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Investigative question on conservation of momentum
Grade 12 investigation about conservation of momentum
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Contents Page:
Introduction: page 3
Design: page 4-6
Collected Data: page 7-8
Discussion: page 9
Conclusion: page 10
Plagiarism Checker and Declaration: page 11
Bibliography: page 12
Appendix: page 13
Rubric: page 14
Introduction:
The Grade 12 Physical Science learners at Penryn College were tasked with carrying out an experiment to investigate the effect of collisions on momentum. Different mass pieces (500g; 1kg and 1.5kg) were dropped on a moving trolley and the learners observed the velocity of the trolley before the mass pieces were dropped on the trolley and the velocity after the mass pieces were dropped. The velocities were then compared.
Momentum:
Momentum is defined as the product of mass and velocity on a body. It is a vector quantity and is measured in kg.m.s-1 (M.Mann, 2013).
The Law of Conservation of Momentum state that the total linear momentum of an isolated system remains constant. This means that the momentum of two bodies before collision will be equal to the momentum of the two bodies after they have collided and exploded apart. This will only occur if the collision is in a closed system (no other forces act on the objects) (M.Mann, 2013). An example of this is Newton’s Cradle. This is a row of five metal balls suspended by wire on a frame. When the ball at the end (ball one) is pulled and then released to collide with the ball next to it (ball two), the momentum of ball one will not be lost but will be transferred from the third ball to the fourth until it reaches the last ball which will rise up to a height almost identical to the height at which the first ball rose. The fifth ball will then fall back down and collide with the ...
... middle of paper ...
...ect for the 1kg and 1.5kg weights as the momentum before the collision did not equal to the momentum after the collision. This is because of experimental error that prevented the experiment from being an isolated system and thus the Law of Conservation of Momentum could not be executed.
Plagiarism Report and Declaration:
Bibliography:
1. M.Mann. (2013). Momentum and Impulse. In M.Mann, Mind Action Series Physical Sciences 12 Textbook and Workbook (p. 9). Sanlamhof: Allcopy Publishers.
2. Palermo, E. (2013, August 28). How Does Newton's Cradle Work? Retrieved May 17, 2014, from www.livescience.com: m.livescience.com/39271-how-does-newtons-cradle-work.html
Appendix:
Rubric:
The linear momentum of a particle of mass, m, moving with a velocity, v, is defined to be the product of the mass and velocity: p=mv
The momentum of an egg dropped into a frying pan at shoulder height is going to be the m x v (mass times velocity). This is going to be the same whether you drop the egg into a frying pan, into a bucket of water, or onto a pillow. The impulse in the egg drop report is the force of the egg multiplied by the time. This is when the egg is in contact with the object and the time that it stays their. When the eggs bounced of the pillow we see a greater change in momentum. We see the momentum come to a stop, but the momentum changes directions. The change in momentum is calculated by multiplying force times time.
Isaac Newton discovered gravity when an apple had fallen on his head. He then began to think about how the apple had fallen onto his head and thus Newton’s three laws of motion were created. Newton’s first law of motion is an object in motion tends to stay in motion; an object at rest tends to stay at rest, unless another force is acted upon it. Newton’s second law of motion is about the formula for force, which is force= mass*acceleration. Newton’s third law of motion is for every action there is an equal and opposite reaction. Furthermore, Isaac Newton created the three laws of motion.
In this inquiry the relationship between force and mass was studied. This inquiry presents a question: when mass is increased is the force required to move it at a constant velocity increased, and how large will the increase be? It is obvious that more massive objects takes more force to move but the increase will be either linear or exponential. To hypothesize this point drawing from empirical data is necessary. When pulling an object on the ground it is discovered that to drag a four-kilogram object is not four times harder than dragging a two-kilogram object. I hypothesize that increasing the mass will increase the force needed to move the mass at a constant rate, these increases will have a liner relationship.
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Aristotle's book The Physics, was in existence by about 350 B.C. This book is mainly concerned with change a...
Newton’s Second Law of Motion. It states, “The force acting on an object is equal to the mass of that object times its acceleration (Lucas, paragraph 2).” Mike 's car, which weighs 1,000 kg, is out of gas. Mike is trying to push the car to a gas station, and he makes the car go 0.05 m/s/s. Using Newton 's Second Law, you can compute how much force Mike is applying to the car with this formula ( F= 1,000 x 0.05 which equals 50 newtons). This is easy,
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The definition of a projectile is an object that the only force acting on it is gravity. Projectile motion is the path the projectile takes. We saw and used this topic a few times in our project. The first time we saw it was when the marble was flew out of the pipe and was in the air. The second time we used the topic to make sure the trains fell on the lever in the correct spot so the golf ball would roll. The third time it was used, was when the board fall on the balloon. It fell as half of a parabola since it started standing up.
At the core of Newtonian physics was the fact that space and time were absolute. Newton’s absolute space was the space of everyday experience with its three dimensions: east-west, north-south, and up-down. This space gives us our sense of length, breadth, and height; according to Newton. We all, regardless of our motion, will agree on the length, breadth, and height of an object, so long as we make sufficiently accurate measurements. Newton’s absolute time was the time that flows inexorably forward as we age. It is a time whose flow is experienced in common by all humanity.
Title : The similarities and differences of Chapter 14 (Kinetics of a Particle : Work and Energy) and Chapter 18 (Planar Kinetic of a Rigid Body : Work and Energy)
Henderson, T. n.d. The physics classroom tutorial. Lesson 2: Force and Its Representation [Online]. Illinois. Available at: http://gbhsweb.glenbrook225.org/gbs/science/phys/class/newtlaws/u2l2b.html [Accessed: 28th March 2014].