A mousetrap-powered car is a vehicle that powers up and moves by the energy of a wound-up mousetrap’s spring. Its main components are the mousetrap, long metal rod, and the fishing line. In order to make the car work, the rod was wounded-up (wrapped) around the fishing line that had one end attached to the drive axle and the other end to the arm of the mousetrap, which pulls the snapper's lever arm closer to the drive axle. When the arms were released, the tension of the spring pulled the string off the axle. As a result, the fishing line string unraveled, causing the axle and the wheels to rotate, propelling the vehicle. There are various forms of energy that are involved with this car. First, it started off as potential (stored) energy that came from when the mousetrap was set by wounding the spring around the axle by the turning of the wheels, which caused the snapper’s lever arm to pull closer to the drive axle and the spring in the center was compressed. Since every action has an equal and opposite reaction, when the trap was released, most of the potential energy converted into kinetic (motion) energy, propelling the snapper arm forward. However, not all of the energy was converted into kinetic energy, as some of it was lost to the force of friction. Friction helped to spin the wheels and progress the car forward as when the string was pulled, friction between it and the axle caused the axle to rotate. In addition, the outside forces of friction caused the car to slow down and eventually come to a stop. Since energy cannot be destroyed, when the car came to a stop, the friction converted into thermal and heat energy.
The Baseline data is essential to be collected in order to measure how much the change and modification of t...
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...a or wanted to test or try something, an opportunity was given to do so. It was decided that everyone was to participate evenly, which was done through the division of jobs, depending on that person’s experience and knowledge upon that specific field. For example, someone might have been in charge of the assembling of parts through gluing while another may have been nailing a screw. In the beginning, and even throughout the assembly of the car, it was a struggle to know exactly what order of steps were required to achieve something (for example, how to successful nail the screw into the piece of wood) but it was much easier to overcome these problems as everyone remained calm and engaged in discussions; this meant that everyone had to take responsibility for their learning by thinking more critically and suggesting ideas or methods of improvement with full honesty.
Let's figure out how much force a typical car might use to push its tires down the road. Let's say our car weighs 4,000 pounds (1814.369 kg), and the tires have a CRF of 0.015. The force is equal to 4,000 x 0.015, which equals 60 pounds (27.215 kg). Now let's figure out how much power that is. If you've read the How Stuff Works article How Force, Torque, Power and Energy Work, you know that power is equal to force times speed. So the amount of power used by the tires depends on how fast the car is going. At 75 mph (120.7 kph), the tires are using 12 horsepower, and at 55 mph (88.513 kph) they use 8.8 horsepower. All of that power is turning into heat. Most of it goes into the tires, but some of it goes into the road (the road actually bends a little when the car drives over it).
I believe our group effectively achieved the overall goal by successfully completing the assignment by the deadline. Although we didn’t encounter any conflicts due to different personality, culture or background, they all aroused from different matters. For instance as this was the second time we were all working together as a group with a new member. We had t...
As soon as the four members of my team entered the breakout room, we had begun the stages of team development. As Bruce Tuckman (1965) observed in his research, teams often undergo a five-stage process of team development: forming, storming, norming, performing, and adjourning. During my team’s forming stage, we defined what our objective was and planned a general outline of how this was to be accomplished. Because we didn’t know each other very well, a quick introduction was given so we could get to know each other a little better. Next, we had a brief stage of storming which caused a bit of inefficiency. This was our initial five minutes of confusion due to not knowing each other’s strengths and who was better suited to answer which question. Our norming and performing stages melted together as we quickly gained our footing on the task at hand and settled for an execution strategy which would allow us to perform at a fairly efficient speed. Our performing stage was very encouraging and helped the team push through the questions...
I chose this study because it has a large cohort which eliminates sample bias. High quality data could be obtained from this longitudinal epidemiological ...
I found working within a team enabled us to spread responsibility and we determined ...
The aim of the Odinot et al. (2009) study is to determine the accuracy a...
I have learned quite a lot while constructing my mousetrap car. For example i learned that the friction that is active while the mousetrap car is in motion is rolling and static. Rolling friction occurs when an object rolls over a surface, in my case the CDs are rolling on the floor causing the car to move. Static friction occurs when one solid surface slides over another, for example my solid car sliding over a solid surface.Fortunately i didn't have very much problems related to friction.
The first chapter of “Working in Groups” focuses on group communication, the first aspect being the key elements of group communication (Engleberg and
It means that everybody can do each other’s work and they learn something new and learn to properly cooperate among each other and built their strength being out their best as a team member so by doing this way team work is important.
Firstly this essay will examine the reasons behind the initial group development being a key cause in the lacklustre performance of the group. According to Tuckman & Jensen (1977) there are four main stages in team development which include Performing, Norming, Storming and Forming. It was in the Performing stage that problems began to surface for the group. Initially it was Scott who began to lead the group through shear dominance. However, a subsection of the group did not fully trust Scott as they deemed his ideas to be problematic. They could only bestow ‘calculus based’ trust upon him which is the lowest level of trust anyone can have. It symbolizes a logical assumption that a group member will act in a suitable manner as otherwise they face punishment if their actions violate reasonable expectations (McAllister 1995). This was due to the fact that the group believed the ideas he put forward were problematic. Despite the fact that Sara and Hamish were concerned with the approach Scott sugge...
Throughout the readings and discussions, the characteristics of the initial stage of groups were explored. Please list five of these characteristics and explain how you would manage these situations. (20 points)
electricity as the “fuel” instead of gasoline or some other combustible fuel. The electric motor in
The textbook states there are four major functional tasks that groups must accomplish to remain in equilibrium. The first task is integration, ensuring that members of the group fit together. It took a few meetings for members of the task group to get to know each other and learn how to work together as a task group. The next task is adaption, ensuring that groups change to cope with the demands of their environment. A member who was not a natural leader was assigned the role of leader. Members who were natural leaders were asked to take on a different role and let someone else lead them. It took some time for members of the group to adapt to these changes and play a role they were not comfortable playing. The third task is pattern maintenance, ensuring that groups define and sustain their basic purposes, identities, and procedures. The basic purpose of the task group was to work together to create a proposal on an agreed upon topic. To do this, the leader had to set an agenda each week, assign tasks to members weekly, and keep the group on topic during the meetings. The group maintained its identity by everyone staying in their assigned roles, working through conflict, and completing their assigned task each week. This allowed the group to remain cohesive and grow throughout the time spent together. The final task is goal attainment, ensuring that groups pursue and accomplish their tasks. To accomplish this task, the leader had to hold members accountable when an assigned task was not completed. This also meant the group had to collaborate and work together to complete the proposal. By accomplishing all four tasks of systems theory, the group was able to remain in a state of
...one, therefore each member of the group plays an active role in the completion of the task. Also the project must include intellectually dense divergent questions, with multiple answers, and also include questions that encourage critical thinking skills. Having the freedom to think without the constraints of coming up with a single precise answer will imbue the students with the confidence to think differently, display their creativity and work at their own pace. Hereby leading to a more comprehensive and thorough answer which would encourage longer retaining of the information. This is a positive alternative for students because instead of having to stay awake all night and cramming for exams, and then forgetting the information as soon as the test is over. The students can finally acquire knowledge they can retain forever or; at least for a longer period of time.
It converts the mechanical energy of the rotating shaft caused by wind into electrical energy (Correla, 1986). The focus of this research will be limited to devices that operate as electrical motors.... ... middle of paper ... ...