PHY 105 (General Physics) Lab 1

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Introduction to graphing, scaling as well as the Pasco Signal Interface and Data Studio

In physics, we explore the relationships among properties of light and matter (physical quantities) by comparing them to mathematical relationships, generally expressed in the form of equations. In order to do this we need

  1. The experiment: apparatus designed to measure the desired quantities;
  2. The theory: a proposed mathematical relationship between variables representing the quantities;
  3. The comparison: an analysis of whether or not the data from the experiment and the equation from the theory agree with one another.

These steps are crucial to the "Scientific Method." Of course, physics is more just than matching up data with equations, the theory should explain what is happening in the experiment, relate it to other experiments, and ultimately suggest new experiments and make predictions about their outcomes.

If one finds disagreement between theory and experiment, then there must be a flaw or short-coming in the experiment, the theory or the analysis. While the theories studied in this class are fairly well established, the results are often over-simplified. For example, they often neglect the effect of friction or air resistance.

To model some of the situtations that occur when we are comparing data and theory, let us imagine an experiment in which we measure the radii and areas of circles. In this case the theory is encapsulated in the equation: A = pr2. A very accurate and precise experiment might yield data like the following:

Circle Data
Radius (cm) Area (cm2)
0.210741 0.139523
0.370969 0.432341
1.468089 6.771024
1.506797 7.132793
1.799232 10.170080
2.374442 17.712218
2.393784 18.001963
5.403330 91.721846
7.102157 158.463910
8.212887 211.905158

Note that the units (cm and cm2) of the measured quantities are provided in the column labels! A centimeter is 10-2 m, where a meter is our standard unit of length.

Now assume we performed the same experiment with less precise instruments. (The data below was obtained simply by rounding the data above.)

Rounded Circle Data
Measured
Radius (cm)
Measured
Area (cm2)
Theoretical
Area (cm2)
A= pr2
Deviation
(cm2)
Percent
Error
0.2 0.1      
0.4 0.4      
1.5 6.8      
1.5 7.1      
1.8 10.2      
2.4 17.7      
2.4 18.0      
5.4 91.7      
7.1 158.5      
8.2 211.9      

Calculate the theoretical areas (A = pr2) using the radii as measured and put them in the third column. Keep some but not all of the digits you get from your calculator or Excel or whatever you used to calculate the areas. In Excel you can obtain the value for p by entering PI(). (While you may have been trained to keep only significant figures, it is important to realize that this consideration applies only to one's final answer. In this course we will be doing many-step calculations. You should not round at every step of the calculation; doing so can result in incorrect answers. You only take significant figures into account when reporting your final answer. )

Next subtract the third column from the second and place that result in the fourth column. Finally divide the fourth column by the theoretical value (third column) and multiply by 100 to find the percent error, place that in the fifth column.

Now suppose that the apparatus for measuring areas was miscalibrated. We will model this by adding 0.2 to all of the above areas, giving

Rounded Circle Data with Systematic Error
Measured
Radius (cm)
Measured
Area (cm2)
Theoretical
Area (cm2)
A= pr2
Deviation
(cm2)
Percent
Error
0.2 0.3      
0.4 0.6      
1.5 7.0      
1.5 7.3      
1.8 10.4      
2.4 17.9      
2.4 18.2      
5.4 91.9      
7.1 158.7      
8.2 212.1      

Perform the same calculations as before on this data.

The "error" -- the difference between the actual measurement and an ideal, perfect measurement -- comes in two varieties:

In the example above, the calibration error was systematic, the same effect occurred in each measurement. On the other hand, the rounding errors were random, one was just as likely to round up as to round down. In most cases we have a combination of systematic and random error. When we have luxury of a precise theoretical prediction, we can look at the average of the deviations. Since random-error deviations are as likely to be positive as negative, the average deviation should be zero or close thereto.

Sometimes a theory predicts not a definite equation but just a mathematical form. For instance, instead of predicting precisely

A = pr2

a theory may predict only the power-law form

A = Cra

leaving the parameters C (the coefficient) and a (the power) to be determined by the experiment. When you are comparing data to a form rather than a precise equation, you choose the parameters that make for the best comparison. This process is referred to as "fitting the data;" it provides one with the previously unknown parameters and simulataneously compares the data to the mathematical form.

We can visualize the comparison of the experimental data and the fit to theory by placing them on the same graph. Note that in order to distinguish the data from the fit, it is conventional to plot the data as unconnected points, and a fit as a line. A good fit will pass close to or indeed go through as many points as possible. Sometimes we see what we want to see, so it is useful to have a quantitative measure of whether a fit is good. One such measure is called the R2 value. An R2 value near one indicates a good fit.

Even when theory predicts a precise equation, it is a good test of the theory to adopt only the mathematical form of the equation and fit the data to it. When the data matches the power-law form shown above, the data is said to exhibit "scaling behavior." Many of the relationships we will consider in this course fall into this category.

Let us see whether the data with the rounding and calibartion errors (Rounded Circle Data with Systematic Error) still obeys a scaling law. To do this we graph the data and fit it to a power law. There can be some subtle issues in fitting, but for the most part finding the best fit is a straightforward though tedious procedure. Fortunately, Excel has built in the fitting procedure to a number of standard functional forms – including power laws.

Sometimes an experiment is done for which there is no theory or perhaps there are two competing theories. For the following data, determine which of the functional forms available in Excel fits best.

Data without Theory
X Y
0.2 0.46
0.4 1.10
1.5 5.29
1.5 5.32
1.8 6.98
2.4 10.62
2.4 10.71
5.4 40.01
7.1 64.69
8.2 83.78

How did you make you determination?

The trendline Types that Excel has available are very useful, but we will occasionally need other functions. One standard function not available is the sine function. generate the data and then plot sin(x) versus x.

Try fitting it to a polynomial of order 2, then of order 3, then of order 4.  (In this lab we rarely fit to polynomials of order higher than 2, if you find yourself doing so in any lab other than this one, question it.) 

The Pendulum

Let us put some of these graphing skills to use in an actual experiment.

A simple pendulum is a mass hanging from a string. A pendulum is said to exhibit periodic motion, that is, its motion repeats itself, taking the same amount of time for each swing. We call the time the pendulum takes before it starts repeating itself the period T. We want to study the effect on the period of varying

You should make sure that when varying one parameter, the others are held fixed (if possible).

Vary the bob mass.

Pendulum: Mass Variation
Mass ( )Period ( )
  
  
  
  

Vary the pendulum length.

Pendulum: Length Variation
Length ( )Period ( )