The primary goal of this experiment was to allow students to experiment with gravitational forces, and friction to discover how a force on one object will affect another object. For this, a mass was attached to a string that sat on a pulley and pulled a cart or a block. To best explain to the students how each element was put into play, the experiment was broken down into three parts.
Part one:
The objective for part one was to find the acceleration of a cart with varying masses pulled by varying weights. We had no problem with the math for this part. Because we kept the total mass constant finding the acceleration was easy enough. Although, it is only fair to note that our theoretical acceleration was always about (.1) m/s^2 faster than our measured. This amounted to a constant, near 10% error in our experimental data. The origin of this error is simple enough to find though, our formula did not account for friction.
Part Two:
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There were two major differences, first the ramp that the cart was pulled up was at an angel, and second the total mass was not a constant. After finding the error, I believe it would be best to redo the the experiment. Our first trial had an error of only 19%, but as our tails went on it drastically became worse with our highest error at 123%. In the end, the average error we had was 83.84%. We firmly believe the error is not in our math( Dr. Armstrong told us our formula was correct), but rather the setup of our experiment. For our angel, we constantly used 3 degrees. This was found using an app from an Iphone. It has come to my attention that we may have been not been using the app correctly. Not only that, in our rush to complete this section, There is a possibility that our pulley and our ramp may have been out of line. There are many factors that could have caused the error, the best way to find said error would be to redo the experiment to see if the same results
Rolling a Car down a Ramp Investigation PLANNING When planning my experiment, I will need to take into consideration. the following points: -Fair testing -Equipment -How many results will I get? -What range of variables I will experiment with I will be investigating, by varying the height of the summit of the ramp. is raised off the ground, if the average speed increases or decreases.
Then we used the calculated slope and the accepted value of 980 cm/s2 to calculate the experimental error:
The lab for Problem #5 was conducted in a pretty simple manner. Since are main goal was to see if acceleration were the same on the way up as it was down we just had to do a couple experimental runs by launching the cart up the hill, allowing it to reach its max distance up and then come back down. While doing the previ...
“How about we use a pulley system with a weight at the end to push the car forward?” my team member suggested. “Or we could use a hammer launcher,” I proposed. We went back and forth, contemplating different methods. We faced trials, tribulations, and troubles in the design process. Building and perfecting our designs took weeks, but our coach guided us throughout the process and encouraged us to “Never give up!” We researched the effects of different factors that could potentially come in the way of our success and analyzed all of the device possibilities. Even when research got arduous and we couldn’t agree on something, we never gave up on our dream of placing in the regional competition. This was one of the hardest challenges I’ve ever faced in my Science Olympiad career, but our unfaltering dedication and our belief in success helped us persist in the face of setbacks. Once we finished our plan, we began to build the device. It was exhilarating to see our plan come to
In the experiment these materials were used in the following ways. A piece of Veneer wood was used as the surface to pull the object over. Placed on top of this was a rectangular wood block weighing 0.148-kg (1.45 N/ 9.80 m/s/s). A string was attached to the wood block and then a loop was made at the end of the string so a Newton scale could be attached to determine the force. The block was placed on the Veneer and drug for about 0.6 m at a constant speed to determine the force needed to pull the block at a constant speed. The force was read off of the Newton scale, this was difficult because the scale was in motion pulling the object. To increase the mass weights were placed on the top of the ...
The file labeled “Newton’s 2nd Law” is to be opened. The cart’s mass along with the attachment of the sensor and the accelerometer are to be measured and recorded. Being carefully verified in order, the track is leveled and the Force Sensor is set to 10N and connected to...
My interest into becoming an optometrist had begun when I was in high school; it happened in an unconventional way. It was not through watching videos, or someone explaining to me what optometry was, but rather, seeing the power of it firsthand. There was a point in my life where I felt emotions that I was unable to comprehend at the time. Seeing a family member on an operating table was the most petrifying moment that I have gone through, especially when the person on the table was my father. My father had to get a chalazion removed from his right eyelid. The doctor told my family that my father would be susceptible to certain health risks because of his diabetes and the severity of his cyst. This procedure was the hardest thing I have had to deal with in my life because it made me feel helpless. Usually, when my dad needs help he always asks me, but this time I could not do anything. It is interesting to think that something so small had such a big affect on my life.
