AP Physics 1: Lab Report #1 Velocity and Acceleration of a Toy Car

Introduction
In this lab investigation, our groups were given the instruction of finding the velocity,
acceleration, and position of a moving toy car over a specified period of time. To conduct this
investigation, the groups were each given a toy car, a spark timer, and spark tape. The spark-timer tool
creates dots on the spark-tape for every tenth of a second, which we collected data from, and then used
to answer questions pertaining to acceleration and velocity.
Materials

Spark-tape
Spark-timer
Toy Car
Flat Surface
Tools to record data, and plot on graphs

Background
This lab consisted of using a couple of the most basic, yet vital formulas involved in physics:
1.) Velocity = Change in Distance / Time Taken
2.) Acceleration = Change in Velocity/ Time Taken
Using these two formulas, physicists can determine numerous things about a given object
whether or not the object maintains a constant velocity, whether the object is speeding up or slowing
down, whether heavier objects accelerate faster than lighter objects, and other things of that nature. In
our situation, we collected our data and represented it in our graphs by using these distinct formulas,
and were able to make conclusions about the way in which these toy cars traveled.
Procedure
To begin, each group member was given their own piece of spark-tape, which they fed through
the spark timer, and taped to the end of the car. Then, simultaneously, the group member would turn on
the car and the timer at the same moment and the car would take off. Our group then repeated that
procedure with each of the pieces of spark-tape, and then went back to our desks to plot our data. We
decided that we would need three separate values of distance to be able to create our graphs, so we
began by measuring the distance between each dot in millimeters, and plotted them in accordance to
the time that had elapsed (the distance between each dot represented a tenth of a second). The total

distance traveled of my toy car was 49.2 centimeters over 1.7 seconds, which I plotted in my first
graph, labeled position. Next, we needed to graph velocity, so we remeasured the dots, but this time not
compounding the distances between each of the dots, because the formula for velocity is measured as
the change in distance over the change in time. Therefore, we calculated the distance between each
individual dot, and then graphed it accordingly in the graph labeled Velocity, with my furthest
distance being 33mm in a tenth of a second, and my shortest distance being 20mm in a tenth of a
second. For the final graph, acceleration, our group then calculated the change of velocity over the
change of time (the formula for acceleration), and then graphed it accordingly. Looking at my graph,
you'll be able to notice that my lowest acceleration was zero meters per second squared, and my highest
was five meters per second squared.
Data Collected
Position
Compounded Distance (cm)

Time elapsed (seconds)

2 cm

.1 s

4 cm

.2 s

6.5 cm

.3 s

9.4 cm

.4 s

12.3 cm

.5 s

15.3 cm

.6 s

18.3 cm

.7 s

21.3 cm

.8 s

24.3 cm

.9 s

27.3 cm

1s

30.3 cm

1.1 s

33.3 cm

1.2 s

36.3 cm

1.3 s

37.5 cm

1.4 s

42.7 cm

1.5 s

45.9 cm

1.6 s

49.2 cm

1.7 s

Velocity
Distance (mm)

Time Elapsed (seconds)

20 mm

.1 s

20 mm

.2 s

25 mm

.3 s

29 mm

.4 s

29 mm

.5 s

30 mm

.6 s

30 mm

.7 s

30 mm

.8 s

30 mm

.9 s

30 mm

1s

30 mm

1.1 s

30 mm

1.2 s

30 mm

1.3 s

32 mm

1.4 s

32 mm

1.5 s

32 mm

1.6 s

33 mm

1.7 s

Acceleration

Change in Velocity (m/s)

Time Elapsed (seconds)

0 m/s

.1 s

0 m/s

.2 s

5 m/s

.3 s

4 m/s

.4 s

0 m/s

.5 s

1 m/s

.6 s

0 m/s

.7 s

0 m/s

.8 s

0 m/s

.9 s

0 m/s

1s

0 m/s

1.1 s

0 m/s

1.2 s

0 m/s

1.3 s

2 m/s

1.4 s

0 m/s

1.5 s

0 m/s

1.6 s

1 m/s

1.7 s

Data Analysis/Conclusion
1.) The trend-lines, along with my hand-written graphs are connected to this report. Linear
regression was used to calculate the slopes of the trend-lines.
a.) Position: 3.36 x 10^-2 cm/s
Velocity: 1.087 x 10^-1 mm/s
Acceleration: -9.44 x 10^-2 m/s squared
b.) Seeing as the data is fairly linear, this means that the car is moving at a
constant rate of motion. If the data was all over the place, this would signify that the car's velocity is
constantly fluctuating, thus resulting in data that looks scattered, as opposed to linear.
2.) Apart from acceleration, over time my velocity and position move at a fairly consistent
upward trend over time. However, acceleration fluctuates from zero to five meters per
second squared throughout the time trial.
3.) Position:
a.) Person 1: 0.0336
b.) Person 2: 0.0442
This is a decrease of 0.0106 or a decrease of 23.98%
Velocity:
a.) Person 1: 0.1087
b.) Person 2: 0.2043
This is a decrease of 0.0956 or a decrease of 46.79%
Acceleration:
a.) Person 1: -0.0944
b.) Person 2: -0.0621
This is a decrease of 0.0323 or a decrease of -52.01%
4.) My numbers are different from my group members because there were probably
discrepancies in the data when it came to particular measurements, and things of that nature. If we all
were very precise with our measurements, then the numbers would have probably been significantly
closer.
5.) Possible errors in the data could come from people not measuring correctly,
obstructions when doing the trial runs of the toy car, and things like that. Also, our spark-tapes were not

all the same length, which could've possibly skewed our data, as some of our cars went for 1.7 total
seconds, while others went for around 2.5 to 2.6. In order for us to ensure that we obtain more accurate
data, our group would have to make sure to do everything in a uniform mannersame length spark
timer, same method of measurement, same calculations, and same intervals on the x and y axes of the
graphs.
6.) If a 20g mass was placed on top of the car, I would expect for the car to accelerate at a
much slower rate, and also for the velocity to increase at a much slower rate. In other words, the car
would not travel nearly as far in a short period of time, as it would without the 20g weight attached to
it.