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AS and A Level: Mechanics
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I am taking the height of the basketball hoop as being 3.053m. I am taking the height of the basketball player to be 1.984m. My own height is 1.6m. This diagram of a basketball court has been taken from http://en.wikipedia.org/wiki/Basketball. In order to model the basketball as a particle I have made the following assumptions: * That there is no air resistance. I have made this assumption because the effect of air resistance on the speed of the basketball would make it extremely difficult to model. * That gravity is 9.8ms-2. I have made this assumption because the strength of gravity on earth is <blah.blah> and I have taken this as being 9.8 as 2 significant figures is sufficient for accuracy.
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The CBL unit was then attached to a Ti-83 plus calculator to gather the data from the experiments. The HIKER program on the calculator was performed, which took distance measurements every 0.1 seconds for 6 seconds. Each test was collected then the results were inputted into the Graphical Analysis program for regression analysis. The first test was that of a person walking away as shown in figure 1. The second test was that of a person walking away at a faster pace as shown in figure 2. The third test was that of a person walking towards the detector as shown in figure 3.
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The change in position from moment to moment is expressed as a velocity (meters per second). The change in velocity from moment to moment is expressed as an acceleration (meters per second per second). The position of an object at a particular time can be plotted on a graph. You can also graph the velocity and acceleration of the object versus time. A graph is a mathematical picture of the motion of an object. For this reason, it is important to understand how to interpret a graph of position, velocity, or acceleration versus time. In this activity you will plot a graph in real-time, that is, as the motion is happening.
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