Scribd
Upload
10 views4 pages

Motion Lab: Displacement, Velocity, Acceleration

The document outlines a Physics 20 lab focused on investigating the relationships between displacement, velocity, and acceleration during motion. Students will conduct experiments using timers and measuring tape to gather data on the motion of three volunteers, followed by analysis through graphing and calculations. The lab includes sections for data collection, analysis, conclusions, and evaluation of potential errors.

Uploaded by

emard1014
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
10 views4 pages

Motion Lab: Displacement, Velocity, Acceleration

The document outlines a Physics 20 lab focused on investigating the relationships between displacement, velocity, and acceleration during motion. Students will conduct experiments using timers and measuring tape to gather data on the motion of three volunteers, followed by analysis through graphing and calculations. The lab includes sections for data collection, analysis, conclusions, and evaluation of potential errors.

Uploaded by

emard1014
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Name: _______________________________ Period:_____

Physics 20 – Motion Lab

Purpose: To investigate the graphical relationships between displacement, velocity, and acceleration
during both uniform and non-uniform motion.

Materials: timers, sidewalk chalk, measuring tape, 3 student volunteers


Student A: Student B: Student C:
_________________ _________________ _________________

Teacher Group 1 Group 2 Group 3


0m 10 m 20 m 30 m
Procedure:
1. 2-3 students will mark off a 100 m straight line distance down the sidewalk along Sun Valley Blvd
in 10 m intervals using the measuring tape and sidewalk chalk.
2. In groups of 3, you will line up along the sidewalk at these 10 m intervals. Mr. F will be standing
at the zero position. Be sure to bring your timers!
3. Mr. F will indicate when to begin timing the motion of one of the volunteers. When he waves
the flag, start your timer.
4. When the student passes your group, stop the timer.
5. Within your group, determine the average time at your location and record this time on the
chart below.
6. Repeat steps 2 to 4 for 2 other students.
7. Head back to the classroom and compile all data together.

Data Chart/Observations: /4
Student A Student B Student C
Time (s) Position (m) Time (s) Position (m) Time (s) Position (m)
0 0 0
10 10 10
20 20 20
30 30 30
40 40 40
50 50 50
60 60 60
70 70 70
80 80 80
90 90 90
100 100 100
Name: _______________________________ Period:_____

Analysis:

1. On the SAME graph, plot the “position vs. time” for all three students using class data. Use a
different colour to indicate each student and be sure to utilize proper graphing techniques
discussed in class (remember, a graph TALKS). Draw a straight-line of best fit or a smooth curve
(whichever is appropriate) for each data set.

______________________________________________________________________________
Name: _______________________________ Period:_____

/10
2. Which student’s motion was uniform, and which student’s motion was non-uniform? Use your
graph to support your answer. /2

3. Use your graph to determine the velocity of the student walking with uniform motion. Show all
of your work and indicate any points used on your line of best fit on your graph. /3

4. Sketch a velocity-time graph for each student. /3

Student A: Student B: Student C:

5. Sketch an acceleration-time graph for each student.


/3

Student A: Student B: Student C:

6. Graphically (not using a formula) explain how you can calculate the displacement of the student
walking with uniform motion using your velocity-time graph. /2
Name: _______________________________ Period:_____

Conclusion:

Explain the relationships between position-time, velocity-time and acceleration-time graphs. Use your
data to explain the difference between uniform and non-uniform motion.
/6

Evaluation:

Discuss possible sources of error and suggest improvements for the lab design.
/4

You might also like