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Laboratory Manual: Phys1101, Spring 2011
Laboratory Manual: Phys1101, Spring 2011
MANUAL
Phys1101, Spring 2011
University of Minnesota-Morris
Table of Contents
Name: _________________________________________________
6.44
7.0
57.6
(3.74 - 2.83)
59.16
D. Study the role of uncertainty in Appendix D or section 1.5, pp 8ff textbook. Acquire and
understanding of the following: (a) Precision error, (b) accuracy error, (c) random error, (d) absolute
error, (e) relative error.
E. You use your wristwatch (showing time as in 3:25:12 PM) to measure the time it takes to walk from
your door to the door of the physics lab, and find: 12 minutes 20.33 seconds. For this time
measurement, analyze the uncertainty:
Type of Uncertainty
Why does the measurement have this type of
Size of this error
error?
(number and unit, if
applicable)
Precision error
(limited by scale; equal to of
smallest scale unit)
Accuracy error
(limited by measuring method
and calibration; small)
Random error
(non-reproducible variations
Reads 7.4
Reads 7.6
10
20
30
Reading = 31 units
Figure 1.2: Better positioning of a meter stick
10
20
30
Vernier Caliper:
A typical Vernier caliper is pictured in Figure 4. It consists primarily of two parts: the main frame and the
movable frame. Often the frame will include both English and metric scales and the number of lines on the
Vernier can be more than the number shown here.
The outside caliper jaws are used to measure the outside dimensions of an object while the inside caliper
jaws are used to measure inside dimensions (such as the inner diameter of a tube). The depth gauge can
measure the depth of holes.
main frame
movable frame
depth gauge
30
40
Main Scale
Vernier Scale
5
0
10
Figure 1.5: A basic Vernier scale.
The index line indicates 26 mm + some fraction. Since the 7th line of the Vernier scale is
aligned with a main-scale line, that fraction is .7 mm and the reading is 26.7 mm. Since the
alignment of the seventh line was clear, we assign an uncertainty of one-half the least count,
namely .05 mm. The measurement value is then 26.7 .05 mm.
Example
60
70
Main Scale
Vernier Scale
5
0
10
Figure 1.6
The index line indicates 60. + a fraction. Since the 4th line of the Vernier scale is aligned, the
fraction is .4 mm. Thus the reading is 60.4 mm. If the alignment was clear, we assign an
uncertainty of one-half the least count, namely .05 mm. Then the recorded value should be
60.4 .05 mm.
90
100
Main Scale
Vernier Scale
5
0
10
Figure 1.7
The proper reading here is 91.9 .05 mm.
The Vernier scale works because its lines are only 9/10 as far apart as the main scale lines. Figure 8 shows
the relationship between the two scales when the zeroes are aligned.
0 1/10
3/10
5/10
7/10
9/10
Main Scale
Vernier Scale
5
0
2/10
4/10
10
6/10
8/10
10
10
main scale
10
11
sleeve
0
thimble
35
30
25
Figure 1.11
From the location of the thimble edge on the sleeve scale, one reads 7.5 mm + a fraction. From the
location of the index line (the horizontal line on the sleeve) on the thimble scale one reads 30
hundredths. Thus: reading = 7.80 mm. Actually, because the index line was so well lined up with
the 30, one might dare to say the reading is 7.800 .0005 mm.
Example
thimble
sleeve
15
20
25
20
Figure 1.12
From the sleeve scale, the reading is 23 mm + fraction. From the thimble scale, the fraction is .23
plus some little bit. Estimating that little bit to be 8/10 of the distance between "23" and "24" on the
thimble scale, one gets a thimble reading of .238. Then the total reading is 23.238 mm. Since the
last digit, the 8, was an estimate, its uncertainty might 2. Then the reading should be recorded as
23.238 .002 mm.
Example
thimble
sleeve
5
10
35
30
Figure 1.13
From the sleeve one reads 13.5 mm plus a fraction. From the thimble: fraction = .322 .002. Then
the reading is 13.822 .002 mm.
The possibility of a zero-error also occurs with the micrometer caliper. To check the calibration, simply close
the jaws completely, using the slip knob, and take the reading. If the reading is non-zero, all readings with that
particular instrument will have to be adjusted accordingly.
Equipment:
Meter stick, Scherr-Tumico Vernier caliper, micrometer caliper, 150g (m=.01g) digital mass balance,
sphere, small cylinder, block (iron).
12
V
V
W
W
L
L
H
H
V
V
D
D
V
V
D
D
H
H
d
d
m
m
V
V
Comments:
Density, d, is defined as mass, M, divided by volume, V.
m
V
Give reasons for your choice for the value of uncertainty for the diameter of the cylinder as measured
with a Vernier caliper.
Submission:
Completed spreadsheet by e-mail
13
14
score:______of 10
A B C 2D then Y
A B C 2 D
A B
Y
A
B
C
D
b. The multiplication/division rule: Y
then
C D
Y
A
B
C
D
Y
A
A
A
A
n
c. The power rule: Y A
A A
A then
n
Y
A
A
A
A
a. The addition/subtraction rule:
L/ L
D/ D
h/ h
t /t
c) Using the Multiplication/Division and Powers Rule, write an equation for the relative uncertainty of g,
containing four terms (one for each of the measured variables).
15
16
g sin
2DL
t 2h
(1)
Equipment:
One free-fall apparatus with spark timer and D.C. power supply, transparent plastic ruler, meter stick,
air track with air supply, glider with flag, electronic timer with two photogates (t=1%), and vernier
caliper; graph paper.
Procedure:
Part A:
The free-fall apparatus is designed to make a permanent record of a falling object's motion. The object
falls between two vertical wires. A spark generator sends high voltage jolts through the falling object
(via the two wires) at equally spaced time intervals. The resulting sparks make spots on a waxed strip
of paper so that the location of the object is recorded. An analysis of those spots will yield g.
Step 1:
Obtain data by setting the spark timer to 30 sparks per second (t = 1/30 second .1%) and release
the object. Remove the paper tape for analysis. (An alternative is to set the spark timer to 60 sparks
per second and use every other spot.)
Step 2:
Consider ten consecutive, clear spots on the tape. Number them from top to bottom. Measure the
distances between the spots, y, and record these in the suggested tabular form. Measure as precisely
as possible using the transparent rulers! Be sure to record uncertainties.
18
Step 5:
Manually, graph vavg as a function of tM. Use a ruler and a sharp pencil (no pen). Include error bars,
using the uncertainties in t and y for each point. Draw the "best" straight line through the points to get
g. Choose two points (NOT any of your data points), far apart, on that line. Read their positions
v1
v1 , t1
t1 and v2
v2 , t2
the uncertainties for v and t in each point by holding your ruler in the positions of the steepest and
flattest line you may fit to your data points (within uncertainty) and observe by how much your values
of
slope a
v2 v1
is the acceleration component. Record it on the
t2 t1
graph. Find the he uncertainty of the acceleration (using add/subtraction rule and multiplication/division
rule) by
slope
slope
a
a
v1
v2
v2 v1
t1
t2
, see
t2 t1
discussion in appendix F.
Part B:
The air track is a device on which a glider can move with almost no friction. If the air track is tilted
slightly from the horizontal, then a glider released from rest at the top of the incline will accelerate
down with acceleration a = g sin.
Step 1:
Carefully level the air track and adjust the air supply so that the glider can move freely. With too little
airflow, the glider may drag on the air track. With too much airflow, the glider may wobble and/or
experience friction from individual air jets. Never slide a glider along the track with the air supply off -you may scratch the track and/or the glider! If the air track is slightly bowed, level it as best you can,
then document where it has peaks and valleys. Try to perform this experiment to minimize the affect of
any bumps.
19
Raise one end of the air track by placing an object of known height, h, under one of the feet of the air
track. Since the feet are not at the ends of the air track, notice that in your analysis L is not the total
length of the air track!
Step 3:
Place the two photogates above the air track so that the glider can pass completely through both of
them. Set the photogate timer resolution to 1 ms. (t inherent is 1%.) Allow enough space below the
second photogate to catch the glider with your hands before it smashes into the end stop, if necessary.
Use the light emitting diodes (LEDs) on the sides of the photogates and the scale on the air track itself
to determine how far the glider travels between tripping the two photogates. You will have to decide
which of the three timer modes to use. Remember not to move either photogate once you have made
this measurement.
Step 4:
Practice releasing the glider smoothly from rest as close as possible to the upper photogate. Use the
LED on the photogate and the scale on the air track to help you do this reproducibly. To characterize
the variability in this measurement, time the glider for 6 good runs.
Remember, Equation 1 assumes that the glider starts from rest at t = 0. With this timing setup, this
cannot be precisely true, but it will be a good approximation if you do the experiment carefully.
Step 5:
Step 6:
Repeat the experiment for a different inclination angle. Then do it again for a third time. Remeasure L
and D each time.
Comment
The accepted value for the acceleration of gravity in Morris, MN is 980.57 0.05 cm/s2.
Question:
In Part 1, if the graph of vavg as a function of tM is extrapolated back to vavg = 0, what is the
corresponding value of t? What is the physical meaning of this time?
Submission:
1.
2.
20
Score: ___________of 10
x
A. Sketch the x-t graph and y-t graph for this motion.
B. Sketch the vx-t and the vy-t graphs. Place axes as needed.
vx
vy
C. Sketch the ax-t and the ay-t graphs for this motion. Place axes as needed.
ax
ay
D. Using the Addition/Subtraction rule, and the Multiplication/Division rule, find the equation for the relative
uncertainty for
xn
xn 1
, in which xn 1 , xn 1 and t are measured quantities.
