Free Fall Lab Sources Of Error
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Partners Points & Levels Blog Safety Tips Science & Mathematics Physics Next Possible error sources of free fall experiment? I performed free fall experiment using tracker software. The g accepted value is 979cm/s square. My answer is -879m/s2 .. what can be the possible sources of error in this experiment? Update: -879cm/s2 Follow 2 answers 2 Report Abuse source of error definition Are you sure you want to delete this answer? Yes No Sorry, something has gone wrong. Trending Now Lil Wayne Natalie Portman Kris Jenner Jackie Kennedy Paul McCartney Free Credit Report Janet Jackson Electric Cars Rose Leslie Mortgage Calculator Answers Best Answer: Don't get your knickers in a bind over the negative sign. It could be either plus or minus depending on the assumptions made in the problem. What's important is that the sign signifies downward acceleration as that's the direction for acceleration due to gravity force. The fact that your result is less than your g accepted value is explained by the g value given is probably for acceleration in a vacuum. You did the experiment in air I presume. In which case, air resistance would reduce the average acceleration during a fall. At any given instant A = g(1 - D/W) < g is the acceleration in air when air resistance is D = kv^2 for an object that weighs W. As the speed v of the fall increases, D increases
Upload Documents Write Course Advice Refer your Friends Earn Money Upload Documents Apply for Scholarship Create Q&A pairs Become a Tutor Find Study Resources by School by Literature Guides by Subject Get Instant Tutoring Help Ask a Tutor a Question Use Flashcards sources of error in measurement View Flashcards Create Flashcards Earn by Contributing Earn Free AccessLearn More > Upload Documents Write sources of errors Course Advice Refer your Friends Earn MoneyLearn More > Upload Documents Apply for Scholarship Create Q&A pairs Become a Tutor Are you an educator? sources of error in a biology lab Log in Sign up Home UMass (Amherst) PHYSICS PHYSICS 153 Experiment 1 Measurements and Uncertainties Lab Report 6 list some possible sources of error that may have SCHOOL UMass (Amherst) COURSE TITLE PHYSICS 153 TYPE Notes UPLOADED BY gforbes PAGES https://answers.yahoo.com/question/index?qid=20140209104914AAi8Tid 3 Click to edit the document details This preview shows pages 2–3. Sign up to view the full content. View Full Document 6. List some possible sources of error that may have affected your results in part 1 (brass block). Classify your sources of error as either random** or systematic*, and make sure to list at least one systematic error and one random error. (2 points) A: In my first experiment, a random error could have included things such as https://www.coursehero.com/file/p2f96r/6-List-some-possible-sources-of-error-that-may-have-affected-your-results-in/ false measurements. For example, I could have measured the dimensions of the brass rectangular prism incorrectly by looking at the ruler from a different angle. A systematic error could have included the units of measurement of the ruler. The ruler was just a printed piece of paper. So, the units of measurement might not have been so precise. 7. Do the same for part 2(Reaction Time). (2 points) A: In my second experiment, a random error could have included my partner throwing the ruler down with some velocity, other than letting it drop with free-fall acceleration. A systematic error could have included the conclusion as to where my partner and I caught the ruler. For example, the measurement markings are about a millimeter in length, but our thumbs measure about two millimeters wide. So when the center of my thumb was on one measurement marker, it could have really been on another. 8. With the same setup, how can you improve the experiment in part 2? (1 point) A: I could have improved the second experiment by using basic machines to drop and catch the ruler. For example, instead of my lab partner dropping the ruler with his hand he could have used a machine to hold and drop the ruler. In this case, the ruler would have been dropped with free-fall acceleration, instead of force. Also instead of catching the ruler with my hand, I co
Wiki Home Recent Changes Pages and Files Members HonorsPhysicsRocks Home Group Lab Reports HP Midterm Exam Review NewtonLawsProject Deanna&Jae Free Fall Lab Edit 0 17 … 0 https://honorsphysicsrocks.wikispaces.com/Deanna%26Jae+Free+Fall+Lab Tags No tags Notify RSS Backlinks Source Print Export (PDF) Free Fall Lab Group Members: Deanna Magda and Jae Li Due: 9/30/10 Objective: What is the acceleration of a falling body? Hypothesis: Over time, the velocity should increase due to acceleration due to gravity. true but didn't address the objective Materials: Ticker Tape Timer, Timer tape, Masking tape, Mass, clamp, meterstick. Procedure: 1. Set the spark timer to 60 of error hertz and attach it to the top of the inside of the cabinet door. 2. Obtain a piece of ticker tape about the length of the cabinet door and thread it through the spark timer, with the excess tape hanging over the top of the door. Use tape to attach a mass to the end of the ticker tape. 3. Turn on the spark timer and drop the mass. 4. sources of error Tape your ticker tape data to a table and measure the distance from dot zero to dot 1 using a meter stick. Continue to measure the distance between dot zero and the next dot. Record your data in an excel spreadsheet. 5. Use your data to construct a graph, including the trend line and the r2 value. NOTE: Even though when preforming the experiment the object was moving downwards and that is normally negative, we decided that downwards was positive. Technically this still means that away is positive. This is why none of the acceleration values, distances, or velocities are negative and they are all positive. Graph: Link: freefall lab magda.xlsDetailsDownload70 KB DATA: Calculations: Discussion Questions 1. Does the shape of your graph agree with the expected graph? Why or why not? Yes the shape of our graph agrees with the expected graph. We expected the graph to start with a shallow slope and then gradually get steeper and we expected it to be positive. This is exactly what our graph did. 2. How do your results compare to that of the class? (Use Percent difference to discuss quantitatively.) Our results were very close to the class results. Our precent difference was only .59% which m
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