Physics graphing

This is a simple tool for plotting a straight line graph. Your plot will always appear on a new tab. This makes it easy to come back to this page, change something and resubmit for a new graph. Don't include 0,0 in your list of points below, it will mess up the fit. What kind of errors are you entering for your data? It's a good idea to check the plot first in the browser and then email it only once your are happy with it by resubmitting this form with the box checked.

Enter your data below. Click on submit when you're done. A php script takes the inputs you enter and formats it into instructions which are fed to Gnuplot to produce your plot. Gnuplot is a free and powerful plotting program and can do quite a lot more than we're using it for here.

You might like to check it out if you're interested in this kind of thing. Other plotting programs commonly used by physicists include Microcal Origin powerful but expensive or Microsoft Excel not the best, but on just about every computer in the world.

When the computer makes a fit it is using a technique called linear regression using a least squares approach. The computer tries to find the line where the sum of the squares of the differences between the line and the data points is the smallest and calls this the line of best fit. User Tools Register Login. Site Tools.

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Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 3.A set of instructional pages written in an easy-to-understand language and complemented by graphics and Check Your Understanding sections.

An ideal starting location for those grasping for understanding or searching for answers. Designed with tablets such as the iPad and with Chromebooks in mind, this user-friendly section is filled with skill-building exercises, physics simulations, and game-like challenges. Have you tried a Concept Builder lately? You should.

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Filled with interactive elements, this section is the perfect tool for getting students thinking about the meaning of concepts. And for Chemistry types, we've even started growing a few Chemistry Concept Builders. If you don't mind a little pixel dust, visit our newest section. Started in August ofour Video Tutorial provides a video-based alternative to the written Tutorial above.

Investigating Basic Types of Physics Graphs

So put on your hard hat and enjoy the shows A large collection of GIF animations and QuickTime movies designed to demonstrate physics principles in a visual manner. Each animation is accompanied by explanations and links to further information. A collection of pages which feature interactive Shockwave files that simulate a physical situation. Users can manipulate a variable and observe the outcome of the change on the physical situation. We have completed Version 2.

Teachers will appreciate the extensive progress reports provided by the App version of our Minds On Physics program. Students will enjoy using these for practice and teachers can use them as homework assignments.

With problems, answers and solutions, The Calculator Pad offers the beginning student of physics the opportunity to conquer the most dreaded part of a physics course - physics word problems. Each problem is accompanied by a concealed answer which can be revealed by clicking a button. And each audio-guided solution not only explains how to solve the particular problem, but describes habits which can be adopted for solving any problem.

Each review complements a chapter from The Physics Classroom Tutorial. A variety of question-and-answer pages which target specific concepts and skills. Topics range from the graphical analysis of motion and drawing free body diagrams to a discussion of vectors and vector addition. Calling all high school juniors: You've trusted The Physics Classroom to help prepare you for that unit exam in physics. Why not trust us to help prepare you for the biggest test of the year - the ACT test?

That's right.Embed a running copy of this simulation. Use this HTML to embed a running copy of this simulation. You can change the width and height of the embedded simulation by changing the "width" and "height" attributes in the HTML.

Embed an image that will launch the simulation when clicked. Explore the world of lines. Investigate the relationships between linear equations, slope, and graphs of lines. Challenge yourself in the line game! Share an Activity! Translate this Sim. Macintosh Systems: macOS Linux Systems: Not officially supported. Please contact phethelp colorado. Skip to Main Content.

Sign In. Time to update! We are working to improve the usability of our website. To support this effort, please update your profile! Skip for now. Search the PhET Website. Download Embed close.The goal of this lesson is to help students use curve fitting to determine mathematical expressions for the relationships between physical quantities based on the shape of a graph.

It aligns with the NGSS Practices of Using Mathematical Reasoning SP5 and Developing and Using Models SP2 for Science because students will use mathematical logic to create visuals that demonstrate their understanding of the mathematical and graphical models for the relationship between two physical quantities. Within this lesson, students will obtain information for a non-fictional text on graphical data analysis using a school-wide annotation strategy that identifies important information, models, and puzzling information within a text.

Students use this text to help identify relationships between two physical quantities based on the shape of the two-dimensional graph of the dependence of a dependent physical quantity on an independent physical quantity. Students will then use their understanding of mathematical models to complete a graphing practice worksheet. I assess student understanding throughout the lesson using informal check-ins, and will assess each student's work at the end of the school day.

Many students bemoan the idea that physics is another mathematics class. In this lesson, I talk about the idea that math models are awesome because of how effective and reproducible they are; math models are ideal for students who are focused on precision and accuracy.

The red label helps my students easily interact with the information as soon as they enter the room and avoids losing transition time as students enter the classroom. Today's lesson has the big idea about the characteristics of math models that I want students to remember and readily be able to explain as we progress through the course. I choose this big idea because I want students to learn the value in making connections across subject areas as they learn more complex subjects.

