Lab #2

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1403

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Apr 3, 2024

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Lab 2 Report Section 02: Ping-Pong Ball Bazooka Pivot Interactivities Giselle Paz 6/10/21 PHYS 1403

INTRODUCTION In this lab, we explore and understand the concept of constant velocity. To understand this concept, we used an interactive video that shows the launching of a ping pong ball from a vacuum cannon. Within this activity, we can analyze a constant velocity movement by recording position and time. Watching this video helps us learn and observe the change in position for every second of time before and after the ball collides with a soda can. MATERIALS This website-based video experiment utilized the following: ● Vacuum Cannon ● Ping Pong Ball ● Ruler ● Timer ● High-Speed Camera ● Soda Can PROCEDURE 1. Begin by allowing the video to fully play to see the phenomena (vacuum canon launching the ping pong ball). 2. Allow the video to play again, and pause the video as soon as you see the ball leave the cannon as shown below. 3. Next, we will use the ruler and timer (the tool icon is located on the top right corner of the video). Align the ruler to the right edge of the ball (there are about 52 cm between the ball and can). 4. Now, we will measure the time. Leave the ruler, replay the video and pause it once the ball becomes visible, and reset the timer. Play the video and record the time it takes the ball to reach the can (about 0.00269 s).

5. Then, we will continue to measure the position and time. This data will be recorded for a table that will later be used to create a graph. Use at least 13-15 different times to obtain a wide range of data. DATA & DATA ANALYSIS Table Below is our table after we have recorded and collected all our data (positions and times): *Position is in cm (second column)we have to convert to m (third column)

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Graph Once we plot the points from our table, we get this graph and Position Curve : We can see that the line of best fit does not go through all points. Graph 2 In the following graph, we are focusing on the ball before colliding with the can. Using the same graph as above, we now exclude the points after the collision: Here, we can now see that without the points after the collision, the line of best fit goes through all points.

CONCLUSION The purpose of this lab was to understand the concept of constant velocity. After watching and completing the procedures to collect the data, we used that to create a table and two graphs. The first graph demonstrates the entire trip before and after the ball collided with the can. The reason why the line of best fit did not pass through all points, was because the ball’s velocity slowed down due to the can. In addition, on the Position Curve, we can see that our slope was 174 m/s . On the contrary, our second graph displays the ball’s velocity before the collision. In this graph, the line of best fit does pass through all points, and we have a constant velocity and a slope of 204 m/s . We are able to see that the slope before and after changed which indicates that the velocity has changed. PERSONAL LEARNING EXPERIENCE I enjoyed this experiment! I am a visual learner and I was able to better comprehend the topic of constant velocity. I was also able to understand much more once I was able to not only see but record the time and position of the ball before and after the collision. To explain, before the ball reached the can, the graphs indicated a constant velocity; the points were all linear. Whereas, after the ball had collided, we were able to see a decrease in the velocity (velocity slowed down); not all points were on the line of best fit. Overall, I learned and was able to observe the change in position for every second of time before and after the ball collides with a soda can.

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