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DEPARTMENT OF BIOLOGY

FACULTY OF SCIENCE & MATHEMATICS

SULTAN IDRIS EDUCATION UNIVERSITY

Information And Communication Technology In Science

(SSI 3013)

TITLE : REPORT ON DATA LOGGING

PREPARED FOR:

ENCIK AZMI BIN IBRAHIM

PREPARED BY:

1. VIVIANA VELENTHIA MICHEAL D20101037453

2. DAYANG SUFINAH BINTI DATU TENG D20101037517

3. DARVINA LIM CHOO KHENG D20101037508

SEMESTER 1 SESSION 2012/2013

GROUP B

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CONTENTS

Cover 1

Contents 2

Acknowledgement 3

1. Introduction 4

2. Engage 5

3. Empower 5

4. Enhance 13

5. Unique Features of This Activity 14

6. Conclusion 14

References 16

Appendix 17

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ACKNOWLEDGMENT

We would like to thanks our lecturer, En. Azmi Ibrahim for his valuable advices that he gave

during the process of preparing the report that titled “Report On Data Logging” and the

presentation on Data Logging. The advices truly help us a lot in the preparation process of

this report and the presentation.

In addition, we would like to thank Prof Rosly Jaafar and the seniors in

electromagnetic lab for letting us conduct the experiment in the lab and the advices given

when we conduct the experiment.

Besides that, we would also like to show our appreciation to our classmates that gave

suggestions during the process of preparing this report and presentation. Next, we would also

like to thanks our friends that share their ideas, thoughts and give suggestions to us.

In conclusion, we would like to thanks to everyone that involve directly or indirectly

in the process of preparing this report and presentation.

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1 INTRODUCTION

„How science works‟ can be a difficult topic to tackle in a meaningful and interesting way.

As Cleaves and Toplist have identified , high stakes assessment seems to have led to pupils

carrying out a limited range of investigations in which they see little benefit. „How science

works‟ runs the risk of being a long list of disjointed facts or competences that are abstract in

pupils‟ minds and are poorly understood and remembered. Data logging is a fantastic way to

collect real data, quickly, for the whole class to see. One way to use it is to set up an

experiment on the front bench with the data logger connected to the teacher‟s PC and display

a chart using the data projector. It allows you and the class to focus attention on the scientific

questions that lead to the development of more reliable data and a better understanding of

what is going on. It is quick, visible to all and the chart builds while the experiment is in

progress.

The research of Hanley suggests a need for greater use of interactive techniques to

elicit student contributions. This approach provides an unrivalled opportunity for pupils to

discuss both physics and measurement and to develop and refine an investigation. Whereas

pupils boiling a beaker of water, recording a table of results and plotting a graph can take a

whole lesson, logging and charting the temperature of a kettle of water can be done in five

minutes. Then the chart can be discussed, a hypothesis formed and a follow-up experiment

carried out in a further ten minutes. The spotlight can move from the measurements to the

explanation or the investigation. Often, in pupil experiments, the interpretation of results is

neglected by pupils who have spent the whole lesson collecting data: they have simply run

out of time. This particularly affects the less able or less confident ones.

Data logging is also ideal for gathering multiple sets of data concurrently in real time,

something that is not possible in traditional school experiments. For instance, you can

measure the temperature of the water and the air inside a kettle, the outside surface

temperature and the noise made by cavitation. Then you can relate the measurements to each

other. Best of all, the whole thing can be done in less than ten minutes. By distributing the

charts electronically you can quickly provide engaging homework that is thought provoking,

highly diagnostic and quick to mark. It can also provide a framework for personalized

learning around a common task. Data logging composed of 3 important items which are

computer, data logger and sensor.

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2 ENGAGE

Engage is the first step taken to unearth information and existing knowledge of the students

on the topic that we will experiment. For example, we want to carry out the experiment

related to the effects of angle to acceleration and velocity. The first will show photo related

angle, acceleration and velocity. In this example, we show a picture of people cycling uphill

and downhill. After they looked into the picture, question “Which cycler is faster and easy” is

asked to the students. From their answers, we can find out their prior knowledge about the

issue, after that we should explain the real condition follow by next step to prove our

explanation. In this stage also, problem statement is created:

“Does the inclined track with a certain angle affect the acceleration and

velocity of a moving object?”

3 EMPOWER

This stage is the planning and doing stage in our experiment. We carry out an experiment

using data logger (motion sensor) to test the problem statement.

Title :

Acceleration And Velocity - Cart on an inclined track with different angles

Objective

To investigate how the acceleration and velocity of an object down an inclined tract

depends on the angle of the inclined tract by using the motion sensor.

Determine the angle of the inclined track for each different height, h

Use the software to plot the graph of position, velocity, and acceleration versus time

for each trial.

Introduction

Acceleration is the rate of change in an object‟s velocity. Since velocity is the speed and

direction of an object‟s motion, acceleration can mean speeding up, slowing down, or

changing direction. Constant acceleration occurs when an object experiences a constant net

force. Constant acceleration means that an object‟s velocity is constantly changing, but at a

uniform rate. For inclined track with higher angle, the acceleration of the moving object will

certainly higher but constant value; thus the velocity that depends on the acceleration will

also increase.

