Criteria
Achievement Level
Level 1
Level 2
Level 3
Level 4
Level 5
Depth of Reflection
(50 points)
0 - 29
Response does not consider the theories, concepts, and/or strategies. Viewpoints and interpretations are unclear.
30 - 34
Response reflects a lack of consideration or personalization of the theories, concepts, and/or strategies. Viewpoints and interpretations may be missing, inappropriate, and/or unsupported.
35 - 39
Response reflects minimal consideration and personalization of the theories, concepts, and/or strategies presented. Viewpoints and interpretations may be unsupported or supported with flawed arguments.
40 - 44
Response reflects some consideration and personalization of the theories, concepts, and/or strategies presented. Most viewpoints and interpretations are supported; some may be fairly insightful.
45 - 50
Response reflects in-depth consideration and personalization of the theories, concepts, and/or strategies presented. Viewpoints and interpretations are insightful and supported.
Writing Mechanics
(10 points)
0 - 5
Writing lacks clarity and conciseness. Serious problems with sentence structure and grammar. Numerous major or minor errors in punctuation and/or spelling.
6 - 6
Writing lacks clarity or conciseness. Minor problems with sentence structure and some grammatical errors. Several minor errors in punctuation and/or spelling.
7 - 7
Writing is somewhat clear and concise. Sentence structure and grammar are adequate and mostly correct. Few minor errors in punctuation and/or spelling.
8 - 8
Writing is mostly clear and concise. Sentence structure and grammar are strong and mostly correct. Few minor errors in punctuation and/or spelling.
9 - 10
Writing is clear and concise. Sentence structure and grammar are excellent. Correct use of punctuation. No spelling errors.
Components
(15 points)
0 - 8
The response veers off topic and fails to address the components.
9 - 10
The response does a poor job of addressing the following major components or does not address them: • accurate accounts of the topic area, • critical analysis of the topic area, and • scholarly or professional application of the topic area.
11 - 11
The response addresses some but excludes one or more of the major components: • accurate accounts of the topic area, • critical analysis of the topic area, and • scholarly or professional application of the topic area.
12 - 13
The response addresses most of the major components, but one component is incomplete or insufficient: • accurate accounts of the topic area, • critical analysis of the topic area, and • scholarly or professional application of the topic area.
14 - 15
The response includes all of the major components: • accurate accounts of the topic area, • critical analysis of the topic area, and • scholarly or professional application of the topic area.
Identification of Future Learning Opportunities
(25 points)
0 - 14
Response does not identify any future learning opportunities.
15 - 17
Response demonstrates ...
1. Criteria
Achievement Level
Level 1
Level 2
Level 3
Level 4
Level 5
Depth of Reflection
(50 points)
0 - 29
Response does not consider the theories, concepts, and/or
strategies. Viewpoints and interpretations are unclear.
30 - 34
Response reflects a lack of consideration or personalization of
the theories, concepts, and/or strategies. Viewpoints and
interpretations may be missing, inappropriate, and/or
unsupported.
35 - 39
Response reflects minimal consideration and personalization of
the theories, concepts, and/or strategies presented. Viewpoints
and interpretations may be unsupported or supported with
flawed arguments.
40 - 44
Response reflects some consideration and personalization of the
theories, concepts, and/or strategies presented. Most viewpoints
and interpretations are supported; some may be fairly insightful.
45 - 50
Response reflects in-depth consideration and personalization of
the theories, concepts, and/or strategies presented. Viewpoints
and interpretations are insightful and supported.
Writing Mechanics
(10 points)
0 - 5
2. Writing lacks clarity and conciseness. Serious problems with
sentence structure and grammar. Numerous major or minor
errors in punctuation and/or spelling.
6 - 6
Writing lacks clarity or conciseness. Minor problems with
sentence structure and some grammatical errors. Several minor
errors in punctuation and/or spelling.
7 - 7
Writing is somewhat clear and concise. Sentence structure and
grammar are adequate and mostly correct. Few minor errors in
punctuation and/or spelling.
8 - 8
Writing is mostly clear and concise. Sentence structure and
grammar are strong and mostly correct. Few minor errors in
punctuation and/or spelling.
9 - 10
Writing is clear and concise. Sentence structure and grammar
are excellent. Correct use of punctuation. No spelling errors.
Components
(15 points)
0 - 8
The response veers off topic and fails to address the
components.
9 - 10
The response does a poor job of addressing the following major
components or does not address them: • accurate accounts of the
topic area, • critical analysis of the topic area, and • scholarly
or professional application of the topic area.
11 - 11
The response addresses some but excludes one or more of the
major components: • accurate accounts of the topic area, •
critical analysis of the topic area, and • scholarly or
professional application of the topic area.
12 - 13
The response addresses most of the major components, but one
component is incomplete or insufficient: • accurate accounts of
3. the topic area, • critical analysis of the topic area, and •
scholarly or professional application of the topic area.
