PHYS130 Having a Ball with Uncertainties Lab - STUDENT VERSION-1-3

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Apr 3, 2024

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Siena College - General Physics 130 Having a “Ball” with Uncertainties Lab NAME: GROUP MEMBERS: Learning Goals 1. In this lab, you will engage with the ideas of (1) uncertainties in measurements and experiments and (2) data analysis. Equipment: Video of experiment (see link below), a stopwatch and/or timer app. Video: https://www.youtube.com/watch?v=_iuXgpFPnX0 Watch the video of two people (Professor Finn’s children, Caitlin and James) tossing a ball back and forth. Measure the time it takes for the ball to travel from one person to the other and record these times, keeping track of which person is throwing. That is, make one list of times for when Caitlin is throwing the ball, and a separate list of times for when James is throwing the ball. You may use a stopwatch/timer app on your phone to measure the time. Record these times. Your instructors will share a Google Sheet with the class so that everyone can enter their data on their own: https://docs.google.com/spreadsheets/d/ 1M42stgnydKridekAO_sSojMDNM0fAEFxnF9dyRY1KbE/edit?usp=sharing Your instructors will use the spreadsheet to calculate: ● The average time and standard deviation for the times recorded for each throw. ● The average time and standard deviation for the times recorded by each person. Purpose & Procedures ● Briefly summarize, in your own words, the objective(s) of your experiments. ● Describe your experimental procedures in enough detail that another group could recreate your experiments exactly -- not just do experiments similar to yours. In your detailed procedures, specify precisely how others will know when you started/stopped the time measuring device. Scientific Ability Missing Inadequate Needs Improvement Adequate B1 Is able to identify No phenomenon is The description of The description of The phenomenon to 1

Siena College - General Physics 130 Having a “Ball” with Uncertainties Lab the phenomenon to be investigated mentioned. the phenomenon to be investigated is confusing, or it is not the phenomena of interest. the phenomenon is vague or incomplete. be investigated is clearly stated. B2 Is able to design a reliable experiment that investigates the phenomenon The experiment does not investigate the phenomenon. The experiment may not yield any interesting patterns. Some important aspects of the phenomenon will not be observable. The experiment might yield interesting patterns relevant to the investigation of the phenomenon. The objective of this experiment is to calculate how long it takes for a ball to be tossed from one person to another (Caitlin and James). To start this experiment, you need a stopwatch or timer on your phone. Then you need to get the video of Caitlin and James tossing the ball. Before you start the video decide who you want to record the data for first, I did Caitlin. Start the video and have your stopwatch or timer ready. Start recording when the ball leaves Caitlin’s hands and hit stop when James catches the ball, enter your data into a spreadsheet. Repeat this process for Caitlin until the video ends. Then start over the video to look at James and take his data until the video ends, then enter your data in a separate spreadsheet. Data Tables ● Record all of the data that only you collected in your experiments in neat, easy to understand tables with units included . ● Take into consideration the number of trials that your group thinks should be run. Scientific Ability Missing Inadequate Needs Improvement Adequate G4 Is able to record and represent data in a meaningful way Data are either absent or incomprehensible. Some important data are absent or incomprehensible. All important data are present, but recorded in a way that requires some effort to comprehend. All important data are present, organized, and recorded clearly. James units=s Caitlin units=s 2

Siena College - General Physics 130 Having a “Ball” with Uncertainties Lab Graphical Representations ● Include a graph which represents the data from the class as a whole . ● Your instructor will generate graphs that summarize the data for the class as a whole. Discuss these graphs with your lab partners or with the other students at your table. Are they all measuring the same thing? ● The instructor will provide instructions about how to make some smaller- scale summary plots using python and Jupyter notebooks using the Colab environment. You’ll plot the results of the throws for both people (mean and standard deviation) recorded by each person at your table. ● Make a copy of the colab below before you start editing! https://colab.research.google.com/drive/15cIgkgTdbwW7- yOdMdRAlALwx_PYG45Q Scientific Ability Missing Inadequate Needs Improvement Adequate A11 Graph No graph is present. A graph is present, but the axes are not labeled. There is no scale on the axes. The data points are incorrectly connected to each other instead of using an appropriate trendline. The graph is present and the axes are labeled, but the axes do not correspond to the independent and dependent variable OR the scale is not accurate. The data points are not connected to each other, but there is no trendline either. The graph has correctly labeled axes, the independent variable is along the horizontal axis and the scale is accurate. The trendline is correct. Caitlin Graph 1 3