2 t
21
22
Procedure:
Choose two of the options. The procedure is exactly the same for each of the two types of motion. Follow these
steps:
1.
Cover the reference background with large-scale graph paper. That would be the floor for the car, or the
wall for projectile motion and glider. Make a decision as to x, y directions and mark every tenth box in each
direction. Record the size of 20 units in x and y, as well as their uncertainties.
2.
Bring the camera into a position that allows to view a large enough area to follow your object in its motion.
Use the movie setting at 30 frames per second. Set the maximum frame size possible for better esolution.
3.
Film the motion of your object. Make sure that the object moves through a large portion of the view. For
the projectile, try to throw the ball close and parallel to the marked wall, so that the influence of perspective in
the movie will be minimized, when you determine the position of the ball later-on.
4.
23
Evaluation:
8.
Plot the trajectory of the object in a x-y graph in a separate sheet in your spreadsheet. Label the sheet,
the axes and the graph. Include error bars in both directions. Help with graphing in Excel can be found in
Appendix F.
9.
Plot each, the x-t graph and the y-t graph in the spreadsheet. Include error bars in both directions, and
label the graphs properly. Ask for assistance if you are not sure how to do this.
10.
For each, the x- and y-direction, find the velocity versus time. This can be best achieved in the following
way: at time tn, the instantaneous velocity of the object can be approximated as
vn
xn
xn 1
. Use Excel
2 t
features wisely to do this if not sure ask for help. Also, determine the uncertainty for each velocity value. Note
that you will not have a velocity value for your first and your last data point.
11. Analyze the acceleration for the y component in the projectile motion In a hand-drawn graph, plot the y
velocity versus time. Use a ruler and a sharp pencil (no pen) for everything. Label axes and graph properly.
Include error bars based on your data uncertainty on each data point..
12.
Draw a best-fit line. Choose two points (NOT any of your data points), far apart, on that line. Read their
positions v1
v1 , t1
t1 and v2
v2 , t2
the uncertainties for v and t in each point by holding your ruler in the positions of the steepest and flattest line
you may fit to your data points (within uncertainty) and observe by how much your values of v and t would
deviate.
slope a
v2 v1
is the y component of the acceleration. Record it on the graph.
t2 t1
13.
The slope
14.
Find the he uncertainty of the acceleration (using add/subtraction rule and multiplication/division rule) by
slope
slope
a
a
v1
v2
v2 v1
t1
t2
, see discussion in appendix F.
t2 t1
15. Now, that you have the acceleration components, go back into the spread sheet, and draw a vector with
the direction of the acceleration into the x-y graph for the data set you chose into three different data points.
Submission:
1. Electronic spreadsheet for each group.
2. One hand-drawn graph for each student.
24
Motion A:___________________________________________
Grid dimension (20 units
X direction (cm)
Y direction (cm)
Frame rate (fps)
30
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
25
X direction (cm)
Y direction (cm)
Frame rate (fps)
30
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
Score: ___________of 10
f
a
a
f
t
f
y
y
f
treats all variables except
a
the a (in this case) as constants, but is otherwise executed as any normal derivative. For the work in B
through E, use the space below and the backside of the paper.
B. For the equation Fx
F cos
Fx
show that
cos
F
o
F sin
where is expressed
F cos
where is expressed
Fy
Fx
sin
F
o
Fx
Fy
Fy
Fy
Fx
Fx2
Fx
arctan
Fy
Fx
, show that
Fx
Fy
F
Fx = 1.02 .02 N and Fy = 1.95 .03 N. Remember that will come out in radians. Be sure to report
1
both and in the same units.
arctan
a
b
b
a
and
arctan
a
b
a
a b2
2
27
28
5 miles
3 miles
4 miles
Figure 4.1
Two different methods exist for computing the sum of vectors--the graphical method and the analytical
(component) method. In the graphical method, the vectors to be added are drawn, with some scale factor, on
graph paper. The first vector is drawn outward form the origin at the angle of the vector with a length
corresponding to its magnitude. The second vector begins where the first ended and continues in its direction
for a distance corresponding to its magnitude. Any further vectors are added consecutively in like fashion. (The
orientation of the vectors is very important.) The sum or "resultant" vector is the vector from the origin to the end
of the last vector added. Figure 4.2 shows the resultant, R, of three vectors A, B, C.
C
R
B
Origin
A
Figure 4.2
The "equilibrant" vector, E, is that vector which, when added to a sum of other vectors, yields a total of zero.
For example:
E + (A + B + C) = E + R = 0
Then
E = - R.
So the equilibrant is simply the opposite of the resultant.
In the analytical method, the vectors to be added are first resolved into components along some set of axes
(e.g. x and y). All the x-components are then added to yield the x-component of the resultant and the ycomponents are added to give the y-component of the resultant.
29
The force of gravity is F = mg where m is the mass expressed in kilograms (kg) and g = 9.8057 .0005 m/s .
Then the unit of force is the Newton (N). For example, a mass of 100. grams will experience a gravitational
2
force (.100 kg)(9.8057 m/s ) = .981 N.
When all of the forces on the central ring are balanced (i.e. their sum is zero), then the ring will not be pulled
preferentially in any particular direction. Then any one of the forces acting on the ring is the equilibrant of all the
others.
Trial #1
Hang 300.g at 10 and 240.g at 120. (Be sure to include the mass of the weight hanger in the 300.g total.
Some of the weight hangers are 50g each and some are 8g each.) Find the experimental equilibrant on the
force table by hanging masses on a third string. Vary the amount of mass as well as the angle until balance is
achieved. To characterize the variability of this measurement, determine the mass range and angle range over
which balance is maintained. Dont rely on the values stamped into the masses--put them on the digital balance
to get the actual mass value and use that value in the experimental, analytical, and graphical methods. The
balancing vector is the equilibrant. Record the experimental equilibrant in your results table.
Also determine the equilibrant graphically by making a scale drawing on graph paper. Put only one drawing per
page and make the drawing large so as to fill the page. Indicate the scale on each drawing (for example: 1N = 5
cm.)
Also determine the equilibrant analytically. Use the experimental uncertainties of the specified masses and
angles to calculate the uncertainty of the analytical resultant.
Trial #2
Hang 100.g at 10, 200.g at 300, and 250.g at 200. Find the equilibrant in the three usual ways.
30
Right
Wrong
31
32
Score: __________of 10
f
f
follows:
ln f
x
ln f
y
ln f
z
B. For an arrangement as used in Experiment 5, the theoretical acceleration of the glider is found as
m
M
g . Note that the mass m appears twice in this equation, prohibiting the use of the
multiplication/division rule. Use the logarithm rule to show that the corresponding error equation is
A
A
g
g
M m
m M m
M
.
M m
C. If m = 0.065 .0005 kg, M = 0.1245 .0005 kg, and g = 980.57 .0005 cm/s find acceleration and
uncertainty A A/A (as a percent).
33
2D
, if both, D and t are measured
t2
34
a
string
pulley
glider
air track
a
m
block
Figure 5.1
The acceleration of the glider and the dropping block may be determined using two photogate timers as follows.
Place the photogates as far apart as possible so that the same feature of the glider, such as the leading edge of
the flag, trips first one gate and then the other. Set the timer mode to record the time between these two
events. For one-dimensional constant-acceleration motion, the experimental acceleration (call it a) is related to
the elapsed time t and the distance traveled d the glider travels by
2
D = (1/2) a t +v0
If the glider starts from rest v0 = 0 so this simplifies to
D = (1/2) a t
(1)
This may be rearranged to deduce the acceleration a from measurements of D and t. Remember that Equation
1 only applies when the glider is timed starting from rest!
This may be accomplished experimentally by placing the glider so that it does not quite block the first photogate
(the indicator light on the side of the photogate will be helpful here) then smoothly releasing the glider so that it
35
Derive an expression for the acceleration A and its uncertainty A and show it to your instructor
before going on to Step 2. Include the derivation (with proper force diagrams) in your report.
Step 2:
Carefully level the air track and adjust the air supply so that the glider can move freely. With too little
airflow, the glider may drag on the air track. With too much airflow, the glider may wobble and/or
experience friction from individual air jets. Never slide a glider along the track with air supply off -you may scratch the track and/or the glider! If the air track is slightly bowed, level it as best you can,
then document where it has peaks and valleys. Try to perform this experiment to minimize the affect
of any curvature.
Step 3:
Attach the string between the glider and the dropping mass, as shown in Figure 5.1. Place the
photogates at the two ends of the accelerated motion (see Comments below). Set the photogate to 1
ms resolution. Deduce the range of masses over which you can safely perform the experiment, which
means catching the glider after it passes the second photogate but before it smashes into the end
stop. (Let x1 be the position of the first gate and x2 the position of the second.) Practice releasing the
glider smoothly from rest as close as possible to the first photo gate. Use the LED on the side of the
photo gate and the scale on the side of the air track to help you do this reproducibly. These two
36
Select five different mass values m for the dropping block, starting at 20g and adding 10g increments.
For each value of m, measure t 5 times to help characterize the variability in the timing. Use the
average t in your calculation to determine the experimental acceleration, a. (For the uncertainty on
the average time, take the average of the individual time uncertainties plus the standard deviation of
the time values.)