14 - 15
The response includes all of the major components: • accurate
accounts of the topic area, • critical analysis of the topic area,
and • scholarly or professional application of the topic area.
Identification of Future Learning Opportunities
(25 points)
0 - 14
Response does not identify any future learning opportunities.
15 - 17
Response demonstrates little to no synthesis of the ideas
presented. Few or no insights for the learner’s future learning
are noted.
18 - 19
Response demonstrates some synthesis of the ideas presented.
Few implications of these insights for the learner’s future
learning may be noted.
20 - 22
Response demonstrates a fair synthesis of the ideas presented.
Nearly all implications of these insights for the learner’s future
learning are noted.
23 - 25
Response demonstrates synthesis of ideas presented. The
implications of these insights for the learner’s future learning
are noted.
Your Name _________________________; Date
________ Phy 202
Lab 4 - Simple Pendulum
Objective
The purposes of this experiment are: (1) to study the motion of
a simple pendulum, (2) to learn the dependence of length, and
mass on its time period, and (3) to understand the relationships
between the period, frequency, amplitude, and the length of the
4. pendulum, (4) to relate the concept of simple pendulum to the
real world.
Apparatus
The apparatus for this experiment consists of a string of about
20cm or 30 cm long, a bob, a ruler, a stopwatch.
Alternatives: a thin ribbon of width 0.4 or 0.5 cm cut from
bounty paper of 20 cm long, two candies (cough drop candy),
tape, ruler, cell phone stopwatch.
Experimental Setup
Take a bounty towel and cut a thin ribbon sized paper from the
width of the bounty towel and then stick a candy at the end of
the ribbon on lower end with a tape. This is your hand made,
homemade simple pendulum.
Now hold it one your one hand in between thumb and fore
finger and measure its length from the point you hanging to the
center of the candy. It is length of the pendulum, L.
(a) Time period of a pendulum
Set up the pendulum with maximum length L1 = 20 cm or 30 cm
what you have; Length of the pendulum is measured to the
center of the bob.
Now use your phone as a stopwatch and get ready to measure
time of oscillation in seconds. Now give a deflection to your
pendulum by moving bob or candy on one side on the pendulum.
Don’t release it until you are ready to start stopwatch. Now
release it counting as zero and also start your stopwatch at the
same time. Keep counting oscillations when candy comes back
to the same spot where it started for next number of
oscillations. You may do a test to see how your pendulum
oscillates and how long it oscillates. Now measure time of
oscillation for at least 5 or 8 or 10 oscillations based on how
5. long your pendulum oscillates. This is your experimental time
of oscillation for n oscillations. Now find out experimental time
period by taking total time t1/n for one oscillation and it is
Texp1 = t1/n.
Now calculate time period theoretically Tth1 of oscillation
using equation for a given L. Make sure to use value of L in m
and g in m/s^2 using formula given below:
…1
Record your values of L1, t1, n, Tth1, Texp1 for this
experiment. Compare your Tth1 and Texp1.
L1 = _________ cm = __________ m; t1 = __________ s, n =
_________;
Texp1 = t1/n = ________ s; Tth1 = ________ s
Calculate the percent error between the experimental and
theoretical values of t.
% error = [(Tth1 – Texp1)/Tth1]*100 =
(b) Effect of length on time period
Now make change length of the string or ribbon shorter, half of
the first one, L2 = 10 cm and repeat the experiment with same
bob or candy and same amplitude or deflection as you did
before for same number of oscillations and record t2. Then find
Texp2 = t2/n. Now find your new theoretical time of oscillation
using the same formula but now length will be half and make
sure to use new L in m again to get Tth2. Record values and
write as given below.
L2 = _________ cm = __________ m; t2 = __________ s, n =
_________;
Texp2 = t2/n = ________ s; Tth2 = ________ s
Tth2 =
Texp2 =
% error =
(c) Effect of Mass on time period
6. The formula for the period T does not contain the mass of the
bob and hence the period should be independent of the mass of
the bob. To verify this, repeat the experiment with two bobs or
two candies. To do that add another candy on the same set of
pendulum on other side of the ribbon with tape. Make sure both
cadies are at the same height or distance from the top of the
pendulum.
Now, repeat your experiment with two bobs (heavier mass) for
same original length L1 = 20 cm keeping length same,
Amplitude same and find out your new t for the same number of
oscillations. Now calculate new time period Texp3 (show your
work) = t3/n. Record your values as shown below:
L1 = _________ cm = __________ m; t3 = __________ s, n =
_________;
Texp3 = t3/n = ________ s; Tth1 = ________ s
Picture 1: showing movement of pendulum with its SHM
movement.
Now, calculate percent difference between Texp1 and Texp3
(show your work).
%error = [(T1exp - T3exp)/ (T1exp + T3exp)/2]*100 =
Answer following questions:
1. If length of the pendulum increases, what will happen to its
time period?
2. If amplitude of oscillation increases, what will happen to its
time period?
3. If mass of the bob increases, what will happen to its time
period?
