceptual models, mathematical
models, physical models, etc. These all, respective of the field, help with visualizing and
understanding concepts that are difficult to directly display.
B.
Discuss the meaning of a Scientific Theory. Differentiate between a Scientific Theory and a
Hypothesis.
A scientific Theory is an explanation for repeated patterns; these patterns are repeated
and verified from various experiments to verify the pattern found in nature. Theories are used to
explain, understand, and predict the pattern or phenomenon that was observed. In contrast, a
hypothesis is usually from limited evidence and is used as an initial starting point for
experimentation in the Scientific method. The hypothesis serves to propose an explanation for a
pattern in nature or phenomena where the hypothesis will be tested via experimentation to collect
evidence that proves or disproves the hypothesis.
C.
Discuss the meaning of Scientific Law. Differentiate between Scientific Law and Scientific
Theory.
Scientific Law can be a mathematical or concise descriptive statement by scientific
evidence and experiments to describe a pattern in nature. For example, a law in scientific context
is Newton’s second law; this law describes force, mass, and acceleration into a simple m
ath
formula of “F=ma” to describe a concise general statement of a pattern or phenomenon
occurring. In contrast to the law, a Scientific Theory is a greater comprehensive explanation that
aims to understand the phenomenon or pattern that occurs. In simple contrast, a law explains a
“single action”,
whereas
the theory explains an “entire group of related phenomena
.
”
Section 2: Modeling Constant Velocity
Read:
OpenStax College Physics 2.3
, “Time,” “Velocity”, and “Speed” sections.
A.
Consider the following situation:
An object moves forward at a constant rate of 4 meters for
each second. At time zero this object begins at 8 meters behind the origin, also known as
–
8
meters from zero. Complete the provided data table of position and time that is consistent with
this o
bject’s motion
from zero to ten seconds.
B.
From the data developed above, create a graphical model of this motion. You will need to create
a graph using Excel or Google Sheets. The following graph requirements will be used throughout
this course:
a.
The graph will be a Scatter Plot, also known as an XY Scatter
b.
There will be an applicable and appropriate title for the graph
c.
Each axis will be labeled with proper variables and corresponding units
d.
A best-fit line or curve will be applied as suggested by the data
e.
A corresponding or matching equation will be clearly representative of the provided best-
fit.
C.
Paste
the graph below:
t (s)
x (m)
0
-8
1
-4
2
0
3
4
4
8
5
12
6
16
7
20
8
24
9
27
10
30
D.
Explain how this graphical model can be used to determine the velocity and the starting
position of the object.
The graphical model, as shown above, can be used to determine the velocity by the slope
of the position-time graph. The slope is determined by the rate of change in respect to time (rise
over run). The change in position (delta y) over change in time (delta x) will give the average
velocity over that time interval for a linear graph. Here, the slope is 3.8x + -7.64.
The starting position can be found via the graph by viewing the initial time point t=0 the
object is at position -8 m. The starting position is typically represented by the initial point before
the object starts to move. The graph is a position time graph which is best used to understand the
velocity and movement of the object.
E.
Was the motion of the object maintaining a constant velocity or changing velocity? What
evidence from the graphical model informs this type of velocity?
To determine a constant velocity or changing velocity, one should view the graph and see
the slope of the line. Here, the slope is linear; as the slope represents velocity, the linear line
indicates a constant velocity. This is also clear as the line is constantly moving forward of 4m per
second, whereas, in a changing velocity, the slope will vary at various points and not a linear
line.
F.
Create an Algebraic Model by restating the equation from the graph so that you replace
the Y and X with the actual variables being graphed. Apply the appropriate units to the
values within the equation.
If one were to use the algebraic model “y=mx+b”; then y is the position in meters, m is
the slope, x is the time in seconds, and b is the starting position. The graph produced the
model y= 3.8x + -7.64.
The resulting model would be 30= 3.8 (10) +b where the
equation would solve for B, the initial position.
G.
What are some limitations of these graphical and algebraic models?
Some of the limitations of the graphical and algebraic models is that it is a simplification of the
complex motion of the object, or other complex topics, that may not factor other details and can impact
the accuracy or understanding of the concept. In addition, another factor is that both approaches can
show an idealized version that does not fit into the real world. For instance, the model can neglect
factors, especially in physics, such as air resistance and friction.
Section 3: Accuracy and Precision
Read:
OpenStax College Physics Chapter 1.3
, “Accuracy and Precision of a Measurement” section.
In multiple sentences or a short paragraph, address the following prompts with enough detail to convey
your understanding of these ideas in a scientific context.
A.
Describe a situation where a set of measurements have high accuracy, but low precision.
This situation MUST be different than what has already been provided for you in the
textbook.
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A scenario of high accuracy but low precision is that of a group of students measuring a
known 20-inch wire using a meter stick. Student one measures: 20.98, 20.2, and 19.99. Student
two measures: 20.99, 19.7, and 20.3. Lastly student three measures: 18.98, 19.72, and 21.2. Here,
the accuracy can be said to be high as all students achieve the measurement around twenty
inches; however, low precision as the measurements vary between the students as the spread is
from 18.98 to 21.2.