For centuries, human beings have unknowingly used the very physics principles seen in the roller coasters of today in pursuit of not only thrills, but also survival. As early as 30000 years ago, our ancestors were using some of the most basic laws of physics seen in roller coasters today to their advantage. Although they didn’t quite understand why, when they threw a wooden spear high into the air at a woolly mammoth the spear would fall to the ground accelerating at every second. Of course, they were demonstrating gravitation. Physicists of the 16th century knew how to harness the law of gravity as well, using it to construct the first roller coaster- consisting of simple ice slides accelerating down 70-feet slopes before crashing into giant piles of sand (the latter part demonstrating another important physics principle: inertia.) As the centuries prog...
This experiment could have been more accurate if the angle of the slope could have been lowered to stop the trolley from accelerating. The experiment could have also been improved by taking greater care in making sure that the weights didn’t fall off of the trolley after they collided with the trolley. Better weights should have been found for the 1.5kg as the ones used had to be tied together to reach the sufficient weight, thus making them more likely to fall off the trolley. Conclusion: The hypothesis was proven correct for the 500g weight, however, the hypothesis was not proven correct for the 1kg and 1.5kg weights as the momentum before the collision did not equal to the momentum after the collision.
To investigate the affect the material of a ball has on the bounce height of that ball where the drop height (gravitational potential energy), temperature, location, ball, and air pressure of the ball are kept constant.
This would mean that at higher points the trolley would have more gravitational potential energy. This would be a good variable to investigate because we can use various gradients but it might be slightly difficult to measure some angles with the protractor. * Height of start position- this affects the motion of the trolley because as the height gets larger the trolley gains more gravitational energy. This would be a good variable to investigate because there are many heights we can use and it is also easy to
This experiment deals with motion. This study of motion is called Kinematics. Kinematics studies the possible motions. (http://www.britannica.com/EBchecked/topic/318099/kinematics). Kinematics is used to show the displacement of an object, the rate an object is moving (velocity), and the change in velocity (acceleration). This is graphed against time individually to determine if the motion is uniform or nonuniform and if the acceleration is uniform or nonuniform. Uniform motion is when an object has a constant speed and direction. Nonuniform motion is when there is either a change in speed or a change in direction. When the graphing has completed, other properties can be discovered like the instantaneous velocity. Instantaneous velocity is used to present the velocity of an object in a specific time when the velocity is changing. Vector and scalar quantities are also very important in this experiment.
== 1. The flywheel was set as shown with the axle of the flywheel horizontal. A polystyrene tile was placed on the floor to avoid the impact of the mass on the floor. 2. The vernier caliper was used to measure the diameter d of the axle.
Experimental investigation differs from controlled exercises because it focuses on providing multiple choices for the students opposed to having the content provided for them. The students are able to make decisions involving design, materials and methods. Experimental investigation is also different because the outcome is not predetermined. This type of laboratory learning involves objectives, a range of equipment and supplies, and assessing the learning (Hazel, 1995). Using an experimental investigation to teach leisure education would include an activity called Playdough
Conic sections are the various gemetric figures created by the interection of a plane. They are among the oldest curves in history and is one of the oldest area of study for mathmaticians. conics were discovered by Menaechmus (c. 375 - 325 BC), a Greek pupil of Plato and Exodus. He was trying to solve the famous problem duplicating a cube. Euclid studied them and Appollonius reinforced and expanded previous results of conics into a book he named Conic Sections. It is a series of eight books with 487 propositions. He applied his findings to the study of planetary motion and it was used to advance the development of Greek astronomy. It is because of Appollonius that the name ellipse, parabola, and hyperbole were given to conics. Conics evolved even further during the Renaissance with Kepler’s law of planetary motion, Descarte on his work Geometry and Fermat’s coordinate geometry, and the beginning of projective geometry started by Desargues, La Hire, and Pascal. We can see conics in satellite dishes, sharpening pencils, automobile headlights, when a baseball is hit, telescopes, and much more. Physicians apply conics in treating kidney stones. Even, John Quincy Adams used conics to eaves drop on members of the house of representatives from his desk in the U.S. Capitol building.