Monday, October 31, 2011

Mouse Trap Car

Tyler Moore
Partner: Kim Low
Mouse Trap Car Lab

Teamwork:
Kim did an amazing job with this mouse trap car.  We worked on it at her house on Sunday October 23rd for nearly 5 hours.  We were not able to get our many cars to move however, they looked very fancy.  We came into class the next day and asked Mr. Elwer for some tips.  Then Kim went home and we discussed how we could build the winning car!  I unfortunately had a Cross Country meet so I was not there to construct our final car but, I did add the style and beautification of the car.  She remained positive the whole time and I definitely could not have done the project without her.  We were able to form a friendship and partnership that we would like to continue the rest of the year for our projects.

Intro:
The purpose of this lab was to design a car that is able to move, powered by a single mouse trap.  We will use what have learned about forces and vectors to "power" our car by using the "snapping part" of the mouse trap as the "arm” and attach it to the axle of our car, which will cause the axle to spin resulting in a change in the car's motion.  The rules were as follows: no outside help, no looking up the best design on the internet, and no modifications to the spring on the mouse trap.  The minimum displacement for the car to travel and receive full credit was 5 meters.

Hypothesis:
Our first hypothesis was "a long, light-weight body for the car, large wheels in the back, and one small front wheel that had little friction would be the most successful."  We figured the larger the wheels were the more distance we could cover for every axle turn.  We hoped that the small front wheel would help the car's motion due to its low friction after the axle's began to spin.  After three different designs failed we went "back to the drawing board."  We came up with the idea of a "hanging mouse trap" on the car.  Which means the mouse trap hung from the axle between the two records. This caused the car to experience little to no friction due to less weight and less friction. However, the key to this design was the wheel alignment as well as, the weight and force the mouse trap will give off.

Materials:
* Two LP records (Alan Freeman’s History of Pop)
· 2 squares of cardboard ( approx.. 4inx6in) with a 1in square cut out of the middle of one end
· 1 square of sturdy light weight foam presentation board (approx. 4inx4in)
· A length of threaded 3/16in metal rod
· A metal saw
· An X-ACTO knife
· 6 10ml nuts
· 4 10 ml washers
· 4 small bolts and nuts
· 8 small washers
· Pliers
· Assorted wrenches
· Duct Tape (preferably purple)
· Wax coated (physics) string
    
      Experimental Design:
    All variables that we manipulated were for the car's design. We had control of the following: wheel size, axle size, and components of the car's body.  In our first design we used a long, metal body with three wheels, one in the small wheel in the front and two large records in the back.  Our front wheel was a wall paper roller which was attached by the handle to the bottom of the car.  Our back wheels were LP Records and were attached to the axle by way of a threaded 3/16 axle. They were held in place by various nuts and washers, and there were two sets of nuts on either side of the body of the car to ensure that it did not slide back and forth on the axle too much.   Our arm was a stick of bamboo tied to the mouse trap by a wax covered string.  However, this design was way too heavy and the mouse trap was not able to move the car.  Our next design, we shortened the car's body a lot hoping to make it lighter and get some motion.  However, this design also failed.  We were frsutrated by then and destroyed our car and took all of the components of it and attached it to a long body made of sturdy light-weight foam.  Our car still would not move, so we deicded that it had to be our front wheel.  Also that our mouse trap may have been to weak to pull the "arm" attached to our axle at all and we might need to add a “transmission”, or a small section of the axle that is enlarged so as to make it easier for the mouse trap to begin pulling it.  Instead, we talked about it and decided to approach the car a whole new way with a "floating mouse trap".  We drew up a plan in which the mousetrap hung freely from the axle in between the two records.  We literally prayed to God that the small focused weight in the middle of the car would help it to maintain its momentum after it began to “free-roll” with no more power from the mousetrap.

