Search arXivSearch

arXiv · 2408.07077

Measuring the acceleration of an elevator by using the apparent weight of an object inside it

Abstract

An accelerating elevator changes the apparent weight of any object inside it from the original weight, as measured inside the elevator, because the acceleration causes an inertial force on it. For any object in a running elevator, the variation of the acceleration of the elevator causes the variation of the apparent weight of the object. We have studied the time dependence of the apparent weight of the object and thus the acceleration of the elevator. For chosen initial and final floors, we measured the apparent weight of an object by using an electronic scale inside the elevator, and shot the readings of the scale and a watch during the movement of the elevator. Then we analyzed the data collected from the recorded video. If the initial and final floors are exchanged, the variations of the weight and acceleration are, respectively, same in magnitudes and opposite in signs. The experiments indicate that for the elevator to go directly from a floor to another, the process consists of periods with variable acceleration, constant acceleration, uniform motion, variable deceleration, constant deceleration and variable deceleration consecutively. If there are pauses during the movement, each pause causes an additional process consisting of periods with deceleration, stop and acceleration, replacing the original period of constant motion. Depending on the distance to the destination, the elevator reduces or diminishes the periods of constant acceleration and uniform motion.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

Mingyuan Shi, Yu Shi. 2024-07-31. Measuring the acceleration of an elevator by using the apparent weight of an object inside it. https://arxiv.org/abs/2408.07077

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related papers

Addressing misconceptions in university physics: A review and experiences from quantum physics educators

Students often begin physics courses with misconceptions rooted in everyday experience and intuition, which can be resistant to change. While research has identified strategies for addressing misconceptions across physics, it remains unclear whether different domains, like classical and quantum physics, require different approaches. Quantum concepts can pose different representational and mathematical demands, while both domains require instructors to elicit and develop students' reasoning. To support discussion of these instructional challenges, we organize selected literature on addressing misconceptions in physics education and summarize instructors' accounts. The overview groups 122 distinct works into four categories, with further subcategories. A preliminary framework developed from existing review literature informed the interview guide. We interviewed 12 instructors from the University of Waterloo's Institute for Quantum Computing and the Perimeter Institute, who have collectively taught over 100 quantum courses. The accounts describe difficulties involving instructional representations, prerequisite knowledge, and the interpretation of students' reasoning, alongside reported diagnostic and instructional responses. We draw these accounts and the literature together as questions for instructional planning. The report does not resolve the intended classical--quantum comparison or establish comparative instructional effectiveness.

physics.ed-ph

Johann Bernoulli's analysis of elastic collisions (a teaching sequence to introduce the dynamic law thereby inspired)

In order to explain an elastic collision, Johann Bernoulli considered two bodies connected by a spring. Motion is defined as a succession of states of rest. Then, considering the spring to be a lever with a body at each extremity, the laws of equilibrium imply that `motion' is described by the time variation of the (common) quantity of motion of the bodies; the dynamic law is thus deduced. This inspires a teaching sequence to introduce the dynamic law (in one dimension) in introductory physics course; we call it ``bernoullian sequence''.

physics.ed-ph

Design and Initial Evaluation of a Photovoltaics-focused Course-based Undergraduate Research Experience in Physics

Traditional physics laboratory courses often focus on experiments with well-known results, limiting students' engagement in authentic scientific practices. Course-based undergraduate research experiences (CUREs), where students engage in real research with unknown outcomes, have been shown to support positive student outcomes, such as increased self-efficacy, persistence, and engagement in scientific practices. However, discipline-specific studies of CUREs in physics remain limited. We describe the development, structure, and initial implementation of a photovoltaics-focused CURE in a second-year undergraduate physics laboratory course at the University of Colorado Boulder. To examine how students experienced the course, we analyzed end-of-semester reflection assignments using the five CURE components (i.e., scientific practices, discovery, relevance, collaboration, and iteration), as well as established dimensions of research authenticity, as analytic frameworks. Students described experiences associated with all five CURE components, with collaboration, relevance, and scientific practices appearing most prominently in their reflections. Students also associated authentic research with meaningful scientific contribution, engagement in authentic scientific practices, and navigating the uncertainty and setbacks inherent in research, although fewer explicitly identified themselves as researchers or scientists. A subset of students additionally connected the course to their immediate thinking about future academic and professional pathways. This work contributes both a discipline-specific model for implementing CUREs in experimental physics laboratory courses and provides insight into how students interpret and experience authentic research within this course context.

physics.ed-ph