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Theory

A cart on an inclined tract will roll down the tract as it is pulled by gravity. The direction of

the acceleration due to gravity is straight down as shown in the diagram. The component of

the acceleration due to gravity which is parallel to the inclined surface is g sin θ where θ is

the angle of the inclined tract. Neglecting friction, g sin θ is the acceleration of the cart.

Equipments and materials

Computer with USB port PASPORT motion sensor PASPORT USB interface

Data Studio software Track

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Height, h

Length of

track, l

Procedure

Computer setup

1. The PASPORT USB interface is plugged into the computer‟s USB port.

2. The motion sensor is plugged in into the USB interface. The PASPortal window is

automatically launched.

3. Appropriate DataStudio configuration is chosen.

Equipment setup

1. The equipment is set up as shown in figure.

2. The height of the point of release of the cart from table surface is measured. Different

heights (8cm, 12cm and 16cm) are used in this experiment. The length of the track is also

measured to obtain the inclined angle.

Cart Retort stand and clamp Ruler

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3. The motion sensor is placed at the raised end of the track so it can measure the motion of

the cart as it moves down the inclined track. At the top of the motion sensor, the icon

„Cart‟ is selected.

4. Cart is hold at the mark “15cm” of the track. When it is released, the data is recorded.

The experiment is repeated by changing the height to 12cm and 16 cm to obtain 3 sets of

data.

Record Data

1. The button Start is clicked and the cart is released so that it moves down

the track.

2. The button Stop is clicked before the cart hits the end stop of the track.

Analyze data

Velocity graph

The smooth part of the velocity is highlighted. Then, linear fit is selected

from the fit menu. The slope (the value of m) for the cart is then recorded.

Acceleration graph

The flat part of the acceleration is highlighted. Then, linear fit is selected

from the fit menu. The slope (the value of m) for the cart is then recorded.

The value for the slope of the velocity to the mean of acceleration is compared.

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Result/data

Length of track, h

85cm 85cm 85cm

Height, y

8cm 12cm 16cm

Angle of inclined track, θ

5.4° 8.1° 10.8°

Acceleration (slope = 0)

0.6m/s

2 1.0m/s

2 1.2m/s

2

Slope of graph,

(m)

Velocity

0.43m/s

2 0.80m/s

2 1.17m/s

2

Acceleration

0.0m/s

3 0.0m/s

3 0.0m/s

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Calculation for angle, θ

sin θ = height/length of tract

8cm height 12cm height 16cm height

sin θ = 8cm/85cm sin θ = 12cm/85cm sin θ = 16cm/85cm

θ = sin-1

(8cm/85cm) θ = sin-1

(12cm/85cm) θ = sin-1

(16cm/85cm)

= 5.4° = 8.1° = 10.8°

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Graphs:

Position versus Time graph, Velocity versus Time graph, Acceleration versus Time graph in

each diagram for each inclined angle.

Angle = 5.4°

Angle = 8.1°

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Angle = 10.8°

Discussion

a. Describe the situation where an object slide down at different inclined angle and the

forces that involved in it.

Object placed on an inclined plane will always slide down. The rate of the object

sliding down the surface is depends on how tilted the surface is; or how big the

inclined angle is. The greater the inclined angle, the greater the acceleration. Objects

are known to accelerate down inclined planes because of an unbalanced force. For

object on inclined plane, there always at least two forces acting that are the force of

gravity and the normal force. The normal force is always directed perpendicular to the

surface.

Two forces acting:

The force of gravity and

the normal force

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Component

perpendicular to the

plane, mg cos θ

Component parallel to

the plane, mg sin θ

Component

perpendicular to the

plane, mg cos θ

Component parallel to

the plane, mg sin θ

b. What are the forces that acting upon an accelerating object on inclined track and draw a

diagram to show the forces, plus state how the acceleration is formed?

The normal force and the gravitational force

The gravitational force‟s component perpendicular to the plane is directed opposite

the normal force and as such balances the normal force. While the parallel component;

is not balanced by any other force. Therefore, object on the plane will subsequently

accelerate down due to the presence of an unbalanced force. It is the parallel

component of the force of gravity that causes this acceleration.

c. From the result, describe how the acceleration is affected by different inclined angles?

The acceleration due to gravity, g, has a constant value of 9.8m/s2. Gravity accelerates

objects down the inclined plane. But not the full force of gravity; only the component

of gravity, mg sin θ, act along the plane accelerates the object. The size of incline

angle can affect the object‟s acceleration down the inclined plane. As the angle

increase, the component of force parallel to the incline plane increase, and the

component perpendicular to the incline decrease and vice versa.

As the θ increase,

-mg sin θ increase

-mg cos θ decrease.

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d. What are the constant variables in this experiment?

The gravitational force g and the mass of cart used, m, is the constant variables.

e. What precaution/ precautions you took when doing this experiment?