Data:

    

Run 1
Run 2
Displacement (exhausted)
4.1 m
4.8 m
 Time (exhausted)
5.4 s
4.8 s
Displacement (Total)
19.25 m
17 m
Time (Total)
37.2 s
21.97 s
Mass in kg
0.39 kg
0.39 kg
Max Velocity
0.76 m/s
1 m/s
Average Acceleration
0.14 m/s^2
0.21 m/s^2
Average Deceleration
-0.02 m/s^2
-0.04 m/s^2
Force / Coefficient of Friction
F= .055 N / coeff.= .21
F= .082 N / coeff.= .31
Spring’s Applied Force
.055 N
.082 N
Work (Joules)
1.06 J
1.39 J
Power (watts)
.028 watts
.063 watts




      Conclusion: 
        All in all, Kim and I figured out that a long arm was not necessary for maximum displacement and that friction is key in this project. We also discovered that a key to getting the most force and movement for the car is in the type of string used. Our hypothesis was correct, with our projection that wheel to axle ratio would be a determining factor in overall displacement.  However, an interesting fact was that a light car with centralized weight used correctly could increase the momentum of the car after the mouse trap completed its snap.  In the end, our car was the best and had the most displacement out of the entire class mainly because of the wheel turn-over rate and because it rolled in the straightest line. This was due to our precision in assembling the body of our car and placing it on the axle, as well as our extensive planning and testing of many many MANY different car designs.

Saturday, October 15, 2011

Trajectory Lab

Trajectory Lab
Tyler Moore
Ryan Gibbel, Dean Defuria
Physics, Block 2
Mr. Elwer
Trajectory Lab
Background:  
In performing this lab we will calculate the speed at which a ball is thrown using an "angle measuring gun" tool to measure angles and a tape measure to measure the ball's displacement. The ball is thrown from about 2 meters above ground level and hence the fact that gravity will cause it to fall the ground.  We will use the following: trigonometry, projectile motion, time of flight and free fall acceleration to determine the the angles and displacements in order to find the velocities and overall speed at which the ball was thrown.
Materials:

2 Angle Measuring Guns (and people to use them)
3 Cones Tennis ball (1 person to place them)
2 Tennis Balls (1 person to accurately throw it twice)
1 Tape measure
Experiment and Design:
The experiment was setup on the rubber run-way of the Track Jumping pit.  Placing the thrower at one end and then at an accurate distance away the recorder. The other 2 group members, stand a certain distance away from the middle of the throwing lane to calculate the angle at the projectile's highest point or peak. The thrower will throw the tennis ball, with some sort of arc and accuracy multiple times. The recorder will place a cone at the exact place the ball lands and record that displacement.
Procedure:
  1. Thrower stand at one end of the jumping run-way with tennis balls.  Recorder at other end with 2 cones.  Place the 2 angle measuers, with Angle Measuring Guns, approxiamtely 10 meters away, from midpoint of the trajectory.
  2. Thrower throws the ball with arc and accuracy.
  3. The recorder marks its exact landing spot and calculates the displacement.  At the same time that the ball is in motion the angle measaurers will be measure the angle when the ball is at its highest point. 
  4. Repeat this procedure so that it will be done 2 times to get an average in all categories.

Data Table:
Trials
1
2
Distance
23m
23.4m
Angle
33.0 degrees
33.0 degrees

To find height from ground: since the angle is the same both times, we know the average angle is 33.0 degrees. 2.00m+10.0mtan33.0deg=8.50m, but DeltaY is negative, so DeltaY=-8.50m
Now height is known, time can be solved for. This is key because time is what links horizontal and vertical motion together.  DeltaY=Viy+(aDeltat)/2
-8.50=DeltaY, so -8.50m=0+((-9.81m)t2)/2,   -17.0m/-9.81m=t2   t=1.32s
Solve for VelocityY, Vy=Vit + at = 0 + (-9.81)(1.32) = -13.0m/s
Velocity is Displacement over time, so Vy=DeltaY/t, 
Vy= -8.50/1.32=-6.44m/s
Now there are both components of Initial Velocity, so the Pythagorean formula can be used.
Vi=Sqroot(6.442+13.02)=14.5m/s *note* after this is square rooted, it is plus or minus. But the ball was thrown in a forward motion and because of this and other information, we know it is positive initial velocity.
Now all that is left to be solved is the angle of the throw.
Angle=tan-1(8.5-2)/11.6=29.3degrees

