Circular Motion Lab
In order to demonstrate our knowledge of centripetal force and circular motion we had to collect data from an object moving in circular motion to show a relationship between radius and acceleration.
In this presentation, our key point are highlighted, but the main point is that when the same amount of force is applied, and the radius increases, the acceleration decreases creating an inversely proportional relationship.
The rest of the presentation details our work, procedure, and other influencial factors such as period and velocity. A learning target for this unit was really to understand the implementation of circular equations relating to radius.
Challenge
The challenge of this project was to find the acceleration needed to cause the string that can withstand a force of 445N to snap.
In order to calculate this we used the pythagorean theorum. (Fa)2+ (Fb)2=(Fc)2
(0.098 N)2+ (Fb)2=(445 N)2
Due to our mass being so light, it barely had a gravitational force, leading to our force downward being 0.098N. We already knew that the force we wanted to reach was 445N so that was the force hypotenuse. We then solved for the final force, getting a value of 444.999N and that was the outward force we could exert on the string. Now with this force, we could find the acceleration with this equation:
F=m(v2/r)
445 N=0.01kg(v2/2)
Using this, we were able to find an maximum acceleration of 298.33m/s^2 before snapping the string.
Reflection
As with all group projects, this was a great opportunity for collaboration. I have never been in an academic class in which grades were intermixed, so I was originally wary to be working with two juniors. However, their work ethic surpassed my own, with both of them taking initiative to do work and when unclear on what to do they asked how they could help. Not only was this an unfamiliar phenomenon, but a pleasant one. Because everyone wanted to do work on the project, we were able to add extra aspects to demonstrate our knowledge of the concepts such as graphs and drawings. I had a very good time working with these individuals and I almost do not want to work with anyone else. I believe our communication was clear and concise and overall they were very diligent in their work and I did not feel that I needed to be in control of everything as I do with other groups or classes.
On the opposite end, the critical thinking was a lot of work on my end. I do, however blame this on myself because I felt as though I did not have the time to explain why and how I was doing what I was doing, but in actuality the project would have been completed faster and with more detail if I just helped them understand the concepts. However, because I did not take the time to assist my group members, I was left to do a lot of the heavy lifting when it came to data analysis in the presentation. This annoyed me at the time, but looking back I can acknowledge that it was partially my own fault for not being a helpful team member. I think that would be what is most important for me, as an individual, in my next project, to ensure that all members of the team have an equal understanding of the concepts in order to allow for the most efficient work time.
I learned that I am able to teach myself new skills in familiar platforms. I was able to further a lot of my presentations through drawings and graphs through Google, which added another level of detail, allowing me to better communicate our ideas. I also learned that I do not and cannot grasp the concept of studying. I cannot learn something unless I do it, so studying to me just means doing homework and seeing if its correct. Memorizing equations is somewhat a part of my studying, but I find it very hard to actually study for things such as math and physics because it is not reciting facts and dates, but being able to use and manipulate numbers while following extensive rules.