In this experiment, we use the motion sensor to detect the motion of the cart down the

inclined plane. The sensor is sensitive to any motion. Before releasing the cart, it must

not hold where the motion sensor can sense the movement of your finger. The cart

should be just released and not by applying any force. The motion sensor also must be

directed parallel with the plane. To obtain the best result, several trials and take the

best smoothest graph plotted by the computer.

Experiment’s conclusion

The acceleration of the cart is affected by the angle of the inclined plane. The bigger

the angle; the greater the cart‟s acceleration. This is because of the “parallel to plane”

gravity component; mg sin θ which is the acceleration of cart increase as the angle

increase.

The angle of the inclined plane is determined by using Pythagoras theorem

Using the data logger from the Data Studio software, the graph of position, velocity,

and acceleration versus time is plotted automatically.

4 ENHANCE

This stage is about how the concept has been applied in life. The acceleration that increase

with the angle of inclined plane concept has been apply in our daily life without many people

notice the principle that work behind it. For example: Cycling downhill or driving downhill

without extra energy or power. Most of the times, we can even stop using energy or power to

cycle and drive downhill but control the speed that resulted from the increase of acceleration

due to gravity in inclined area. Another example is the flow of river water is faster at the

upstream compared to the downstream.

The application of inclined plane, which is one of the six classical simple machines,

has been used when we move up or down the goods from a lorry or a higher place. Moving

an object up an inclined plane requires less force than lifting it straight up, at a cost of an

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increase in the distance for the object to move. Wheelchair ramp and cable railway are two

of the inventions from the inclined plane concept.

The concept of increasing acceleration with increasing in angle of inclined plane has

been practices; when the goods are moving upwards using the inclined plane, the distance to

travelled is increasing using a longer inclined plane so that inclined angle become smaller and

the force to push it upward become smaller, while when goods are moving downwards, a

shorter distance inclined plane is used to increase inclined angle, thus increase the force due

to gravity and smaller force needed to push it downward or just to control the acceleration of

goods.

The concept of increase in angle of inclined plane also used in playground sliding,

winter sliding, and a lots more applications.

5 UNIQUE FEATURES OF THIS ACTIVITY

a. The position, velocity and acceleration of the cart can be determined and measured

accurately using the motion sensor. This is different from the traditional ways where the

ticker timer and ticker tape are use to measure the position, velocity and acceleration of

the cart manually when lots of calculation and graphs are needed to calculate and plot

before we can directly determine slope from the graphs and discuss the result obtained.

b. Three different graphs can be plotted at the same time.

c. Less work needs to be done by the students. The students do not need to do a long list of

calculations and pieces of graph papers.

d. Discussion can be take part after the experiment without wasting more time to do the

analyze process as the slope of graph can be determine directly using the tools in data

logger.

e. The changes of the data and graph can be observed immediately, allowing students to

make any changes or detect and overcome any errors in the experiment.

f. The experiment can be repeated many times to obtained the accurate readings.

6 CONCLUSION

Each of these experiments was very quick and easy to set up plane, retort stand, a data logger

and some sensors. Using the simplest mode of operation of the software means that almost no

knowledge or experience of data logging is required. Press green for go and red for stop. This

can be a straightforward way to introduce data logging to our lessons and build familiarity

and confidence with the hardware and software. The wealth of data helps children to focus on

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the patterns in the graphs and what they mean in terms of physics, and to develop chart

reading skills. Above all the data prompts questions from the pupils, arousing their curiosity

and providing opportunities for them to develop investigative strategies to answer those

questions. The speed of data collection with data loggers allows many of these questions to

be quickly answered by rerunning the experiment with simple variations, adjusting sensor

positions, physical conditions or adding sensors. It also focuses pupil attention on details of

experimental setup such as the exact location of the sensors.

The value of electronic data also shows itself in the ease with which it can be shared.

It can be e-mailed to absent pupils or to the whole class and pupils can easily augment it by

labeling a chart in Word or reprocessing the data in Excel (or the original software). It can be

transferred to PowerPoint and worked on collaboratively in small groups. Data logging

enables the more able to handle data in more sophisticated ways. The less able can focus on

the meaning of the data rather than simply plotting it (a high-level task) as well as completing

well-presented work that they can be proud of and that will be worthy of display.

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REFERENCES

Acceleration (2012). Retrieved November 30, 2012 from http://en.wikipedia.org/wiki/

Acceleration

Cable Railway (2012). Retrieved November 30, 2012 from http://en.wikipedia.org/wiki/

Inclined_plane_railroad

Data logger (2012). Retrieved November 29, 2012 from http://en.wikipedia.org/wiki/

Data_logger

Data logger. Retrieved November 29, 2012 from http://www.omega.com/prodinfo/

dataloggers.html

Inclined plane (2008). Retrieved November 30, 2012 from http://www.newworldencyc

lopedia.org/entry/Inclined_plane

Inclined plane (2012). Retrieved Disember 1, 2012 from http://en.wikipedia.org/wiki/Inc

lined_plane

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APPENDIX

Experiment set-up

Computer that has DataStudio

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DataStudio is opened

Graphs plotted by Data Studio