### Mathematical models exploration in lab 14

Laboratory 14 is effectively a practical laboratory where the students are given a somewhat ill-defined system and asked to explore that system, determine whether a mathematical model underlays the system, and if so, what is the equation for that system. Tagging onto a science video on flight and Bernoulli's law from last week, the class explored the launch velocity versus distance for Frisbees and flying rings. I was not clear at the start that the throwing angle should be zero, parallel to the ground, to remove the effects of a parabolic trajectory. The goal is to isolate the effect of the Bernoulli principle and not introduce the quadratic relationship of velocity to distance for an object thrown at an angle theta to the ground.

Throwers were lined up to throw at the radar gun holder. Johnson, Bertha, Terrance, Ryan, Serlyn.

Paul Cantero launches a flying ring directly at the radar gun. The radar gun was able to record the ring and Frisbee velocities. Triggering the radar gun at the right instant, however, was a source of error.

Johnson had some of the best "flat" throws. Others tended to throw the rings upwards at an angle theta to the ground.

Kanisia recorded data obtained by JD Ringlen Lebehn.

As seen above, Ryan requested that Reed stand next to him to try to improve the accuracy of the launch velocity data.

Retrieving rings and Frisbees.

Comparing data.
Sample data sheet. The radar gun reads in kilometers per hour, hence the conversion. A spreadsheet was used to help handle conversions on the fly in the field.