Lab #3 Report: Acceleration Eloy Deras

Alan Garcia Dominguez

Juan D. Flores
Introduction
Present the subject or physics concept to explore in the lab session

In this lab, we explored the concept of acceleration using Capstone software for graphical
presentation and data gathering. Acceleration, as defined by Newton's laws of motion, is the rate of
change of velocity over time and is influenced by various factors such as applied force, mass, and
resistance. The objective was to compare experimental acceleration values to theoretical ones,
therefore evaluating the accuracy of our measurements. The theoretical value assumed an
idealized situation, which neglected the effects of friction and air resistance. We had asked
ourselves if it was entirely accurate to disregard friction and air resistance in our experiment and
concluded that they may have had a minimal impact on the results. A variable is considered
neglectable when its influence on the overall outcome is so small that it does not significantly alter
the results. They could be ignored to simplify the calculations since they’re minor.

Materials and set up

List the materials used during the experiment and how they are set to start the lab
The equipment required for this lab:
- Motion sensor
- CAPSTONE software
- Air track and air pump
- Air Glide
- Pulley, string, weight puck(s), and weight carrier
- Weight balance/scale
First the weight of the masses provided, and the glide (with the string and weight carrier) need to be
measured and annotated to calculate the theoretical acceleration given by the given set of
equipment. Next the sensor and the system need to be calibrated to ensure it’s working properly
and avoid false readings. Finally, initiate CAPSTONE and set up the interface per the lab
instructions.
Lab #3 Report: Acceleration Eloy Deras
Alan Garcia Dominguez
Juan D. Flores

Figure 1: Lab equipment

Procedure
Explain step by step what you did in the lab session (Procedure)

First, we measured the mass of the hanging mass with the scale provided, as well as the
mass of the glide to identify the acceleration using the formula provided. This allowed us to
compete Table 1 the theoretical acceleration. We then set up the capstone platform to record the
glide as it hung down from the weight allowing us to record the position, velocity and acceleration
over time graph. We then use the information from the capstone platform and input it into our
second table that calculated the initial and final velocity using the positions the glide was at in
different intervals. With the information from table two we can identify acceleration two through
the formula using velocity over time. We than went back to the capstone platform and highlight a
section of the glide in motion to identify the mean of the graph with the highlighted portions. We
use this information to fill out table three to identify the third accelerations. This process helps us
calculate acceleration using different methods, eventually comparing which result got us to the
closest original value.
Lab #3 Report: Acceleration Eloy Deras
Alan Garcia Dominguez
Juan D. Flores
Data and data analysis
Present the data collected and calculations to obtain specific values with graphs, tables, and equations for
the reader to review the evidence

Element Value Unit Table I: Theoretical Acceleration

Hanging mass 10.00 g Theoretical Acceleration 0.48
Glide mass 196.20 g
Syst mass 206.20 g
Theoretical Acceleration 0.48 m/s^2

Table II: Values to calculate the initial and final velocity

Points needed to compute Initial Points needed to compute Final
Velocity Velocity
Position Position Position Position
0.24 0.23 0.07 0.04
1 2 3 4
Time 1 2.00 Time 2 2.15 Time 3 2.65 Time 4 2.70
Position Time Position Time
0.01 0.15 0.03 0.05
Change Change Change Change
Initial Velocity 0.07 Final Velocity 0.60
Lab #3 Report: Acceleration Eloy Deras
Alan Garcia Dominguez
Juan D. Flores

Table III: Acceleration1

Acceleration1 0.76

Table IV: Velocity Values and Acceleration2

Velocity 1 0.05 Time 1 2.00

Velocity 2 0.15 Time 2 2.15

Velocity Change 0.10 Time Change 0.15
Acceleration2: 0.67

Table V: Acceleration3

Acceleration3: 0.26
Lab #3 Report: Acceleration Eloy Deras
Alan Garcia Dominguez
Juan D. Flores

Percent Error

Acceleration 1 -60.1%
Acceleration 2 -40.1%
Acceleration 3 45.3%

1. Should these percent errors be similar or not? Why?

▪ Yes, since it’s using the same equipment and data points, however unfortunately
our data didn’t yield consistent results. In theory these percent errors should be
zero however they were not because of how we were recording these values not
using exact measurements.
2. Where did this error come from?
▪ Perhaps the software has some way to smooth or regress values to give a more
realistic result rather than calculating by hand and arbitrary choosing points along
the line segments. Or this error came from lack of measurements the capstone
program was recording from a distance as well as not taking to account the rubber
band in play throughout the lab.
3. Can or should this error be precisely zero?
▪ With a more carefully conducted experiment we believe that it can approximate a
smaller % difference but not zero. If we got the exact measurement as well as if we
recorded more trials and tried different variables.
4. Set with your team members the threshold of this value to consider a good, regular, and
bad experiment of this type.
▪ We believe 10%-15% would be an acceptable difference given the equipment
available. An example of these three different thresholds of experiments can be
described as precisely getting exact measurements to get a good experiment, a
regular experiment was what I considered we did. Lastly if we did not consider using
the same variables or even timing the experiment off would be considered a bad
experiment.
5. If you have to calculate acceleration again, which method will you choose?
▪ Seems that our more accurate (least % difference) is method #2, using velocity to
calculate. Using the velocity and time changes getting us the closest percentage to
our original equation.

Conclusion
Show your reflections and conclusions about the concept explored in the lab session. These reflections need
to be supported by the evidence you collect or develop in the Data and Data Analysis section

Objects moving in a constant free fall are measurable via the position, velocity, and
acceleration over the time graph as well as all the formulas for solving acceleration. With the glide
we were able to replicate the motion of freefall recorded by capstone that was able to show us the
Lab #3 Report: Acceleration Eloy Deras
Alan Garcia Dominguez
Juan D. Flores
work on a graph to later use as variables in our lab. We could conclude that the Table three was
closes using velocity and time change through the graph. This lab experiment was able to give us
understanding of how freefall is recorded as well as the variables behind the equations and how we
could find them

Personal learning experience

This was an interesting experiment for me since we were provided with a way to calculate
acceleration from the equipment set-up rather than just taking values from the data points
generated. The mass of the system and the weight pucks played a role into calculating what the
acceleration should be – I always wondered how lab replicated scenarios were conducted while
accounting for elements in the lab. Since it’s not the real situation and rather artificially replicated
the lab equipment plays a big role in obtaining realistic results.
This lab significantly improved our understanding of freefall and how we can calculate
acceleration in many ways by using different formulas. We were also able to come up with different
results by using the different variables like moving the glide further back or even closer, effecting
the results slightly. With this lab we were also able to find useful formulas that gave us more exact
measurements showing us which variables work best. Unfortunately we were unable to get the
exact number from the original formula.