Conclusion:
A key factor in this lab is that the ball was not thrown from ground level, but rather at 2 meters above the ground.  Therefore, it was neccessary that the angle measurements be taken from 2 meters above the ground in order to make it more accurate.  Previous to this lab, we only knew how far the ball traveled and the angle of its trajectory.  However, we we calculated the hieght of the ball at its peak, the amount of time the ball was in the air, the velocity in bot the Y and X directions, initial velocity, and the angle in which the thrower threw the ball.  Another finding this lab provided was the distinction between the physical world and the real world and although certain things aren't factored into the physical world when compared to the real world they are still very accurate.  For example, wind resistance was not factored into our experiement and yet, our results were close to those if the experiment has been done in the real world.

Monday, September 19, 2011

Acceleration on an Inclined Track Lab

Acceleration on an Inclined Track Lab
Tyler Moore
Daniel Jung, Dil Querido
Physics, Block 2
Mr. Elwer

Background Info:
The constant  change of velocity is the same as constant acceleration, which can include the constant change of speed and change of direction.  This concept known as "uniform circular motion".  Constant velocity is a straightforward graph however, acceleration involves  fundamental concepts of kinematics.  When knowing the slope of velocity as positive or negative, the direction of the object's acceleration in relation to the sensor can be determined.

Concept Explored:
The concept investigated in this experiment is how to use the GLX. 

Purpose:
The purpose for this lab is to explore the relationship between: position, velocity, and acceleration for linear motion.

Hypothesis:
The speed of the car will be the same going up the ramp as it will coming down the ramp.

Materials:
- 1 PASPORT Xplorer GLX
- 1 PASPORT Motion Sensor
- 1 (1.2m) PASCO Track
- 1 GOcar
- 3 Books

Experimental Design:
This experiment was set-up by creating a ramp with the PASCO track and the 3 books, in order to test the car's acceleration and velocity in relation to its position.  The independent variable in the experiment is the car because I had to send the car in motion, or in other words manipulate it.  The dependent variable is the track the car was tested on because during the test nothing was done to it.  The basic controls to this experiment was simply to push the car up the track to record the data needed for the test.

Procedures:
1.)  Connect the motion sensor to the GLX, in one of the slots located at the top of it.  Also make sure the range setting is set to the 'near' position (which is the cart icon).
2.)  Press the button to turn on the GLX.  The graph screen should open with a graph of position (m) versus time (s).
3.)  Set-up the PASCO track on the table and attach the motion sensor to one end of it.  Use 2 or 3 books to create a ramp on the same side as the motion sensor.
4.)  Aim the sensor so that, the it will pick up the car's signal when the car moves up and down the ramp.  **It is easier to have one partner operate the GLX and the other partner push the cart.**
5.)  Press the START button to begin the experiment by activating the motion sensor. **The motion sensor should give off a "clicking noise" proving that it is measuring.**
6.)   Push the cart from the bottom of the track up the track to around 15cm away from the motion sensor and continue to record data until the cart reaches its starting point.
7.)  Once the cart approaches its starting point, press the START button again to end the data collection.
8.)  Finally, after completing all the steps listed above, scroll through the GLX to see the Velocity graph, Linear Fit graph, and Acceleration graph. Record or save the data.

Graphs:



Conclusion:
1.)  The Position (m) versus Time (s) graph represents the relationship of the cart's position on the track in accordance to the motion sensor and the specific time the cart is in that position.  The distance begins at a maximum because the car is going towards the sensor, which means it is the furthest distance away throughout the whole experiment at the start.  As the cart moves up the ramp, the position decreases because the distance between the cart and the motion sensor is shorter.
2.)  The Velocity (m/s) versus Time (s) graph represents the cart's constant velocity over a period of time in the experiment.  The graph shows that the velocity going up the track very closely resembles the velocity when the cart travels down the track.
3.)  The Acceleration (m/s^2) versus Time (s) graph represents the cart's constant or average acceleration throughout the test.  The graph shows that the cart's overall speed did not really change during the cart's trip.
4.)  The acceleration calculated  in the Velocity (m/s) versus Time (s) graph compared to the average value of acceleration from the Acceleration (m/s^2) versus Time (s) graph are mutually the same.

