Title
Investigating how the final velocity of an object in motion is affected by the angle of an inclined ramp on which it travels.
Research Question
How does the angle of inclination (º) of a ramp affect the velocity (m/s) of an object in motion, if calculated using the formula [V= (2s/t) –u]?
Hypothesis The prediction for this experiment is that the final velocity of an object in motion will be affected according to the angle of inclination of the ramp. The higher the inclination or greater the angle, the greater the final velocity, however, the lower the inclination, the lesser the final velocity of the object in motion.
This is assuming a object starts from rest, the final velocity of an object rolling on the ramp, when it reaches the bottom, will increase in direct proportion to an increase in the angle of inclination of the ramp, where the angle of inclination is defined as the angle between the plane of the ramp and the ground.
This is because the component of the force (the total force being the product of the mass of the toy car and acceleration due to gravity) acting along the direction of the ramp increases as the angle of inclination increases, causing the object to move faster on the inclined plane. [The Effect of Ramp
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The change in velocity is due to the change in acceleration. Acceleration due to gravity (g) is defined as m/s2 and force can be found by multiplying mass into acceleration [Acceleration]. The downward vertical force acting on the object of mass (grams) is [m x g] therefore Force along the ramp = [mg] x sinƟ (where Ɵ is the angle of inclination in radians). As Ɵ in Sin Ɵ increases, F along the ramp increases as well, because force equals to mass times acceleration and acceleration along the plane is [g x sinƟ]. So therefore, we can say as Ɵ increases, force increases which also causes velocity to increase. [Equations Related to Acceleration and
In this experiment we positioned a marble ball on a wooden roller coaster positioned on a physics stand in the sixth hole. Throughout the experiment, we used an electronic timer to record the time of the marble where it passed through the light beam of its clamp. We positioned the clamp at a certain point on the roller coaster and measured the distance from the marble to the clamp; the height of the clamp; and finally the time the ball traveled through the clamp. After we recorded these different figures we calculated the speed of the marble from the given distance traveled and the time. We repeated the step 14 times, then proceeded to graph the speed and the height. Next, we took the measurements of position of the clamp, height, and speed and calculated the potential energy, the kinetic energy, and the total energy. Total energy calculated as mentioned before. Potential energy is taking the mass (m) which is 28.1g times gravity (g) which is 9.8 m/s2 times the height. Kinetic energy is one-half times the mass (m) times velocity (v2). Finally we graphed the calculated kinetic, potential, and total energies of this experiment.
11. What is the difference between a. and a. Place more books underneath the raised end of the ramp. increase the height at the summit by 10cm. Use the metre stick to
Enhanced Basal Creep - Stress concentrations around the upstream side of an obstacle result in locally high strain rates which causes ice to accelerate around the obstacle. The basal ice continually modifies its shape to allow a continued sliding. This process works best when the obstacle is over 1m in size.
Physics problems can be solved and worked through many different ways. For example, for the second half of the problem (when we used d = d0 + v0t + ½ at2), we could have also used trigonometry to find the height, since we already know the base of the triangle (half the distance) and the angle.
The velocity of the rock at any given point can be determined by adding it's translational velocity at the center of mass (the orange arrow) with it's rotational velocity.
The scientific question investigated in this experiment was, “Which household object, when catapulted at a 45 degree angle, will travel the farthest?” The hypothesis in this experiment was, “If four household objects are catapulted at a 45 degree angle, then the standard white dice will travel the farthest.” The independent variable in this experiment is changing the object launched. The dependent variable in this experiment is the change in distance traveled. The control variables are using the same catapult, tape measure, location, and maintaining the same launch angle. The control group is the catapult which remains the same throughout the experiment. The experimental group consists of the four objects being catapulted. The procedures for this experiment go as follows: Step three, place an item in the cup on the arm of the catapult. Step four, pull back the arm until it cannot go back any further. Step five, carefully release the arm which will catapult the object into the air. Step six, record where the object initially lands.
2) [(9sin 9theta sin theta - cos 9theta cos theta)/(9sin 9theta cos theta + cos 9theta sin theta)]
When the trolley is raised to the top of the ramp, it gains a certain
the shore and slows them down as they go up the slope to the cliff.
I predict that the as I increase the height of the slope (or the angle
The speed of the run up is at a moderate pace which means that the
Slope Gradient: is the steepness or inclination of a lope from a horizontal plane. It is used to predict soil patterns. Slope gradient changes along most catenas along flowlines and laterally. For example, a steep slope will cause the rate of movement of water and debris down the slope to be more rapid. Water can either infiltrate or run-off, promoting soil development when it infiltrates and does not when it runs-off, instead it may cause erosion. Therefore, steep slopes are associated with thinner soil profiles and less developed soils. According to Vreeken (1973), less water moves into and through the soil as soil gradient increases.
Your son or daughter will plan an investigation to provide proof that the sum of the forces on a particular object along with its mass will directly impact the motion of that object. Students will work with balanced and unbalanced forces as well as qualitative comparisons of mass, forces and changes in motion.
Inclined planes are yet another simple machine that you use nearly every day. Any time you walk up a slight hill, you are using an inclined plane. Any time you ride your bike or drive your car up a hill on the way to school, you are using an inclined plane. Even when you push your grandma in her wheel chair up the handicap ramp you are using an inclined plane. So to summarize what an inclined plane actually is, it is a flat surface on an angle that is always used to multiply your force. BUT WAIT! You, Mr. Davis, and I both recently learned that that statement ISN'T always true. You concluded while watching the Olympics that snowboarding ramps aren't force multipliers, but speed multipliers. All inclined planes that are force multipliers have a length longer than their height. However, with snowboarding landing ramps, especially during the snowboard cross event, the big jumps have heights longer than the lengths. For IMA in inclined planes, you divide the length by the height, so when this scenario occurs, an IMA of less than one occurs which indicates a speed and displacement multip...
... resultant speed and, by the definition of the tangent, to determine the angle of which the object is launched into the air.