Step 5:
Comments:
Be sure that the glider is still accelerating when it reaches the second photo gate. In other words, the glider
must trip the second photo gate before the dropping block strikes the floor (at which point the string goes slack
and the glider proceeds with constant velocity).
You may use the accepted value of g = 9.8057 + 0.0005 m/s2 in your analysis, which applies in Morris, MN.
Questions:
(a)
One of the assumptions in the analysis was that there was no friction in this case. What effect would
friction have had on the results (the relationship between your experimental and theoretical values) you
found? Is there evidence of any friction in your calculated results? Where might friction arise in this
apparatus? List several possible sources.
(b)
One of the assumptions in the analysis was that the glider was at rest when the timing began. If you
were careful, this assumption should be quite good, though it cannot be perfectly accurate. If you were
not so careful and the glider had some modest velocity when it tripped the first photo gate, what would
be the affect on the relationship between your theoretical and experimental acceleration? How can this
possible error be distinguished from the possibility of friction in the apparatus?
(c) The larger the mass of the dropping block, for a given glider mass, the larger the acceleration of the
glider/block system. What is the limiting value of the magnitude of the acceleration that can be achieved in
this way? For example, what acceleration would you expect if you used your textbook as the dropping
block? How about tying your lab partner to the end of the (unbreakable) string and dropping him or her? If
your initial response was that unlimited accelerations could be achieved, think again! No calculations are
necessary.
Submission:
Completed electronic lab report by e-mail (spreadsheet)
37
38
Name: ____________________________________
In experiment 6, the centripetal force is calculated from the mass m, the radius r and the period T as
Fc
B.
4 2 mr
. Write the error equation for the relative error for Fc.
T2
Study this: In a certain measurement run, the period T has been measured 3 times using a photo gate,
see table. The systematic uncertainty of each time value is 1% of the time value, due to systematic
variations in the quality of the photo gates. We will need the average period with its respective
uncertainty in this experiment. However, the uncertainty of the period is not only determined by the
systematic error of the photo gate, but also by random factors during the execution of each single
experiment. Hence, the uncertainty of the average is larger than the individual uncertainties of the
measurement values. In such a measurement, the uncertainty of the average time is calculated as
Ti
1
Ni
1
Ni
Ti
1, N
Ti T
1, N
The first term is the average of the uncertainties of the individual measurements; the second term is the
standard deviation of the measurement values.
C.
Apply this step by step by filling in the white fields in the table below in order to find average time and its
uncertainty.
2
Time Ti (s)
Uncertainty Ti (s)
Ti T
(1% of Ti)
Measurement 1
0.695
Measurement 2
0.689
Measurement 3
Average
0.692
1
3
Ti
Ti
i 1
1
3i
Ti
1,3
1
Ni
Standard
deviation
Ti T
1, N
1
N
Uncertainty of
average
Ti T
i 1, N
Ti
In the spreadsheet, such tedious calculations are much simpler. Average and standard deviation can be
programmed as
AVERAGE
Ti
39
STDEV Ti
40
axle
pointer
(a)
(b)
Figure 6.1: The centripetal force apparatus.
The metal bob of mass m hangs from a rod attached to a rotating axle. The bob is connected to the axle by a
horizontal spring. As the axle is spun by hand, the metal bob moves faster and faster, stretching the spring
as more and more horizontal force is needed to keep the bob moving in a circular path. The radius of the
circular path can be determined by moving a pointer horizontally until its tip is directly below the tip of the
metal bob. In actuality, the pointer is positioned first at some desired radius then the metal bob is spun till it
passes directly over the tip of the pointer. The person spinning the axle must watch the alignment between
41
(Eq. 2)
Mg.
The hanging mass M can be increased till the spring is extended so that the metal bob lines up with the
pointer. At this point the force exerted by the spring can be determined using Equation 2.
When the metal bob is rotating the only horizontal force acting on it is that of the spring, so in this case the
centripetal force required for circular motion is due to the spring. Thus Fc Fs in this situation, so
Mg
mr
(Eq. 3)
Notice that increasing M stretches the spring, thereby increasing r, but is completely independent of changes
in m. Similarly, m can be increased without affecting r (or M). Thus when M (and hence r) are fixed, the
spring force is a constant. Experimentally this means that changes in m must result in corresponding
2
changes in T to keep the right hand side of Equation 3 (more specifically, the ratio m / T ) a constant. On the
2
other hand, m / T is not fixed when r changes. This can be seen because r is not directly proportional to M.
As M approaches zero, r approaches the relaxed length of the spring, not zero. If the metal bob mass m is
held constant and the hanging mass M is varied, the radius r and the period T will both change in such a way
2
to ensure that the ratio r / T is directly proportional to M.
Equipment:
Centripetal force apparatus, weight hanger, weights including 500g sizes, ruler or meter stick, photogate timer
(t=1%), 10 kg capacity (m=1g) digital balance, and a piece of 3x5 card.
Procedure:
Place the centripetal force apparatus on the lab table so that the hanging mass M will clear the table edge
when it hangs down from the pulley. Adjust the apparatus' legs as necessary to ensure that the cross arm
rotates in a level horizontal plane.
Step 1:
Set the pointer location at its minimum distance from the axle. Disconnect the spring from the metal
bob and move the cross arm as necessary so that the freely hanging bob is lined up with the
pointer. Attach a strip of 3x5 cardstock horizontally to the top of the mass, extending out away from
the spring (see Figure 6.1(a)). Place the photo gate timer so the strip will trip the timer when
rotating at this radius. Select the appropriate timing mode to measure the period of rotation T. Set
the photo gate to 1 ms resolution.
Step 2:
Remove the metal bob from the apparatus and measure its mass. Also measure the radius r of the
circular path of the metal bob by measuring the distance from the center of the pointer to the center
of the axle.
42
Step 3:
Step 4:
Changing mass: Remove the mass hanger, string, and hook from the bob. Twist the axle to start
the metal bob moving. Increase the rotational rate until the tip of the metal bob passes directly over
the pointer on every pass. Practice keeping the metal bob going at this rate for many revolutions.
Do not allow the rotating mass to strike the photo gate timer! Take 10 good measurements of
the period, clearing the photogate timer between measurements. (It helps to have the memory
function ON so that the timer does not restart on its own the next time the bob comes around.) The
measurements will not be during consecutive rotations because you need to write down each
period before taking the next.
Step 5:
Change m by adding a 100-gram slotted mass securely to the top of the metal bob using the
knurled nut on top of the bob to hold the added mass in place. (Do you need to measure M again?)
Measure the period 10 more times for this mass and radius combination.
Step 6:
Changing Radius: Leaving the amount of the mass on the bob the same, move the pointer to a new
location approximately 3/4 of the way out from the axle and determine the value of M needed to
stretch the spring that far. Be sure to adjust the cross arm when you move the pointer so that the
metal bob is lined up with the pointer when hanging freely. Measure the value of the radius
corresponding to this new pointer location. Measure the period 10 more times for this mass and
radius combination.
Step 7:
Calculate the average period T for each of the three data sets. Think about what uncertainty T to
associate with these average Ts. Beware! The variability in the periods is likely to exceed the
scale-limit of the photogate timer. Calculate the standard deviation of each set of periods to quantify
the reproducibility-uncertainty in this experiment.
Step 8:
Use Equation 1 to determine the centripetal force, complete with uncertainty, for each data set.
Step 9:
Use Equation 2 to determine the force exerted by the spring, complete with uncertainty, for each
data set.
Questions:
Do your data support the proposal that the centripetal force is independent of mass when the radius is held
fixed? Explain.
Submission:
Electronic spreadsheet.
43
44
Score: __________of 10
L
m and the kinetic energy KE
t
1
L
m
2
t
B. For one measurement of an inelastic collision, an incident glider is colliding with a resting glider. The
momenta of all glicers before and after the values for the momentum of two gliders before and after
the collision are:
initial mom pi (kg m/s)
pi (kg m/s)
final mom pf (kg m/s)
pf (kg m/s)
incident glider
stationary
glider
0.0873
0.002
0.0316
0.0007
0.000
0.002
0.0466
0.0004
Total
momentum
pf pi
Find the total momentum of both gliders before and after the collision, together with their uncertainties.
Find the difference in momentum before and after, together with the uncertainty of that value. You will
need the Addition/Subtraction rule for uncertainty propagation.
C. Why is there an uncertainty associated with the initial speed of the resting glider? Explain.
D. The expected value for the difference in momentum before and after the collision is 0. Was this
experiment successful? Explain.
45
46
pi
where the summation symbol indicates that the momenta of all particles are to be added. The subscripts "f"
and "i" denote final and initial values, respectively. For a collision involving only two particles,
p1f + p2f = p1i + p2i.
If, furthermore, the motion is restricted to one dimension, this becomes
p1f + p2f = p1i + p2i
or
m1v1f + m2v2f = m1v1i + m2v2i.
This conservation of momentum will hold true as long as there is no external force acting to change the
velocities (such as gravity).
Kinetic energy, on the other hand, is not always conserved in a collision. When it is conserved, the collision is
called "elastic". Then
Kf
Ki
or
m1
m2
m1
m2
2
2
2
2
v 1f
v2 f
v1i
v 2i .
2
2
2
2
When the kinetic energy is not conserved, the collision is "inelastic". In an inelastic collision, the kinetic energy
will decrease as a result of the collision (unless an explosion occurs during the collision). The lost kinetic
energy is converted into heat, sound, or some other form of energy.