Thursday, September 8, 2011

About Me

1.)  The first thing that comes to mind when I hear the word "Physics" is trajectory and how motion occurs.
2.)  I am taking Physics because I love math and want to learn bout motion and that kind of stuff.
3.)  I think we will learn about all sorts of stuff such as: motion, angles, trajectory, different laws and equations.
4.)  I am involved in the following: ASB, Student Ambassadors, Varsity Cross Country, Varsity Basketball, Varsity Track & Field.
5.)  I think one interesting fact is that my very first time out of the country was a mission trip to Haiti this last summer.
6.)  What is the Physics Day at Six Flags all about?

Physics and Measurement Lab


Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Trial 6
Length (cm)
10.00 cm
7.80 cm
5.00 cm
16.10 cm
6.15 cm
4.45 cm
Width (cm)
7.50 cm
7.25 cm
4.80 cm
9.15 cm
3.60 cm
3.35 cm
Thickness (cm)
4.00 cm
4.35 cm
5.05 cm
3.75 cm
3.75 cm
3.50 cm
Mass (g)
177.34 g
82.75 g
55.77 g
193.95 g
38.79 g
27.77 g



Trial
Distance (m)
Time (s)
1
1.43 m
.22 s
2
1.43 m
.34 s
3
1.43 m
.25 s
4
1.43 m
.44 s
5
1.43 m
.47 s
6
1.43 m
.34 s


Volume (cm^3)
Mass (g)
Trial 1
300 cm^3
177.34 g
Trial 2
246 cm^3
82.75 g
Trial 3
121 cm^3
55.77 g
Trial 4
552 cm^3
193.95 g
Trial 5
83.0 cm^3
38.79 g
Trial 6
52.2 cm^3
27.77 g



ANALYSIS
1.)  Trial 1= 3.00 x 10^2 cm^3;  Trial 2= 246 cm^3;  Trial 3= 121 cm^3;  Trial 4= 552 cm^3; Trial 5= 83.0 cm^3;  Trial 6= 52.2 cm^3

2.)  a.)  Trial 1= 6.00 cm;  Trial 2= 3.45 cm;  Trial 3= .25 cm;  Trial 4= 12.35cm;  Trial 5= 2.55 cm;  Trial 6= 1.10 cm
       b.)  Trial 1= 936 cm^3; Trial 2= 392 cm^3;  Trial 3= 18.2 cm^3;  Trial 4= 4120 cm^3;  Trial 5=  185 cm^3;  Trial 6= 50.5 cm^3
       c.)  By multiplying many length measurements together the measurement becomes less accurate and precise according to the original answer.

3.)  All the blocks in the experiment fell from the same height however, not all blocks fell in the same amount of time.  This result is because of reasons such as: the different mass of the blocks of wood, a possible flaw in the timer, and/or a possible flaw in the person dropping the wood blocks.

4.)  The graph is shown above.


CONCLUSIONS
5.)  Trial 1= .591 g to 1 cm^3;  Trial 2= .336 g to 1 cm^3;  Trial 3= .461 g to 1 cm^3; Trial 4= .351 g to 1 cm^3;  Trial 5= .467 g to 1 cm^3;  Trial 6= .532 g to 1 cm^3;  The relationship of mass and volume is that as mass increases so does the volume and as the mass decreases the volume decreases as well.

6.)  The experiment could have had a method error if more it was performed using more than one method; for example using a meter stick and calculating the measurement inaccurate.  Also, there could be an instrument error if the experiment was performed with faulty equipment such as a unbalanced scale and/or a meter stick in poor condition.  In order to ensure that the experiment is precise and accurate, you should test the equipment before using it in the experiment.  The role of human reaction time played a key part in this lab because of the short amount of time the timer had in order to make an accurate and precise measurement.


EXTENSION
7.)  Unfortunately, the class did not conduct this extra experiment but, this exercise suggests that each timer will come up with a different time measurement due to the varying human reaction times.  There might be a couple of students that come up with the same measurement but, the chances that all students have the same measurement is slim.  All in all, it would show that there can't be one set way of measuring time because everyone (timers) are different.