I am a member of the American Modeling Teachers Association and believe that authentic learning is driven by connecting hands-on activities with robust content. At each lab station, a team of four students split the reading into chunks, annotate and share their annotations with their lab mates. The reading-writing team at my school suggest that chunking and annotating complex content into smaller sections helps struggling students process this material in a way that make sense to them and helps speed up the processing time these students take to analyze this type of information.

physics graphing

Later on in this lesson students take the information from this reading to create a short page summary for 9th-grade physical science students to use during a similar unit in their science class. In this section, I ask students to find commonalities between the graph types on the summary page found on page 15 of the reading from the previous section. We tease out the ideas that graphs require an x-axis label that typically corresponds to an independent variable and a y-axis label that typically corresponds to a dependent variable.

After our discussion, I ask students to create a summary in their notebooks that would be easy for a 9th-grade student to understand. Some student responses include, "The way we name graphs help us make sense of information" and "Good names helps others understand how to read the information. After students have completed their summaries, I use my interactive whiteboard to project a short video:.

The video shows students how to create graphs in Excel and how to fit add a linear function to those graphs.

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I choose an instructional video because I want students to see each of the steps in real time by modeling the process for them.Plotting of graph in physics practical class is not something strange to students performing experiments in physics laboratory.

However, some students do encounter some problems when trying to plot graph or to choose appropriate scale for a graph. Before I start the explanation, it is important to note that you do your physics practical making sure you avoided all possible errors for your readings to be accurate.

physics graphing

If errors are not avoided, it may make the graph a little bit difficult for you to plot. This information is what you will use to choose an appropriate scale. For X-axis, divide the number of boxes with the highest value of x in your table.

This means 2boxes i. You can repeat the same for x-axis.

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For better understanding, I will give you a table of value which i will choose an appropriate scale for and then plot. In this graph, i decided to leave six boxes 6cm down the graph and six boxes 6cm to the left hand side of the graph. This is not a law, it depends on how neat you want your graph to be. This means I have 18 boxes left for y-axis and 14 boxes left for x-axis.

The scale I used was 2cm on the graph represents 2 unit on the y-axis and 2cm on the graph represent 1 unit on the x-axis. Then I joined all the points using a transparent ruler and ensure a line of best fit. The line of best fit is drawn so that the points are evenly distributed on either side of the line. Note: Make sure you indicate each axis with the symbols you are given V against I with their units. Also indicate your choosen scale at the top of the graph.

This information attracts make in physics practical exams. Recommended: How to learn physics concepts. Your email address will not be published. Save my name, email, and website in this browser for the next time I comment. Notify me of follow-up comments by email.

physics graphing

Notify me of new posts by email. Subscribe to our mailing list to get the new updates! Enter your Email address. Related Articles. Thank you very much for for this enigma work. I dnt understand dis paragraph please can u clear me up…. Leave a Reply Cancel reply Your email address will not be published.

Facebook Twitter WhatsApp.The following practice questions test your understanding of the graphical description of motion.

Use the Show Answer!

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Further information is available on-line at The Physics Classroom Tutorial. It is suggested that you first read the questions and make efforts to answer all the questions before peeking at the answers. Once you've answered all the questions, then check your answers. Physics is learned most effectively when your mind is actively engaged in the processes of analyzing and predicting.

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Avoid treating the information on this page as factual information to be dumped inside of a mental receptacle. Avoid merely looking at the answers; take the time to study the logic of the answers.

If still unclear, consider online help at The Physics Classroom Tutorial or see your teacher for further assistance. Kinematics Newton's Laws Vectors and Projectiles. What Can Teachers Do Use the following graph to answer Questions 1 - 7. Show answer! Objects A, B, D, and E. Objects A, B, D, and E are maintaining a state of motion i. If the slope is constant, then the velocity is constant. Object C Object C is accelerating. An accelerating object has a changing velocity.

Since the slope of a p-t graph equals the velocity, an accelerating object is represented by a changing slope. Objects A and E. Objects A and E are not moving. An object which is not moving has a zero velocity; this translates into a line with zero slope on a p-t graph.

None of the objects change direction.

How to Plot Graph And Choose Scale in Physics Practical

None of these objects change direction. Object B. Object B is traveling fastest. To be traveling fastest is to have the greatest speed or greatest magnitude of velocity.

This translates into the line on a p-t graph with the greatest slope. Object D. Object D is traveling slowest. To be traveling slowest is to have the smallest speed or smallest magnitude of velocity. This translates into the line on a p-t graph with the smallest slope.

Object C. Object C has the greatest acceleration. It is the only object with an acceleration.

Physics Motion Graphs

Accelerated motion on a p-t graph is represented by a curved line. Use the following graph to answer Questions 8 - January 2, 2017ufaber Yes no not given questions are similar to true false not given questions.

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