The air track is a very convenient device for studying collisions in one dimension. If the track is properly
leveled, the downward force of gravity on the glider is completely negated by the normal force that the track
exerts on the glider. Then gravity will not influence the velocities of the gliders and momentum will be
conserved. Elastic collisions will result if two gliders are sent toward one another so that their contact is via the
band springs that are mounted on one end of each glider. (During a collision, the springs will temporarily store
some energy in potential form but, because they are conservative in nature, this energy will be returned to
47
Qualitatively study elastic collisions, in which the gliders bounce apart after the collision. Record your
observations on your data sheet. Limit your studies to collisions where a moving glider (call it glider
A) strikes a stationary glider (call it glider B). Look for trends in the collision outcome as the mass of
glider A is adjusted with respect to that of glider B. (It should be sufficient to check (1) a light glider
strikes a light glider, (2) a light glider strikes a heavy glider, (3) a heavy glider strikes a light glider,
and (4) a heavy glider strikes a heavy glider. To change a glider from "light" to "heavy", add two 50-g
masses to it, one on each side.) Your report should include a paragraph summarizing your
observations. Be sure to answer (at least) the following questions.
(1) Under what conditions (if any) does glider A continue forward/bounce backward/not move after
the collision?
(2) Under what conditions (if any) does glider B move forward/move backward/not move after the
collision?
(3) Under what conditions (if any) is the speed of glider B after the collision greater than/less
than/equal to the speed of glider A before the collision?
Step 2:
Qualitatively study totally inelastic collisions, in which the gliders stick together after the collision.
Record your observations on your data sheet. Limit your studies to collisions where one glider is
initially at rest and label the gliders as above. Again, let the relative masses of the gliders be the
primary adjustable parameter. Be sure to answer (at least) the following questions in your summaryof-observations paragraph.
(1) Under what conditions (if any) do the two gliders (now locked together) move forward/move
backward/not move after the collision?
(2) Under what conditions (if any) is the speed of the gliders after the collision greater than/equal
to/less than half the speed of the incident glider?
Step 3:
Now quantitatively study elastic collisions and inelastic collisions when a light incident glider strikes a
heavy stationary glider. Attach the elastic collision attachment on one end and the inelastic
attachment to the other end of each glider. Measure the length of the glider flags using the Vernier
caliper. Set the photo gate resolutions to 1 ms.
Perform two good trials of each type of collision. For each trial, determine the initial and final
velocities of both gliders by measuring the time required for each glider to traverse a pre-determined
distance (i.e. by measuring the time it takes for a glider flag to pass completely through a photogate).
No more than three different velocities will ever need to be determined, since the heavy glider
always begins at rest. Each trial is independent because the initial push given to the incident glider is
48
mL
, of each glider, both before
t
and after the collision. Remember that p's are vectors, so sometimes they can be negative. Also
compute the change of the total momentum: p
pf
pi . Next, compute the kinetic energy,
2
m L
, of each glider before and after the collision, as well as the change in total kinetic
2 t
energy:
Kf
the uncertainties of each of these quantities. Remember that some (but not all!) of the final
differences are expected to equal zero (within uncertainty).
Comments on the timing systems:
If you are using two independent photogate timer systems:
In some cases, you will need to take two measurements with one of the timer systems. You may
either do this by quickly reading and resetting the timer in the middle of the trial or by making use of
the memory function of the timer system. If you use the latter approach, the time in the memory is
actually the sum of the two times. To retrieve the time of the first event from memory, first note the
time of the second event on the display, then press the toggle switch to see the value in memory. To
get the time of the first event, subtract the time of the second event from the displayed value.
If you are using one timer system with two photo gates connected to it:
Locate the photo gates so that only one photo gate is making a measurement at any one time. The
timer unit can only store 2 timing values simultaneously (using the memory function). Thus it will be
necessary to reset the timer in the middle of any run requiring 3 timing measurements (after noting
the initial time value(s), of course). Many practice trials may be necessary to arrange the photo gates
so that the gliders pass through them in the correct order.
When two events occur in succession without the timer being reset, the time in the memory is
actually the sum of the two times. To retrieve the time of the first event from memory, first note the
time of the second event on the display, then press the toggle switch to see the value in memory. To
get the time of the first event, subtract the time of the second event from the displayed value.
Submission:
Electronic spreadsheet
49
50
Score: __________of 10
B. If x = 2.81 .03 m, g = 9.806 .0005 m/s , and y = 1.02 .01 m, find velocity v and its relative error
as v v/v.
C. For the ballistic pendulum, the initial speed of the projectile is calculated as v o
Use the logarithm rule to derive the equation for the relative error
vo
M
M m
1 h 1 g
=
+
+
+
vo
m M m(m M) 2 h 2 g
51
m M
2gh .
m
52
53
(1)
2gh
(2)
m M
2gh
m
(3)
v
Combining equations (1) and (2) one finds
vo
vo
M
M m
1 h 1 g
=
+
+
+
vo
m M m(m M) 2 h 2 g
(4)
Method 2:
The velocity vo can also be determined from the range of the ball. With the pendulum removed, the ball is
fired so that it hits the floor. The distance x along the horizontal from the gun to the point on the floor as well
as the vertical distance y directly below the gun to the floor are measured. See Figure 8.2. If t is the time of
flight of the ball as it travels from the gun to the floor ,
x = vot
and
gt2
.
2
vo
g
2y
(5)
Equipment:
Ballistic pendulum apparatus, 150 g (m=.01g) digital mass balance, meter stick, ruler, paper and a thin piece
of wood or cork.
54
Make sure the pendulum hangs freely. Determine the height h 1 of the center of mass from the base
of the apparatus using a ruler.
Step 3:
Place the metal ball on the rod of the spring gun and by pushing on it, compress and lock the
spring. Pull the trigger to release the ball.
Step 4:
Note the notch number on the rack that the lever engaged.
Step 5:
Lift the lever out of the notch and move the pendulum back to the vertical position. Remove the ball
carefully from the pendulum bob and place it back on the spring gun. With the pendulum stationary
in the vertical position, fire the gun again and note the notch number.
Step 6:
Repeat the above process for a total of ten trials. (Repeat any unsuccessful trials.)
Step 7:
Determine the average value of the notch numbers. Round it upward to the next integer.
(Understand why.) Move the pendulum up the rack until the lever is in the notch corresponding to
that rounded average value. With the pendulum in this position determine the height h 2 of the
center of mass from the base of the apparatus. The difference h2 - h1 equals the height, h. Estimate
h from the highest and lowest notch values and your own judgment. A second contribution to h
arises from the spread in notch values. Calculate this using the standard deviation. The total h is
the sum of these two contributions.
Step 8:
Determine vo from equation (3) and the error vo from equation (4).
Method 2:
Step 1: Prepare to shoot the ball onto the floor. Place the pendulum high on the rack so that it is out of the
path of the ball. Align the base of the apparatus with a corner of the table in a way that can be
easily and precisely reproduced before each firing.
Step 2:
Locate the place on the floor where the ball lands by shooting the gun a couple of times. Tape a
sheet of paper (with a thin wood or cork board underneath) to the floor at this location. See Figure
2. One member of the group could stand behind the landing zone with a coat to stop the ball.
Step 3:
Shoot the ball ten times. Number the marks on the paper from 1 to 10. Check the location of the
base before each shot.
Step 4:
Determine the values of the horizontal distances from the point where the ball leaves the gun to the
marks on the paper. Call them x1 x1, x2 x2, x3 x3, etc. Find the average range x x .
Step 5:
Determine the height above the floor of the point where the ball leaves the gun. In estimating
uncertainty, consider the levelness of the floor.
Step 6:
Use equation ( 5 ) to obtain vo vo. (Hand in the target piece of paper with your report.)
55
56
Score: __________of 10
The torque balance for the calculation of an unknown mass leads us to the expression M 2
m1
x1 x pp
x2
x pp
in which all variables are measured quantities. Show that the correct error equation for M2 is:
M2
M2
m1
m1
x1
x pp
x2
x1
x2
x pp
x2
x pp
x1
x1 x2
x pp
x pp
You can either use the basic equation for uncertainty propagation or the logarithm rule. In both cases, much
care is needed to place the absolute-value brackets into the correct place.
57
58
(1)
F = ma
where F is an external force acting on the system. Note that this vector equation can be rewritten as three separate scalar
equations, one along each of the x, y and z directions:
(Fnet )x =
(Fnet )y =
Fx = m a x
Fy = m a y
(Fnet )z =
Fz = m a z
(2)
For a system of particles, equation (1) implies that if the center of mass of the system is to remain stationary (i.e. v = a = 0), then
F 0
or
Fx
Fy
Fz 0 .
We could imagine a situation in which the center of mass of a system of particles is stationary while many or all of the particles
comprising the body are not (as in the case of a rigid body rotating about its center of mass. There must be a different "force-like"
quantity acting here. This quantity which causes a rigid body to change its rotational motion is called a torque, . A torque with
respect to an origin O due to a force F at a point P whose position is specified by the vector r with respect to O is given by
=rxF
(3)
->
->
O
r
y
x
Figure 9.1
The magnitude of
is given by
= r F sin = ( r sin ) F = L F
59
(4)
Consider now forces in a plane. (See Figure 9.2) Let the origin be at O. Suppose there is a force F (parallel
to the x-axis for simplicity) acting on a rigid body at the point P whose position is given by r with respect to
O.
rigid body
y
P
r
L = r sin
x
O
Figure 9.2
The torque is again given by equation (4) above as
=
) F = L F
We can imagine that the rigid body will then rotate clockwise about an axis passing perpendicular to O.
