An experimental practice has as main objective to corroborate a data that was

obtained from the theory. In this particular case, it is to study how the acceleration
of an object sliding on an inclined plane, with the angle of inclination thereof and further
obtain the acceleration of gravity , and to compare the theoretical value relates.

The measurements and data collection will be done manually, so the care and
interest that the students have at the time of doing this work will greatly help to
minimize the errors that are always present.

1. BASIC CONCEPTS

A cart on an inclined plane will descend through it due to gravity. The

acceleration of gravity acts strongly downwards, as indicated in Figure 1.1. The
gravity component parallel to the plane surface, is g sin and is the net
acceleration of the carriage if the friction is neglected. To measure the acceleration, the
car must start from rest and the time (t) will be the time to travel a certain distance (d).

Then d = at 2,
the acceleration can be calculated using:

Then a graph of acceleration vs. sin give a line with slope equal to the acceleration

of gravity g.

For clarity and appropriation of the concepts involved in the development of the
practice, the student must previously perform the following activities:

Identify your working hypothesis and the different variables to measure.

Review: Accelerated Rectilinear Motion

Dynamic balance and Translational

Solve the following exercises:

A part I molecule mass m slides frictionless on an inclined plane forming an

angle to the horizontal, determine an expression or n to calculate the
acceleration or the body n.

Repeat the previous year if a friction coefficient () between the body and
the surface of the inclined plane.
PROBLEMATIC SITUATION

To study how the acceleration of an object is related to the angle of inclination of

a plane and also to obtain experimentally the acceleration of gravity to contrast it
with the theoretical data.

SPECIFIC COMPETENCES

Whereas skills development seeks to balance "knowing what," "knowing how to

do" and "knowing how to be" the next experimental practice seeks to develop in
students the following skills:

PICKUP or n performs data in an orderly manner and in the form of tables

and RM ficas effectively and establishes the mathematical relationships atic
between variables. Linearizes the gr FICA when required.

It proposes and presents situations probl pr micas practices derived

from the behavior undergoes a body sliding on an inclined plane, proposes
and design to experimental setups using as a basis the concepts learned
in the development of the courses you or rich.

Identifies the mathematical model tico found as a result of the

development of the pr ctica and concepts related to the previous reading or
obtained in the course development or you rich.

Values and recognizes the contributions and opinions of his companions

eros in the development of the activity. S shows inter- and investigate and
predise ar gu experimental models as to find solution or na n the situation
or problem posed to ethics.
MATERIALS AND EQUIPMENT
Dynamic Truck with Masses (ME-9430)
 Dynamic carriage rail

Stand and Stand Bar (ME-9355)

Metric ruler

Chronometer

Graph paper

METHODOLOGICAL PROCESS

Development activity suggested the following steps, even if the student is free to design NAR its
own procedure for the development of practice for managing the interface and
the computer program must be strictly followed as indicated.

1. Perform the assembly shown in Figure 1.2, about 10 cm lifting the end of
the rail that has the fixed stop.

2. Establish a suitable reference system to determine the total distance

(d) to go to the carriage from the upper rail to the lower part m to s.
Record this information at the bottom of Table 4.1.

3. Release the car from rest and time the time it takes to hit the lower
end stop. The person who releases the truck must operate the cron or
metro.

4. Repeat these measures 10 times (making different people

experience). Write down the values in Table 4.1.

5. Repeat for a total of 7 to angles, lowering every time 1 cm rail.

 Rail height

10 cm 9 cm 8 cm 7 cm 6 cm 5 cm 4 cm

Test 1

Test 2

Test 3

T
Test 4
I

AN Test 5
D

M Test 6

P
Test 7
OR

Test 8

Test 9

Test 10

Average

Table 4.1

Car initial position = __________________

 Carriage end position = __________________

Total distance (d) = __________________

6. ANALYSIS OF RESULTS AND

CONCLUSIONS
1. Calculate the average time for each angle to and cons gnelos in
Table 4.1

2. Calculate the accelerations using the data listed in Table 4.2.

3. Measure the hypotenuse of the angle formed by tri to the rail and the
table and to calculate sin u sela at each of the heights.

Height ng acceleration Sen

Table 4.2

Hypotenuse = _______________

4. Graph acceleration or n vs. Sen (q). Draw the best straight line (linear
cela) and calculate its slope. Wha t f meaning SICO has this slope?
Calculate the percent difference between the slope and g.

Pending = ______________________

% Difference = _______________

5. Make a written statement D and a clear and concise answer to the

problem initially proposed.

6. Answer the following questions:

1. His reaction time or No, Does it provoke major errors for angles
to small or large os? What sources of error are presented in the
practical work?

2. If the dough doubles carriage H ow does this affect the results?

Pru belo.

3. What would happen if the angle of inclination of the rail was 90

, Explain!

4. Can the graph obtained in subsection 6.4 help you find a

relationship between the speed of the cart and the distance
traveled? Explain!

5. Of equations is standardaccessories for movement with a constant

acceleration or n (from rest), or determine the relationship existing
between the distance n for any time (x) and the velocity at that
instant (v).

6. Based on the results obtained in the development of the pr

ctica, raises some conclusions and recommendations.