On Tuesday in lab, we wanted to measure the velocity and acceleration of a ball rolling down an incline. To do this, we made our table have an incline by putting wood blocks under two legs of the table. We placed meter sticks on a table so we could determine the distance the ball traveled for a certain amount of time. We placed the ball at the 0cm mark on the meter stick and let go of the ball so it could roll down the table. To make our results more accurate, we videoed the ball rolling down the table with a stopwatch on our phone following the ball. We then went through the video and paused it at every 10cm and recorded the time it took for each 10cm interval from 0cm to 150cm. We did this experiment with 2cm, 4cm, and 6cm inclines to show …show more content…
the differences in velocities and accelerations. On Thursday, we used the data recorded from our experiments to make a position vs. time graph, velocity vs.
time graph, and an acceleration vs. time graph. We made graphs with our information from the 4cm and 6cm inclines and excluded our information from the 2cm incline since our data was not very accurate for that specific trial. It was most likely not very accurate because the incline was so small that it did not really have an effect on the ball. We found the velocity from our data by using the formula change in distance/change in time, and then found the acceleration by taking the change in velocity/change in time. After creating our graphs with the data, we found the position time graph was an upward curve. This makes since because as the time increases, the distance the ball has traveled increases at a higher rate. The graphs for the velocity resemble a diagonal line, a constant rate. This makes sense because as the time increases, the velocity increases at a constant rate. For example, the ball is moving at a higher velocity at 3 seconds than it was at 1 second. We also found that as the incline increases, the velocity increases. The ball goes faster as it rolls down the incline because of acceleration. The graphs for acceleration should be a constant number, a straight horizontal line on a graph. We know this because if you take
different points from the velocity graph and find the slope, it will be the same for each point. This tells us that acceleration will be a straight horizontal line. This makes sense because there is a constant acceleration pulling the ball to the center of the earth. Unfortunately, this is not a very accurate experiment to show acceleration is constant, and our graphs do not represent this concept well. The points on my graph for acceleration are not consistent and range from 0 to 78.13 for the 4cm incline, and from 0 to 144.18 for the 6cm incline. There are many possible explanations for this inaccuracy, but some include: the tables were not flat (not a perfect set up), did not factor in friction, air resistance, and energy loss, and rounding errors (kept dropping off numbers and rounding). In a fourth grade classroom, I would demonstrate this concept by doing a similar experiment to show how the velocity increases as the ball rolls down the incline. I would mostly focus the experiment on velocity because it is an easier concept to understand than acceleration, but I would mention how acceleration causes the velocity to increase rather than remaining constant. I would make the inclines higher than the ones we experimented with so the students could better see the increase in velocity. I would have four stations set up around the classroom that have a different incline height, and have students make observations about the ball as it rolls down the incline and then compare the different inclines. This would lead to the discussion that the higher the incline, the higher the velocity will be at a certain time interval and the higher the acceleration will be.
Results: The experiments required the starting, ending, and total times of each run number. To keep the units for time similar, seconds were used. An example of how to convert minutes to seconds is: 2 "minutes" x "60 seconds" /"1 minute" ="120" "seconds" (+ number of seconds past the minute mark)
To calculate the average acceleration will be derived by converting miles per hour into meters per second. To do this, divide the miles per hour by .6. This will give kilometers per hour. Then multiply that by 1000. This will give meters per hour. This gives meters per hour, to convert this to meters per second divide meters per hour by 3600. At this point divide by the time of the run, this is the average acceleration. Next it is known that gravity makes things fall at a speed of 10 meters per second. Take the average acceleration divided by the time to complete the run and divide this total by 10 meters per second and this gives a number that represents a multiple of gravitational force exerted on the masses involved in the acceleration. This number is a multiple of the normal gravitational force exerted on everything on earth.