From Figure 9.2, we can interpret the lever arm L = r sin
rotation (in this case the axis of rotation is passing perpendicular to O ) to the line of action of the force. The
point through which the axis of rotation passes is also known as the pivot point. Hence for simplicity, for
forces on a plane,
=
) F = L F
(5)
where L is the perpendicular distance from the axis of rotation (or pivot point) to the line of action of the
force F.
Since the rotational acceleration resulting from the torque can be either clockwise or counter clockwise,
we have to assign to it a sign convention. A common convention is to let > 0 if the force (acting alone)
would cause the system to rotate counterclockwise and let < 0 if the force (acting alone) would cause the
system to rotate clockwise.
Static equilibrium is defined as the condition in which a system is not moving at all. (Note that a system may
be in equilibrium but still be moving if its center of mass moves at a constant velocity). The condition F = 0
is insufficient for static equilibrium since a system's center of mass may be stationary while the system
rotates. Hence, the sum of the torques acting on the system must also equal zero. In summary, for static
equilibrium to occur
F
0 and
(6)
For forces on a plane (like the x-y plane), we can reduce the six equations (three vector components for
each equation) resulting from equations (6) into three equations,
F x = 0,
F y = 0 and
ccw
cw
0 .
(7)
where the last of these conditions has been rewritten in terms of clockwise and counterclockwise torques.
60
Determine and record the mass of the meter stick. Throughout the experiment measure the total
masses suspended, including the clamps, on the digital balance.
Step 2:
Find the center of mass of the meter stick by hanging it at the 50 cm mark using the lever holder
and adjusting the location until it hangs approximately parallel to the ground. Record this center of
mass location. Hang the meter stick by the center of mass. The center of mass is now the socalled pivot point, xpp.
Step 3:
Hang a known mass m1 at some location x1 to the left of the pivot point. By trial and error, put
another mass m 2 of a different value at some location x2 to the right of the pivot point until the
system is in static equilibrium. Record m 1, m2, x1 and x2 .
Step 4:
Calculate the sum of the torques in the system with respect to the pivot point.
Step 5:
Repeat steps 3 and 4 for two more different sets of values of m 1, m2, x1 and x2.
Step 6:
Using the last set of data (i.e. trial 3), also calculate the sum of the torques on the system about
the 0.00 cm and 75.00 cm marks. (Do not forget the torques due to the vertical forces acting on
the meter stick at the hinge since the hinge is no longer the pivot point!) As before, the sum of the
torques should be zero. Be very careful to re-identify which torques are cw and which are ccw for
each change of pivot points. (Hint: you should have fours torques in each of these two trials.)
Part B:
Step 1:
Step 2:
Using the set-up, find the mass of the object of unknown mass by balancing it against a known
mass. Be sure your object hangs freely so that the center of mass is directly below the point of
suspension.
Find the mass of the unknown, M2, using the mass balance. Compare to the value found in Step
1 of Part 2.
Submission:
completed spreadsheet
61
62
Score: __________of 10
Data
T-1 (s)
Tavg (s)
T-1 (s)
Tavg (s)
1.38
1.47
1.30
Student B measures 10 periods per data point.
Exp result for period
Data
T-10 (s)
T-10 (s)
T-10avg (s)
T-10avg (s)
13.25
13.44
13.37
d) Why is student B doing a better experiment? (2)
63
Tavg (s)
Tavg (s)
64
(1)
where (r-r0) indicates the vector displacement from equilibrium of some point in the object and "k" is a
constant that characterizes the particular object.
Once an object is known to obey Hooke's Law, one can write Newton's Second Law to describe the
dynamics of that object:
m ax = - k (x - x0)
or
d 2x
m 2
k(x x o ) .
dt
(2)
Solving this differential equation, one finds that the object will oscillate sinusoidally with a period that does
not depend on the amplitude. (The period is the time taken for a single oscillation.) From the above
differential equation, one can show the period (T) to be
T
m
k
A good example of such an oscillator is a mass "M" suspended from a spring of force constant "k" and
mass "m". If the spring obeys Hooke's Law, then the mass can be set into an up-and-down motion whose
period can be found from
m /3
.
k
65
(3)
4
k
Using this relation, find the value of k from the slope of your graph. Compare to the value found in Part 1.
66
s
s
y2
y2
y1
x2
x2
y1
x1
x1
67
68
Score: __________of 10
1 F
2d
using the tension F and the linear mass density . In this experiment, you will vary the tension in the string,
and measure d for several different standing waves, with the goal of finding the frequency f. While one could
find a value for f from each single data point, it is often a better strategy to use the ensemble of all your data
and transform them into a linear plot. Thus, the random errors made in each single point become diminished,
and the experimental result is representative of all of your data points.
The equation above can be written as
a straight line of slope
4 f 2 as in the example below. Find slope and uncertainty of the slope for the best-
fit line in the graph below. Use techniques discussed in earlier experiments. Find the respective frequency f,
if =0.315 g/m.
d(m)
0.570
0.423
0.338
0.283
d(m)
0.015
0.015
0.015
0.015
d (m )
0.325
0.179
0.114
0.080
d (m )
0.017
0.013
0.010
0.009
F (N)
5.47
3.04
1.96
1.34
F (N)
0.34
0.10
0.10
0.03
7.0
6.0
tension F (N)
5.0
4.0
3.0
2.0
1.0
0.0
0.00
0.05
0.10
0.15
0.20
d2 (m 2 )
69
0.25
0.30
0.35
0.40
70
Introduction:
A mechanical wave is a disturbance in a material medium that propagates through the medium at a speed
characteristic of that medium. Such a wave transports energy from one place to another without any transfer
of matter. Examples of mechanical waves are sound (including ultrasound), vibrating strings (guitar, piano,
etc), water waves, and seismic waves. Electromagnetic waves are not included -- they do not require any
material medium for propagation.
Sound is an example of a longitudinal wave. The medium is (generally) air and the disturbance is a deviation
from the equilibrium air pressure. Such a disturbance will move across a room (for example, from a lecturer's
mouth to a student's ear) without any net movement of air. Sound is "longitudinal" because the particles
comprising the medium oscillate along the direction of the wave's propagation.
When a stretched string is plucked or bowed, transverse waves propagate along the string. The medium is
the string and the disturbance is a deviation from the equilibrium (straight line) configuration. Such a wave is
transverse because the particles comprising the medium move perpendicular to the direction of the wave
propagation. In the case of musical instruments, a significant portion of the vibrating strings energy is
transferred to the air creating sound waves. (This transfer is facilitated by a resonating cavity such as a
guitar or violin body or by a sounding board such as in a piano.)
Water waves are neither longitudinal nor transverse. The medium is water and the disturbance is a deviation
from the (equilibrium) flat surface. The particles of the medium actually move in circles as the wave moves.
By observing the motion of a leaf floating in a lake, one can verify that the wave does not carry the leaf (or,
therefore, the water) along.
Both longitudinal and transverse seismic waves exist. The medium is (generally) rock and the disturbance is
a displacement of rock particles away from equilibrium positions. Longitudinal (or "compressional") seismic
waves move faster than transverse (or "shear") seismic waves. The fact that shear waves (created by
earthquakes) cannot pass through the earth's core provides evidence that the core is liquid.
Let us now consider the stretched string in greater detail. By applying Newton's laws to the string we can
mathematically describe the motion of the string. Consider an infinitesimal segment of the string when a
disturbance is present as in Figure 11.1.
y(x)
Fo
x x+dx
71
- Fo sin
(Only the y-component is significant.) For small angles we can rewrite this as
dFy = Fo(tan
y
xx
Fo
- tan 1)
dx
Fo
y
xx
dx
dg(x)
dx
y
x
ma
Then
dFy = dm
or
2
Fo
Then
dx = dm
y
2
Fo
dm
where = dx is the linear mass density of the string. This differential equation is of the same form as the
"wave equation":
2
2
y
y
2
=
v
2
2
t
x
72
y (x,t) = yocos(kx- t)
where the speed v of the wave is given by v =
/ k.
yo cos(kx- t) = - k 2
Fo
yo cos(kx- t)
k2
Fo
Since the quantity on the left is equal to the wave velocity, we obtain an expression relating the speed of
wave propagation to the tension and mass density:
Fo
for one wavelength to pass a given point is called the period (T).
Then
v=
Then
f
Fo
or
f
1 Fo
(1)
Unfortunately, measuring the wavelength of a moving wave can be rather difficult. One way to circumvent
this difficulty is to utilize standing wave patterns. These can be created in strings that have both ends fixed.
(Children playing with ropes often discover standing waves.) The wave reflects back when it encounters an
73
Equipment:
String vibrator (Sargent Welch #3256A), white cord about 2m long, a roughly 30cm segment of identical
cord, support post and c-clamp, pulley with table-edge mount, weights, weight holder, meter-stick, a 1200g
capacity (m=.1 g) digital balance, and a 150 g (m=.01 g) digital balance.
Procedure:
Step 1: The string should run from the vibrator (mounted at one end of the table) over the pulley (mounted at
the other end of the table about 1.5 m away ). On the dangling end, a weight hanger (50g) should be
suspended. Plug in the vibrator. It vibrates at 120 .2 Hz (twice the line frequency).
