ThomasMartin_Lab6

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Name: Thomas Martin E-mail address: Tmarti65@vols.utk.edu Laboratory 5 Report ● Paste the table into your log. ● Bumper block Aluminu m Wood High- density foam Low- density foam Maximu m force 12.21 N 11.65 N 9.43 7.77 Collision time 0.09 0.1 0.12 0.15 Impulse F avg *∆t 1.09 1.16 1.13 1.16 ● Compare the impulse using the four different bumper blocks. Is this what you expected? What significance might this have in a real car collision? Explain. ○ Yes it is what you would expect, the aluminum having the lowest impulse along with the lowest collision time would mean that the force has less time to be transferred and would therefore be stronger if it were to be in a real car collision. ● Compare maximum forces and the interaction times for the four different collisions. Is this what you expected? What significance might this have in a real car collision? Explain! ○ The highest of all the forces, Aluminium, also had the lowest interaction time. This goes back to my previous point that the lower interaction times will result in a higher force being applied in the system. While the opposite is also true, the longer interaction time the less impact and less damage if we were talking about a real car collision.

● Determine the momentum of each cart and the total momentum of both carts before and after the collision. Enter the values into your table. Make sure that you enter them with the right sign. If friction were completely negligible, the total momentum should not change. With a small amount of friction present its magnitude probably decreases, but only by a small amount. ○ Video 2: Another elastic collision ● In this experiment both carts travel to the left before and after the collision. ● Determine the momentum of each cart and the total momentum of both carts before and after the collision. Enter the values into your table. Make sure that you enter them with the right sign. ○ Video 3: A inelastic collision ● Before the collision cart 1 travels towards the left and cart 2 travels towards the right. After the collision they stick together and travel with the same speed towards the left. ● Determine the momentum of each cart and the total momentum of both carts before and after the collision. Enter the values into your table. Make sure that you enter them with the right sign. ● Paste the table into your log. ● Does the total momentum of the carts change in the elastic collision experiments? Refer to your data. ○ For a collision to be elastic it would mean that there is no loss of momentum in the crash. During my experiment the carts seemed to follow this principle as they bounced off of each other while maintaining their momentum and speed. ● Does the total momentum of the carts change in the inelastic collision experiment? Refer to your data. ○ An inelastic collision would mean a collision in which energy, in this case momentum is lost from the system at the collision, So yes after the collision we can see that the carts rebound at a lower velocity than their initial momentum and velocity. ● Did your experiments reproduce the expected results? If not, speculate on the reasons for any discrepancies. ○ My experiments did, however I am unable to paste my graph into the log ● Place a wide textbook on the floor and stand on it. Then jump off the book onto the floor two different times. The first time land normally, allowing your knees to bend. The second time land stiff-legged, not allowing your knees to bend. Do these jumps feel different to you? Explain! ○ They do feel different, The straight legged one felt like it was shorter, but it also felt like it applied more force to my knees as well as to the floor itself. While the one where I could bend my legs felt like it applied less force to my knees

● Open the Phyphox app on your phone. Lay your phone flat on a table. Start measuring "Acceleration (without g)". Maximize the "Linear Acceleration z" graph, and while holding your phone with the screen facing up, repeat the jumps, while recording the acceleration. Examine the graphs. ○ The jump with straightlegs had a higher linear acceleration, while the jump where I could bend my knees had a more prolonged acceleration but lower in general. ● What can you say about the maximum forces, the interaction times, and the total impulses given to the jumper in the two different kinds of landings? ○ The maximum forces were higher for the straight leg jump, the impulses as well. The total interaction times however I think we're longer for my jumps where I could bend my legs as the chart displayed values over a longer time span for that test. ● In one or two sentences, state the goal of this lab. ○ I believe that the goal of this lab was to give us both a better understanding of elastic and inelastic collisions, as well as the idea of momentum in general by allowing us to see multiple real world experiments that apply the concepts we learned in class. Lastly I think the inclusion of the phynox app was to improve our understanding and mastery of a useful tool for at home experiments. ● Overall this lab was very helpful for understanding both momentum and the conservation of momentum in collisions. I would say yet again that these labs have significantly improved my understanding and capabilities when it comes to the program excel, however, I still think that there is room for improvement as I was unable to find the method to calculate the total momentum and individual momentums for experiment 2.

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