Contrast the differences between force and torque. Use each term to describe a particular aspect of a muscle’s contraction relative to a joint. (6 pts)
Gravity is the force that attracts a roller coaster to the Earth and determines how far along the track it was pulled. When a roller coaster crests a hill, the gravity takes over and pulls it along the track at a “constant rate of 9.8 meters per second squared”(1) according to the website Wonderopolis’ article titled “How Do Roller Coasters Work?”. This numerical value, (or concept), is called the acceleration of gravity. It means that no matter the shape, size or mass of an object on Earth, gravity will pull it down at a rate of 9.8 meters every second, assuming there are no other interfering factors to mess with the decimal. In the article “How does Gravity work?” Tom Harris describes gravity and height’s relationship by stating, “As the coaster gets higher in the air, gravity can pull it down a greater distance” (1). This means that if a roller coaster were on top of a hill one thousand feet high, it would be pulled a lot further along the track by gravity than a coaster on a hill with a crest one hundred feet. Why? Because the coaster at one thousand feet has a stronger pull towards the Earth and can go farther because of it. The aspects of gravity, the acceleration of gravity and its relationship with height, are all important aspects of the force gravity. In conclusion, gravity is a vital, while fascinating, type of phenomena to observe in roller
affects the speed of a roller coaster car at the bottom of a slope. In
Possible sources of error in this experiment include the inaccuracy of measurements, as correct measurements are vital for the experiment.
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.
The next data is from the curveballs of Bronson arroyo from the Cincinnati reds, and the fastballs of Josh Beckett of the Boston red socks. Although the nature of movement on a curveball su...
Explanation: The height of the ramp affects the speed and distance the ball rolls because the higher the ramp, the more gravitational potential energy the ball has, which is then transferred to kinetic energy. The length of the ramp affects the gradient, which affects the speed and distance the ball rolls. The surface of the ramp and marble cause friction, which affects the speed and distance the ball rolls. The weight and size of the marble affect the gravitational potential energy and the amount of friction, which affects the speed and distance the ball rolls.
· I will change the height and measure the drop of the ball from at
This experiment was conducted to calculate the running movement and velocity of four people running in a straight line for 100 meters and compare them to the all-star Usain bolt. Usain bolt is the number one all-star ranking, the best and fastest runner ever. The things I could have improved on were that I didn’t really contribute that much to the experiment due to me being sick and non-present for the experiment itself. Things that I did well on were getting down all the results onto the Microsoft excel. The conclusions made from this experiment were that Usain blot is still faster than everyone else and the boys are still faster than the girls by a large amount.
Recorded videos were used to analyze the movement patterns of the runners. The participants were an elite (male) and a novice runner (female). The elite runner used a standard track field while the novice used a treadmill in a standard gym. The result showed that the elite runner had a longer stride than the non-expert due to his long legs. The novice runner required less force to move her body than the elite runner. The expert had longer stride resulting in longer step length which made him move faster than the novice. As the feet of both participants touched the ground the expert had a higher ground reaction force than the non-expert. The elite had a higher cadence than the non-elite because his legs moved faster. During stance phase, they both have one foot on the ground and as their foot first hit the ground they both slow down. However, the novice was slower because the elite had a faster speed making him spend less time in the
...executed was on the AstroTurf outside the school. This could have affected the subject’s performance and how the results were measured. To improve this, the experiment should have been carried out in a science lab on a treadmill so that the environment is constant and so that the heart rates are easier to measure. Thirdly, the temperature of when the experiment took place was about 10°C which may have affected the subject’s performance. If this experiment were recurrent then 5 subjects would do it inside (room temp. 21°C) using the treadmills and wearing the right clothing, and another 5 would do it outside to see if this factor did in fact affect the results and cause them not to be as accurate as it could be. Then we would be able to compare the two temperatures. Overall this experiment ran smoothly with some problems, which can be improved as I explained above.
...orrelate and determine if there is a relationship between acceleration, co-acceleration, and other basketball statistics (Maymin 1-6).
My interest in this topic came from my interest in the sport of basketball and the first unit in my physics syllabus. Basketball is a sport that revolves around projectile motion with the projection of the basketball when shooting. However, when shooting a basketball the object (ball) experiences two dimensional motion, meaning that there are both vertical and horizontal factors affecting the trajectory of the ball. Thus the aim of this experiment is to gain an understanding of projectile motion in two dimensions, and to find out at what angle of launch the projectile will gain the maximum distance when the motion is two