Step 2: By adding mass to the weight hanger, create standing waves in which the string vibrates in three,
four, five, six, and seven segments (loops). For each, look for the range of mass values that cause a stable
wave pattern of maximum amplitude and optimal stability. For your measured value, record the midpoint of
the range. (Use the digital mass balance to determine the mass hanging on the string.) The net uncertainty is
then half the range plus the uncertainty of the balance reading. Measure the node-node distance, d, and
record it. The wavelength will be twice this value.
Step 3: Find the mass per unit length of string using the roughly 80 cm segment. When measuring the length
consider that the string stretches under tension. (Assign an uncertainty to cover a reasonable range of
lengths.)
74
(2)
Then a plot of F as a function of d2 should yield a straight line whose slope equals 4 f2. From the
slope of the line that best fits your data, solve for f and compare to the known frequency. Be careful to use
the proper units on your graph.
Comments:
The end of the string at the vibrator is not exactly a node. Do not make that assumption.
Submission:
electronic spreadsheet
75
76
Score: __________of 10
Q
m
c
=
+
Q
m
c
Tf
Tf
Ti
Ti
o
o
B. In which mass ratio mCu : mW would you have to mix 100 C water and 0 C copper in order to
achieve a mixture at a final temperature of 50 C? The specific heat of water is 1 cal/g/K, the
3
3
specific heat of copper is 0.09 cal/g/K. Considering the density of 1 g/cm for water and 9 g/cm
for copper, find the volume ratio VCu : VW (Of course, this experiment assumes no losses into the
environment or any other parts used in the experiment.)
77
78
(1)
Equipment:
A calorimeter (inner and outer aluminum cups separated by a non-conducting gasket, no stirring rod), a
digital thermometer, an electric steam generator, a digital mass balance, and two metal samples one of
which is aluminum.
Procedure:
Step 1:
Since the inner cup of the calorimeter will play a role in the heat flow, it will contribute a term to
the heat balance equation. Determine its mass. (It is composed of aluminum.)
Step 2:
Measure the mass of the empty dipper (the cup that fits inside the steam generator). Fill the
dipper roughly 3/4 full with aluminum bits and measure the total mass. Determine the mass of
the bits.
Step 3:
Fill the steam generator to about 2/3 full. (Never allow the water level to drop below 1/3 full.)
Plug it in and insert the dipper. Monitor the sample temperature by very carefully jiggling the
thermometer into the metal sample. (Lift and tip the dipper to facilitate this, if necessary.)
79
While the sample is heating, fill the inner calorimeter cup about 2/3 full with cool water.
Determine the mass of the water.
Step 5:
When the temperature of the sample has peaked, record that temperature. Move the
thermometer into the water. Stir gently for one minute, read the temperature, and then add the
heated metal bits quickly but without splashing. Stir or gently swirl the water and observe the
temperature. Record the "equilibrium" temperature.
Step 6:
Step 7:
Pour off the water and place the metal bits on the appropriate towel to drain.
Step 8:
Fill the dipper approximately 1/3 full with a second, more dense, type of metal and repeat the
experiment.
Comments:
Please try not to spill the metal shot. Use a colander when discarding fluid into the sink.
Lab reports should include some discussion of errors caused by uncontrolled heat losses or gains.
Report uncertainties on all measured quantities, as usual, but only propagate errors forward in your
calculations that arise because of the temperature uncertainties. (These ought to be the dominant
sources of error.) Use the following expression:
Tf
c
=
c
Tf
T1
T1
Sample values:
Water (at
1.00 kcal/kg C
20oC)
Aluminum
.215 kcal/kg C
Copper
.0923 kcal/kg C
Lead
.0305 kcal/kg C
80
Tf
Tf
T2
T2
Partners:
[]
Title of Experiment
Preamble:
Briefly describe in your own words the objective and method of the lab by basically answering the
following questions:
- Which principles have you studied?
- What sort of experiment did you do to accomplish the objective?
Be concise but thorough, and limit the preamble to about 70 words.
Data and results:
Present your data in a neat and organized fashion, often as a spreadsheet. If the lab report is on
paper, the spreadsheet must be included on paper as well. Every measured quantity must include
a reasonable uncertainty. Results may also include graphs or diagrams.
Every experimental result must be having proper significant figures and be accompanied by a
proper uncertainty. You should, however, carry extra digits along in intermediate calculations, and
only round for the end result.
Include uncertainties in graphs in the form of error bars. Show the slope uncertainty directly on
the graph. Do not draw a straight line through data points that do not, at least theoretically, form
a straight line. Graphs should be drawn large on graph paper with only one graph on each sheet.
Label the axes with appropriate variable names and units and put a meaningful title on each
graph.
Error equations:
Exhibit each different equation used in your data analysis. Write each equation used followed by
the corresponding error equation. Do not show samples of trivial calculations such as unit
conversions.
Conclusions:
Respond to each (a) through (d) for each part of the experiment:
(a) Summarize and evaluate your findings. This includes comparing your result to
expectations and indicating whether or not they agree within uncertainty.
(b) Explain which of your measured quantities caused the most uncertainty in the
experimental results.
(c) Describe sources of error not quantitatively included in your calculations.
(d) What one realistic improvement would most improve your experimental result?
Questions:
Respond to the questions at the end of the lab experiment write-up in the manual.
- 81 -
Partner:
Marie Curie
Error Equations:
(1)
F = mg
(2)
t
N
(3)
F
F
m
m
T
T
m
k
T
T
g
g
t
t
1
2
m
m
N
N
1
2
- 82 -
k
k
Name
Partner
Al Einstein
Marie Curie
Part 1:
Rubber Band
mass (g)
50 0.2
L (m)
.609 0.0005
F (N)
.49 0.4%
position (cm)
60.9 0.05
150 0.4
.614 0.0005
1.47 0.3%
61.4 0.05
250 0.6
.620 0.0005
2.45 0.2 %
62.0 0.05
350 0.8
.626 0.0005
3.43 0.2%
62.6 0.05
450 1.0
.635 0.0005
4.41 0.2%
63.5 0.05
550 1.2
.644 0.0005
5.39 0.2%
64.4 0.05
650 1.4
.654 0.0005
6.37 0.2%
65.4 0.05
750 1.6
.666 0.0005
7.35 0.2%
66.6 0.05
850 1.8
.680 0.0005
8.33 0.2%
68.0 0.05
950 2.0
.694 0.0005
9.31 0.2%
69.4 0.05
1050 0.6
.710 0.0005
10.29 0.1%
71.0 0.05
1150 0.8
.726 0.0005
11.27 0.1%
72.6 0.05
1250 1.0
.742 0.0005
12.25 0.1%
74.2 0.05
Spring
mass (g)
50 0.2
position (cm)
59.5 0.05
L (m)
.595 0.0005
F (N)
.49 0.4%
100 0.4
61.2 0.05
.612 0.0005
.98 0.4%
150 0.4
63.1 0.05
.631 0.0005
1.47 0.3%
200 0.6
64.9 0.05
.649 0.0005
1.96 0.3%
250 0.6
66.7 0.05
.667 0.0005
2.45 0.2 %
300 0.8
68.6 0.05
.686 0.0005
2.94 0.3%
Part 2:
Oscillating Spring:
Number of oscillations, N = 10
Trial #
M (g)
M (kg)
Observed T (s)
Theoretical T
(s)
300 0.8
6.55 0.05
.300 0.0008
.655 1%
.660 1%
500 1.2
8.60 0.05
.500 .0012
.860 1%
.852 1%
- 83 -
Part 1: As can be seen from the graphs, the rubber band data points do not form a straight
line while the spring data points do. Thus the spring obeys Hooke's Law while the rubber
band does not. By drawing a straight-line fit to the spring graph, the force constant of the
spring was found to be k = 26.9 .3 N/m.
Part 2: The period of oscillation of the spring was experimentally measured to be 0.655 s
1% with the 300 g mass and 0.860 1% with the 500 g mass. (The uncertainty in these
periods arises entirely from the time measurements.) The theoretical periods for these two
cases were calculated to be 0.660 s 1% and 0.852 1% respectively. The experimental
values and the theoretical values agree within the indicated uncertainties as expected.
(b)
Part 1: Because
m
m
y
y
or
g
g
t
t
N
N
or
m
m
t.
In Part 1, the support system flexed slightly as more mass was suspended. We did not take
this into account in the error calculations but the effect was very small.
In Part 2, the oscillating mass often started swinging side-to-side as it moved up and down.
By keeping oscillation amplitudes small, we minimized this but it may have had some effect
on the results.
(d)
In Part 1, the uncertainty could be reduced by using digital mass balances of greater
precision.
In Part 2,the uncertainty could be reduced by increasing the number oscillations for the
period timing in part two. This would make the denominators larger in Error Equation #2,
reducing the major experimental uncertainty.
- 84 -
12
Force (N)
10
0
0.60
0.62
0.64
0.66
0.68
0.70
0.72
0.74
0.76
Position (m)
3.5
.685.0005, 3.05.005
3.0
Force (N)
2.5
Linear Fit:
Force = (26.9N/m) Position - 15.5N
2.0
1.5
1.0
0.5
.585.0005, .25.005
0.0
0.58
0.60
0.62
0.64
Position (m)
- 85 -
0.66
0.68
0.70
86
(2)
Zeroes that are located between non-zero digits are always significant. (e.g. 10.6 has
three significant figures.)
(3)
Zeroes to the left of all non-zero digits are not significant. (e.g. .00314 has three
significant figures.)
(4)
Zeroes to the right of all non-zero digits are significant if there is an explicitly written
decimal point. (e.g. 40.00 has four significant figures.)