B.
Describe a situation where a set of measurements have low accuracy, but high precision.
This situation MUST be different than what has already been provided for you in the
textbook.
A scenario of low accuracy but high precision is that of a student measuring out
concentrate for an experiment. The experiment requires 30 M of HCl acid. The student takes
three measurements for each trial and the used concentrate: 20.2 M, 20.0 M, and 20.1 M,
respectively. Here, the measurement of the student is said to be high precision as the set is only a
small deviance from 20; however, it is low accuracy as the concentrate needed or expected to be
used is 30 M.
Section 4: Measurements
Remember this is a science course and your measurements will be conducted using metric system units.
There is a data table provided below.
Directions:
1.
Obtain an object with a reasonably rectangular volume that can be measured.
A remote
2.
Find the mass of the object and record that value in the data table provided.
•
If you do not have a mass scale at home, select an object with a known mass or one that
can be researched.
For instance, food items have a printed mass, or a cell phone’s mass
could be found with a quick Internet search.
•
120 grams
3.
Using a cm ruler, measure and record the three dimensions of your selected object (length,
width, height).
Trial one
-
Height: 2.00 cm
-
Width: 5.00 cm
-
Length: 12.5 cm
4.
Repeat the measurements for a second trial.
-
Height: 2.10 cm
-
Width: 4.90 cm
-
Length: 12.48 cm
5.
Demonstrate a sample calculation for one trial to determine the volume of the rectangle.
a.
Show the equation to be used.
i.
Volume = (Length)(width)(height)
b.
Substitute the values for that trial into the equation.
i.
Volume = (Length)(width)(height)
ii.
Volume = (12.5cm) (5.00cm) (2.00cm)
c.
Solve and apply the appropriate units. Record the volume for each trial in the data table.
i.
Volume = (12.5 cm) (5.00 cm) (2.00cm)
=
125 cm
3
6.
The simple average for the two volume values can be found by adding the volumes from the
two trials and then dividing them by the number of trials. Do this for the Average Volume
based on your two measured trials and record it in the data table.
𝐴???𝑎?? 𝑉????? =
𝐴?? ?????? ?? ??? 𝑇?𝑖??? ?????ℎ??
?????? ?? 𝑇?𝑖???
A
???𝑎?? 𝑉????? =
125 ??^3+128 ??^3
2
= 126 𝑐?
^3
7.
Determine the % difference between your volume calculations for these two trials and record it
in the data table.
%𝐷𝑖??????𝑐? =
𝐴??????? ????? ?? ?????? ?𝑖???????? ??????? ??? ??𝑖??? (𝑇?𝑖?? 1−𝑇?𝑖?? 2)
𝐴?????? 𝑉?????
∗ 100
%𝐷𝑖??????𝑐? =
???????? ????? (125??^3−128?? ^3)
126 ??^3
∗ 100 = ?. ??%
8.
Consider the average density for your selected object and record it in the data table.
𝐷???𝑖?𝑦 =
????
𝐴?????? 𝑉?????
𝐷???𝑖?𝑦 =
120 ?
126 ??^3
= 𝟎. ?𝟓? 𝒈/𝒄𝒎^?
Section 4 Data Table:
Mass (g)
120 g
Trial 1
Trial 2
Length (cm)
12.5
cm
12.48 cm
Width (cm)
5.00
cm
4.90 cm
Height or Depth
(cm)
2.00
cm
2.10 cm
Volume (cm
3
)
125
cm
3
128 cm
3
Average
Volume (cm
3
)
126
cm
3
Volume %
Difference
2.38 %
Density (g/cm
3
)
0.952
g/cm^3
9.
Based on this measurement activity, discuss the precision of your measurements. Use
specific evidence to support your idea(s).
The precision is high in this regard as all the collected data are withing a few decimal
places from each other. In addition, the resulting density corresponds to the predicted
density; where, the density would be a very low number as the remote control is hollow
and very light.
Here, the preciseness is not only shown in the similar measurements
across trials but also the reasonable final density that resulted from the calculation. The
ruler is also a good tool to measure the remote height, width, and length of the object
which aids in the precision of the measurements and being consistent across trails.
10.
Consider the accuracy of your calculated density. Specifically address this calculation and
which variable would have the most influence on the accuracy of your answer.
The accuracy seems correct, as previously mentioned, the remote is hollow, so the
prediction was that the remote would have a small density due to its small mass. Here, the
mass would have the most direct and influence on the accuracy. As density is the measure
of mass over volume; then, if the mass measurement is inaccurate, even slightly, it will
have a direct influence on the accuracy of the calculated density.
Volume has a role in
the calculated density; however, volume composes of three measurements that can be
more reliable and measured more accurately and precisely. Here, mass is a single
measurement that if wrong can change the density calculation.
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