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Siena College - General Physics 130 Having a “Ball” with Uncertainties Lab G2 G3 James G2 4

Siena College - General Physics 130 Having a “Ball” with Uncertainties Lab G1 G3 The ball toss graph is measuring the frequency at the time each person recorded for each toss. The second graph is the mean time in seconds for the number of individuals. The last graph is showing the number of individuals with the average time. Data Analysis ● What patterns did you notice in the experiments you performed? Reference your data tables and graphs. ● State the values for the average time and standard deviation for the time recorded by you for each person (Caitlin and James). ● Do your values above seem reasonably close or significantly different in comparison to the averages reported by the class as a whole? How do you know? ● Would you expect every throw to have the same time-of-flight? Would you expect every person in the room to measure the same time-of-flight on any given throw? 5

Siena College - General Physics 130 Having a “Ball” with Uncertainties Lab ● Is there a difference in asking what is the average time for the throws recorded by one student and what is the average time that all students record for one throw? If so, describe the difference(s). ● Do Caitlin and James have the same average time for their throws? Would you expect them to? Explain your thinking. ● Do Caitlin and James have the same standard deviation in their time for their throws? Would you expect them to? Explain your thinking. ● Did all the people in your group get the same average time? Or a better way of asking this question would be, are your answers consistent with one another? ● What may have contributed to uncertainties in your measurements? Identify as many sources of experimental uncertainty as you can. Scientific Ability Missing Inadequate Needs Improvement Adequate B7 Is able to identify a pattern in the data No attempt is made to search for a pattern. The pattern described is irrelevant or inconsistent with the data. The pattern has minor errors or omissions. The pattern represents the relevant trend in the data. G5 Is able to analyze data appropriately No attempt is made to analyze the data. An attempt is made to analyze the data, but it is either seriously flawed or inappropriate. The analysis is appropriate, but it contains minor errors or omissions. The analysis is appropriate, complete, and correct. G1 Is able to identify sources of experimental uncertainty No attempt is made to identify experimental uncertainties. An attempt is made to identify experimental uncertainties, but most are missing, described vaguely, and/or incorrect. Most experimental uncertainties are correctly identified. However, there is no distinction between random and experimental uncertainty. All experimental uncertainties are correctly identified. There is a distinction between experimental uncertainty and random uncertainty. Based off of the graphs I noticed that Caitlin throws slower than James. For instance, looking at the time and frequency graph you can see that James’s times are more towards the front meaning it’s a shorter time and Caitlin has a lot towards the end meaning she has a slower time. Caitlin’s average time .9131s and standard dev is .0562 James’ average time .7423s and standard dev is 0727 For James’ data my values are similar to my classmates because there is a bell curve when you look at graph 2 so everyone’s data is highly similar. However, for Caitlin’s graph 2 there’s a split between faster times and slower times. My values fit better with my classmates that have the slower times. I would not expect this because everyone can interpret the starting position and ending positions differently. Also, the time of flight would be different for Caitlin and James because they are not throwing in the same way. 6

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Siena College - General Physics 130 Having a “Ball” with Uncertainties Lab The average time for one student just gives the average of their data times, but for the class it gives the average time for all of the students. They don’t have the same average times because they throw differently because at certain times James does some throws behind his back or throw his legs. They don’t have the same standard deviation because as a class everyone recorded different times. So, the standard deviation would be different for both of them. My group members and I didn’t the same average time for Caitlin, but for James the average times were very close to one another. One of the main attributes that contributed to uncertainties is simply human error because I might not have been able to start and stop the timer very accurately because I was focused on the video. Also I could have clicked the timer too slow or too fast. 7

PHYS130 Having a Ball with Uncertainties Lab - STUDENT VERSION-1-3

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