(5)
Zeroes to the right of all non-zero digits are not significant if no decimal point is
explicitly written. (e.g. 1200 has two significant figures.) Exceptions to this rule can be
made by underlining the rightmost significant figures.
While these rules may seem complicated at first, they will seem more natural to you if you think about
them, understand why they are necessary, and practice using them. If you can recognize that all five
rules are derived from the question, "Is it a reliably known digit or is it merely a place-holder?", you
will understand much. Actually, the first three rules are rather obvious, while the fourth and fifth rules
are mainly concerned with defining proper usage of the decimal point and the underline.
Of course if we are to use these rules to interpret numbers, we must also write numbers in
accordance with the rules. (Numbers not written with these rules in mind cannot be correctly
interpreted by them.) For example, consider the first rule. To be consistent with this rule, we must
write non-zero digits only when they are significant. The temptation exists, particularly among
students with electronic calculators, to write non-zero digits that are not significant. Suppose you
wanted to convert 88.0 feet into meters. Dividing by 3.28 ft/m, a calculator gives 26.829268 m. Can
all these digits be significant? No. The original length is accurate only to the nearest tenth of a foot.
Converting units does not improve the precision of the number. It is therefore erroneous to write so
many digits. Your calculator does not understand significant figures--a bit of human thought is
required here. Incidentally, the correct conversion of 88.0 feet into meters is 26.8 m.
Another way of expressing numbers that you must become familiar with is scientific notation,
sometimes called "powers-of-ten notation". In this notation, each number is written as a number
between one and ten which is multiplied by a power of ten. Not only does this allow very large and
very small numbers to be written concisely but it allows numbers to be written entirely without placeholding zeroes. Thus a number properly written in scientific notation has only significant digits. Digits
that are not significant are not written.
As long as you are a student of physics you will be expected to write numbers properly so as to
convey, not only the number itself, but also its degree of precision. You may write numbers either in
decimal form (adhering to the five rules of significant figures) or in scientific notation. Whichever you
favor, you must understand both. The following table contains a list of properly-written numbers. The
second column shows the number of significant figures in each number. The third column shows
each number as written in scientific notation. Study these examples until every one is clearly
understood.
Number
1200 miles
1200. miles
1.50 kg
.0020 m
5.0020 m
34 km
340 sec
3400 miles
SF
2
4
3
2
5
2
2
2
Scientific Notation
1.2 x 103 miles
1.200 x 103 miles
1.50 kg
2.0 x 10-3 m
5.0020 m
3.4 x 101 km
3.4 x 102 sec
3.4 x 103 miles
87
3
4
4
3
1
1
4
As soon as one begins to calculate using numbers of limited precision as input, one is faced with the
problem of determining the precision of the result of that calculation. Clearly the limited precision of
the result is caused by the limited precision of the input. The process by which this occurs is called
"the propagation of errors". A fairly rigorous mathematical analysis of this process is the subject of
Part 2 of this exercise. But often a simpler, less precise procedure is adequate--a procedure that is
summarized by two rules:
(1)
The result of multiplying or dividing numbers that represent physical measurements will have
the same number of SF (significant figures) as the measurement having the least number of
SF.
(2)
These rules may seem complicated but the ideas they represent are simple. Two illustrations will
help:
Illustration of Rule #1
Multiply 3.2 by 1.80. Notice that one factor has two SF while the other has three.
According to Rule #1, we expect the product to have only two SF. To see why this is so, let
us write the factors as "3.2?" and "1.80?". The question marks denote the first unknown
digits. Perform the multiplication by hand treating the question marks like digits. Logically,
we consider "?" times anything to be "?".
1.80?
3.2?
.0????
.360?
5.40?
5.8????
(We have rounded the second digit up to "8" because the third digit was "6+?"). Thus the
product has two SF as we expected. Furthermore, this little game with the question marks
shows why Rule #1 works.
Illustration of Rule #2
Add 3.2, 1.80, and 14.225. Again, to monitor the propagation of uncertainty, let us write
these numbers as "3.2?", "1.80?", and "14.225?". Then add:
3.2?
1.80?
14.225?
88
89
Appendix E: slopes
Appendix D: Uncertainty
The word "error" is used in many different ways. In non-technical usage, it usually indicates a
mistake has been made. In scientific usage, however, it does not necessarily carry that same
meaning. If we use the word error, we do not mean mistake, but actually the uncertainty in a
measurement value. In the following, the words error and uncertainty are interchangeable.
When one measures (or calculates from experimental measurements) a quantity, X, for which
there is a generally accepted value, the difference between the experimental value and the
accepted value is sometimes called "the error". We shall call this difference the "deviation from
accepted value"
dev = Xexpt - Xacc
When this deviation is expressed as a percentage of the accepted value, we shall call it the
"percent deviation from accepted value"
%dev
Xexp t Xacc
x100%
X acc
g = 9.2 .8 m/s2
g = 9.2 2.0 m/s2
g = 9.5 .9 m/s2
g = 9.2 .2 m/s2
Each student has assigned an "uncertainty" or "plus-or-minus" value to his or her result. (Those
are carefully calculated numbers, not guesses. The goal of the remainder of this exercise is to
show you how to determine uncertainties.) For example, when A finds g = 9.2 .8 m/s 2, she
means that she has determined that the true value of g lies somewhere in the range of 8.4 m/s 2
to 10.0 m/s2. Her equipment and experimental method do not allow her to be more accurate.
90
Appendix E: slopes
Since the accepted value (g = 9.8 m/s2) does lie within A's range, we conclude that she has done
well. Next, Student B finds g = 9.2 2.0 m/s2. Notice that B gives the same value as A but a
much larger uncertainty. Thus A and B have the same deviation from accepted (namely -.6 m/s2)
but A's result is more precise. Evidently student B had poorer equipment or a poorer experimental
technique. Student C's result is g = 9.5 .9 m/s2. While this is closer to the accepted value than
A's result, the uncertainty is larger. A's work is more precise (because it defines a narrower
range for g). Still, C has done good work also. Finally, Student D claims to have obtained g = 9.2
.2 m/s2. By writing such a small uncertainty, D is claiming to have done the experiment much
more precisely than others. Unfortunately, the accepted value lies well outside the range 9.0
m/s2 to 9.4 m/s2 that D proposes. Something is seriously amiss and we reject D's experiment as
faulty. (D's grade will reflect this.) In summary, after rejecting student D's result, we conclude
that Students A and C have done the best work and Student B has probably done OK.
The methods and instruments used in an experiment always contribute something to the
imprecision of the result. The uncertainty can never be reduced completely to zero--the
experimenter must be content with keeping it reasonably small.
Uncertainty in a measurement arises mainly from three sources:
1. Scale-limited uncertainty or Precision error: measurements use scales to read values. The
nature of the scale limits the number of significant figures you can confidently measure.
For example, the odometer of your car will allow you to measure the length of a trip to a
precision of 1 mile, but not 1.239 miles. The use of more precise scales in
instrumentation can minimize this error. For estimation of precision error, see below.
2. "Systematic errors" or Accuracy errors are those that arise when a measuring device or
method is flawed. Some examples are: a clock that runs too fast, a meter stick whose
end is worn down, a voltmeter whose needle is not properly zeroed, or a tape measure
with a kink in it. A well-designed and well-performed experiment eliminates this class of
errors as much as possible.
3. "Random errors" constitute the third class of errors that occur in an experiment. These
are present in every measurement. Random errors are usually due primarily to the
limitations of the measuring device ("scale-limited") though sometimes they are also
inherent in the quantity being measured. Examples of scale-limited random errors are:
(1)
When measuring a time interval (t) with the second-hand of a watch (which is
marked off in seconds), the interval can be measured only to the nearest second (or
perhaps, half-second). Thus the measurement is of limited precision because of the
scale. The imprecision or uncertainty can be characterized by assigning a t of .5
seconds. The reading is then: t .5 s.
(2)
When measuring a length (L) with a meter stick (which is marked off in
millimeters), the length can be measured only to the nearest millimeter (or perhaps, halfmillimeter). The uncertainty of such a measurement might be about L = .5 mm. The
reading would then be: L .5 mm.
An example of a random error inherent in the quantity being measured is: When
measuring the thickness of a brick with a meter stick, it is noticed that the thickness
varies over the length of the brick.
Random errors are assessed and minimized by repetition and averaging. We will learn
methods of estimating the random error in later experiments.
The uncertainty of a measurement is then:
X = X(precision) + X (accuracy) + X (random)
91
Appendix E: slopes
Another class of errors are "blunders". Blunders are those mistakes that occur due to the
experimenter's negligence or ignorance or due to accident. Examples of blunders are: misreading
a stopwatch, over tightening a micrometer, miscounting the oscillations of a pendulum, or writing
"18.3 cm" when "13.8 cm" was intended. Blunders ought not to occur. If they do, the affected
portion of the experiment must be redone.
The hallmark of a quality experiment is a small uncertainty in the result. If the uncertainty
(X) is determined correctly and honestly, it ought to be the case that the accepted value (X acc)
lies within the range defined by the experimental value (Xexpt) plus-or-minus the uncertainty.
Xexpt - X < Xacc < Xexpt + X
X
Xexpt
Xacc
Then the difference between the experimental and accepted values, which is the deviation from
accepted, must be less than the uncertainty.
|dev| < X
If one strives to reduce the uncertainty, the deviation from accepted is naturally reduced as well.
Uncertainties are written as plus-or-minus values immediately after the number whose
imprecision they describe. The uncertainty in a measurement of the quantity X is denoted X.
