Physics Investigation of Stopping Distances
Aim
===
To investigate how a toy car's stopping distance is affected by its
vertical height
Hypothesis
The greater an object's gravitational potential energy the longer it
will take to cease all movement. This is because it will have more
kinetic energy - and if we assume that the energy is removed at a
constant rate by friction then the more kinetic energy an object has
the longer it will continue moving
Background knowledge
This experiment will be looking at the transfer of energy from gravitational
potential energy (gpe) to kinetic energy (ke) and the effect of
friction on the loss of kinetic energy.
gpe = mass (kg) X force of gravity (9.18N per kg on Earth) X the
object's vertical height (m)
This means that the more vertical height an object gains the greater
its gpe is. Friction applies an opposite force to a moving object,
which means the object will loose energy faster than usual. The
greater the friction the faster the energy loss.
Equipment
Toy car, 2 wooden bards (1m long 40cm wide), metre ruler, several
textbooks of equal size ('physics in action'), a set of scales
Method
1. Record weight of car
2. Using the formula for gpe calculate the car's gpe
3. Set up the boards and books as seen below so that the start point
is at the required height
4. Hold car at start point and release
5. Record the distance travelled across the flat board
[IMAGE]
Fair test variables
· Same equipment for each test - different cars will perform
differently, different boards will give different amounts of friction
· Start point on board - if the car travels a different distance on
the sloped board before it runs on the flat board than it will be
affected by gravity differently and this will change the results
· The same person should release the car each time and in the same way
I first drew out a plan of where I wanted pictures, characters, quotes, etc.Then I got a wood frame that I created along with my dad. Painted it gray to make a good contrast between the white, black, and orange colors. After gathering the information need to complete my project. I glued it on another sheet to bring it out then glued that onto the board. A found an old clipboard to add more effect on as if you were in a game and put my annotated sources and process paper.
I will help my employee to finish the job quickly. At the same time start polite conversation with her and apologize to the passenger. Depend on her response conveyance her we are doing inspection for every one safety. Appreciate her support and thanks her for her cooperation.
First, the parts of the car are made, and the frame is. placed on a conveyor belt. Workers are stationed along the belt to form an assembly line. As the conveyor belt moves. the car, each worker performs a task that they are specialized in. Each worker must perform their task quickly.
To start with I am going to draw a picture of my set design so i can
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I will be splitting the students up into three equal groups. Each team will be given 10 note card. On one side of the notecard (the plane side), students will write down one of their vocabulary words. On the revered sided, the students will write the meaning of the vocabulary word. Once the students have completed, their group will form 2 circle. One circle will be formed inside another. The students in the inner circle will have the two notecards. The students on the outside will have zero. The students in the inside circle will read the word to the students across from them. Using the wait time strategy, they will wait for the student to provide them with the answer. If the answer is correct, the students will read the second. If they get that one write as well the student will wait for me to tell them to rotate to their next peer. If the student gets it incorrect, they must switch places with the students in the inner circle. This process will continue until the activity is complete.
Open your digital notebook and describe your strategy and the reading skills you will use to succeed in this lesson.
The historical results of this experiment by determination of the charge to mass ratio of an electron allowed physicist to work out the miniscule mass of an electron through the use of an external magnetic field. Magnetic fields apply a magnetic force on charged particles perpendicular to their direction of motion and to the magnetic field itself. This allows for the magnetic force to act as a centripetal force which then, through analysis, allows for the determination of certain charged particles through the analysis of their curve radius. In lab 15, Measurement of Charge to Mass Ratio for Electrons, the objective was to measure the charge to mass ratio (e/m) of an electron through the use of a mercury vapor chamber. This was done through the graphical analysis by the linearized equation (4). The goal was to construct a linear graph in which the slope and slope error was calculated using the Linest function, the slope than allows for the derivation of the charge to mass ratio of an electron. Error propagation (error formulas) was also used in this experiment to account for sources of error that could have occurred.
...e to be updated to consider who stopped first and has enough time passed to try and go across the intersection. In the event that all 4 cars at the intersection are self-driving cars, then it may be easier to handle this situation because the cars could have the ability to communicate with each other and decide faster.
My first lesson and most important is read the instructions carefully. It is the mistake that messed up my whole project. I did not see that a model (drawing or building) was necessary. I did not start the model until the day that it was due. I thought I knew all the report requirements and just quickly read through. I understand and will now read instructions more carefully.
distance of the toy car, may well consist of; the mass of the car, the
rest mass is Me <approximately equal> 9.1 x 10 -28 g, about 1/1836 of the mass
The positive acceleration a is used to denote an increasing acceleration. In free fall motion, it is always influenced by the pull of gravity and so, we denote the acceleration as g. The value of g decreases with increasing altitude. At Earh's surface, the value of g is approximately 9.80 m/s2 assuming that AIR RESISTANCE is negligible.
The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period. Throughout the course of the lesson, it may take multiple sessions before the student is ready to independently practice the skills learned. Anticipated lesson duration is included with each lesson plan provided in this instructional unit. Madeline Hunter’s Seven Steps of Instruction includes stating the objectives, anticipatory set, teacher input, modeling, checking for understanding, guided practice, and independent practice (Hunter, 2004). For the purpose of this instructional unit, input and modeling have been condensed into a streamlined event; as well has, checking for understanding and guided practice. This form of lesson planning is preferred within the Elkin City Schools district and lends itself to the creation of engaging lessons.
W e learned how to use the blackboard in order to access to all the assignments, evaluations, forums, etc. I did not know what to expect at the ...