Then the measurement is properly written X X. X is sometimes called the "absolute
uncertainty". The absolute uncertainty has the unit of the measurement value. The relative
uncertainty of X is X/X and is usually expressed as a percentage. This is often more useful
than the absolute uncertainty. Consider two examples that each have the same absolute
uncertainty.
(1)
(2)
Suppose the height of the science building was measured to be 1842 1 cm. Now
the relative uncertainty is 1/1842 or .05%. That is an outstanding degree of
precision.
This shows how the relative uncertainty is sometimes a better indicator of good work than the
absolute uncertainty.
Measurements:
92
Appendix E: slopes
A: 6.4 .05 cm
B: 6.6 .05 cm
C: 6.5 .05 cm
Thus, although each measurement is accurate to .05 cm
(because of scale-limited error), the thickness of the brick
cannot be defined that precisely. A reasonable statement
would seem to be: thickness = 6.5 .15 cm. This range
includes all the possible thicknesses indicated by
measurements A, B, and C. Notice that both kinds of random
error are at work here.
The meter stick imposes an
uncertainty by virtue of its scale, namely .05 cm, while the
brick itself imposes an additional uncertainty of .1 cm due to
non-uniformity.
Estimating Scale-Limited Uncertainties (precision error)
Every time a measurement is made, the uncertainty must be estimated. Once systematic errors
and blunders are eliminated, only random errors need be considered. In most cases, the error
inherent in the quantity being measured is less than the scale-limited error. When that is so, the
uncertainty is determined by the scale-limited error alone.
To estimate scale-limited uncertainty, the experimenter must ask himself or herself the question
"Given the scale on this measuring device, how accurately can I take a reading?" If, for example,
the device is a meter stick, the experimenter might be able to read to the nearest half-millimeter.
The uncertainty is then half of that or 1/4 mm. Another experimenter, however, might be less
confident in his or her ability to estimate a reading that falls between two of the black lines on the
meter stick. Perhaps readings are then considered accurate only to the nearest millimeter. The
uncertainty is then 1/2 mm. Either of these estimates is acceptable as long as it is honestly
made.
The scale-limited uncertainty of a particular device is never greater than one-half of the smallest
subdivision or "least count" of its scale. For an experimenter with a sharp eye, some devices
allow estimates of a measurement accurate to one-tenth of the least count while other devices do
not allow any estimating beyond the least count.
In particular:
For a meter stick with least count of 1 mm
estimates to a fraction of a mm may be possible.
For a Vernier caliper with least count of .02 mm
further estimating is unlikely.
For a micrometer caliper with least count of .01 mm
estimates to .001 mm may be possible.
In each case, the uncertainty is no less than one-half of the least amount that can be estimated.
Estimating Inherent Variabilities
Sometimes the quantity being measured has inherent variability greater than the least count of
the measuring device. For example, the height above the floor of a tabletop may be uncertain
because of unevenness of the table or roundness of the tables edge. In another example,
because of friction in the pivot, a seesaw may be balanced by any weight within some range, not
just by one specific value.
93
Appendix E: slopes
Every effort should be made to account for both the scale-limited uncertainty and the inherent
variability when assigning uncertainties.
A simple illustration:
94
df
dx
df
dx
or
f x
lim
x
fx
x f x
x
f x
x f x
x
fx
df
x
dx
df
x
dx
Graphically, one can visualize this as follows: Knowing the local slope of f(x) allows to estimate the
variation in F if x has a slight variation, see figure.
f
f(x)
y
f+ f
f
f- f
x- x
95
x+ x
2a
,
b
a2
f
b
, and
f
z
2a
b
a2
b2
3 z.
e positive or negative.
When one is dealing with uncertainties, it is incorrect to use the determinate error equation. Instead,
one must use the indeterminate error equation that is obtained from the determinate one by taking
the absolute value of the quantity multiplying each uncertainty. In general form, this is written:
f
a
a
f
b
b
f
z
z
Example #1
Find the equivalent resistance of three resistors R 1=165
5%, R2=274
3=312
+274
Then consider R as a function of R1, R2, and R3, take the derivatives, and calculate the
uncertainty (indeterminate error) in R:
R
R1
R1
R
R2
R2
R
R3
R3
. 274
+ 13.7
+ 15.6
37.55
96
. 312
Given the size of the uncertainty, the ones digit of the resistance value is completely
uncertain and should not be written. Also, since the initial uncertainties had only one
significant digit, the rules of Part 1 suggest that the final uncertainty also has only one digit.
Thus the result would be better written
40
where 40
or
5%
where 5% is called the "relative uncertainty", R/R, and is unitless.
Important note!
In this class relative uncertainties should always be reported as
percentages with a % sign. Absolute uncertainties are always reported with the appropriate
units. Uncertainties without either units or a % sign are ambiguous and hence incorrect.
Example #2
Find the density of a rectangular block of length 6.3 .05 cm, width 4.2 .05 cm, height 2.7
.05 cm, and mass 143 .5 g.
mass
volume
Density:
M
LWH
2.002
g
cm3
Then
d
M
M
M
M
LWH M
d
L
L
d
W
W
M
L
LWH L
d
H
H
M
W
LWH W
M
H
LWH H
d
d
.5g
143g
M
M
L
L
.05cm
6.3cm
W
W
.05cm
4.2cm
H
H
.05cm
2.7cm
=.04 = 4%
Considering the size of this uncertainty, the value of d should be written
d = 2.00 g/cm3 4%
= 2.00 g/cm3 .08 g/cm3
(Notice that d turns out to have approximately two significant figures, consistent with the
rules in Part 1.)
97
x
4x
3
x
x
e
lnx
is
is
is
is
is
dx
4dx
2
3x dx
x
e dx
dx/x
df
f
dy
y
f
dz .
z
df
f
ln f
dx
x
ln f
dy
y
ln f
dz .
z
This will sometimes yield a short-cut to the error equation. It is especially useful when the equation
being used contains mostly multiplications, divisions, and powers. For use as an error equation,
absolute values must be applied to the appropriate terms.
f
f
ln f
x
ln f
y
ln f
z
Example #3
An object falls freely from rest. Compute its displacement after a time 1.4 .1 seconds.
2
Use g = 9.806 0.0005 m/s .
Displacement: x
gt2
= 9.61 m
2
Because the expression for x has only multiplications, divisions, and powers, it will be most
efficient to use the log differential method for finding the error equation. First write
ln(x)=ln(g)+2ln(t)+ln(1/2)
The differential of this equation is
dx dg 2dt
=
+
0
x
g
t
98
Thus
x = 9.6 m 14%
= 9.6 m 1.4 m
(In this case, the rules of Part 1 suggest that the final uncertainty should have only one
significant digit. But because the leading digit of the uncertainty is "1", it is acceptable keep
an extra digit.)
Error-Equation Derivations in Special Cases
When only multiplication, division, addition, and subtraction are involved in an equation, the related
error equation can often (but not always) be derived with the careful application of two special rules:
Multiplication/Division/Powers Rule:
If
A .B .C
. .
D EF
and
dX
X
dA
A
dB
B
dC
C
dD
D
dE
E
X
X
A
A
B
B
C
C
D
D
E
E
dF
F
F
.
F
M
LWH
d
d
M
M
L
L
W
W
H
.
H
This rule also handles powers, including fractional powers such as square roots, since a power is
essentially multiplication of a quantity by itself a certain number of times.
Powers Rule:
99
If
An
A
.
A
gt 2
2
Then
1
gX .
2
g
g
X
X
X
X
So
x
x
g
t
2
.
g
t
Notice that constant mulitpliers, such as the 1/2 in the example above and the 2 in the example
below, do not appear in relative error equations because they have no uncertainty.
Example #5
If
t
then
t
t
2x
a
1 x
2 x
100
1/ 2 1/ 2
1 a
2 a
1/ 2
1 x
2 x
1 a
.
2 a
xf
xi
t
and xi = 1.3 .05 m, xf = 22.3 .05 m, and t = 3.7 .1 s. Substituting values, we find v
= (22.3 m - 1.3 m) / 3.7 s = 5.7 m/s.
To get the uncertainty in v, we can view this calculation first as a division (the xf
quantity divided by t). Applying the multiplication/division rule gives
v
v
(x f xi )
xf x i
t
t
xi
Notice how the subtraction was treated as a single term with respect to the division and
absolute value signs had to be assigned to the difference in the denominator. Next,
apply the addition/subtraction rule to the numerator of the first term on the right side:
101
v
v
xf
(xf
xi
x i)
t
t
v
v
.05m .05m
22.3m 1.3m
Then
v
v
.032
0.1s
.
3.7s
3.2%
Notice how the units all cancelled, as they must when calculating a relative uncertainty.
The final result can be written
v = 5.7 m/s 3%
Important note!
These special rules should only be applied to equations in which the variables
each occur only once. With experience, a person can figure out how to correctly use these rules on
equations that contain multiple occurrences of variables as well. Consult with your instructor if you are
unsure.
102
Appendix F: slopes
slope =
rise
run
y2
x2
y1
,
x1
where y represents the vertical variable and x represents the horizontal variable.
Calculate the uncertainly of the slope using the error equation:
slope
slope
rise
rise
run
run
y2
y2
y1
y1
x2
x2
x1
x1
You should show, on the graph, your calculations of the slope and slope. But, if your computer
software does the linear fit and calculates the slope for you, you only need to show the slope
calculation. See Graph #2 of the sample lab report for an example of a slope calculation.