• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month
Page
1. 1
1
2. 2
2
3. 3
3
4. 4
4
• Level: GCSE
• Subject: Maths
• Word count: 1164

# In this piece of Coursework, my aim is to find out why and how certain factors affect the speed of a trolley at the end of a ramp.

Extracts from this document...

Introduction

Alex Hall – RT2 - 03/05/07

Investigate the factors, which affect the speed of a trolley at the end of a ramp

## Skill P:  Planning

In this piece of Coursework, my aim is to find out why and how certain factors affect the speed of a trolley at the end of a ramp.

Gravitational Potential Energy ( GPE ) is best described using the example of a diver.  The diver climbs up the ladder to the top of a diving board.  In order to get up to that height he uses mgh amount of Energy.  Where m=his mass, g=gravitational field strength and h=vertical height climbed.  When the diver stands on top of the diving board, he has mgh potential energy.  For this example we will say that the diver’s mass is 80kg, and the height he is jumping from is 10 meters.  We can therefore say that mgh = 80 x 10 x 10 = 8000J.  So the diver’s GPE at the top of the diving board is 8000J.  As a diver, we expect him to jump off the end of the board.

Middle

There are five variables that will affect the speed of a trolley.

• Height of Ramp – the higher the ramp, the greater the vertical height.  As we know from scientific knowledge, the greater the height, the more potential energy the trolley gains and therefore the faster it will travel.
• Surface of Ramp – this is largely to do with friction.  If for example, we used carpet as our ramp, there would be more friction and the trolley would travel slower; if however, we used plastic, there would be less friction and the trolley would travel quicker.
• Bearings on Wheels – if there are no bearings on the wheels of a trolley, then the wheels will not turn as easily as if there were bearings.
• Mass of Trolley – the heavier the trolley, the more GPE it has at the top of the ramp, therefore the greater the kinetic energy at the end.
• Length of Runway – this allows the trolley to build up more speed if on a long runway.

I did some preliminary work, to try and find out which variable to use for my Coursework.

Conclusion

• Trolley
• Ramp
• Retort Stand
• Light Gate
• Connecting wires
• Power Supply
• Clock that is started by light gate
• Ruler

Below is a diagram showing how my apparatus will be set up.

Method

1. Set out equipment as shown in the diagram.

2. Measure the height at the top of the ramp; our first height will be 0.05m.

3. Make sure that there are no extra weights attached to the trolley.

4. Hold the trolley with its front touching the start line, and aimed towards the light gate.

5. Let go of the trolley, being careful not to help it on its way by giving it a little push.

6. Ensure that the trolley passes through the light gate.

7. When the trolley has passed through the light gate, we will record the time taken for the 20cm card to pass the distance.

8. Repeat from stage 4 twice more so we will end up with three results for the same height then continue onto stage 9.

9. Add all these results together and divide the answer by three to obtain the average.

10. Record all results and the average in a table.

11. Raise the height again with the retort stand to the second height

12. Repeat from step 4 until we have obtained results for heights from 0.05m through to 0.45mm

This student written piece of work is one of many that can be found in our GCSE Height and Weight of Pupils and other Mayfield High School investigations section.

## Found what you're looking for?

• Start learning 29% faster today
• 150,000+ documents available
• Just £6.99 a month

Not the one? Search for your essay title...
• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month

# Related GCSE Height and Weight of Pupils and other Mayfield High School investigations essays

1. ## Determine the relationship between the range of the jump achieved by the ski jumper ...

To do this, we hold the ball at the height on the ramp and release it. It will then travel down and into the sand tray leaving a mark similar to half a sphere. 9. We then measure from the centre of the mark to the end of the sand tray closer to the edge of the table.

2. ## Investigate the factors affecting the motion of a trolley.

the force on the trolley increases, the trolley will move more quickly across a ramp without a gradient, this is because when a weight (which is attached to the trolley) is dropped, will fall more quickly down to the floor if the weight is heavier, which will pull the trolley across the ramp much quicker.

1. ## The aim of this experiment is to see how the height of a ramp ...

I am able to make this experiment a fair test by using the same trolley, run off distance, the heights of the same are of the same equal distance and also using the same timer. The only thing that I cannot control is the friction on the wheels against the

2. ## Statistics Coursework

The smallest difference between the results is in Maths; where the difference is only 7%, however this is still quite a large amount. From my investigations, I have found that my results have supported 2 out of my 3 hypotheses.

1. ## Mayfield Coursework

w < 135 0 1 135 ? w < 140 0 1 140 ? w < 145 2 3 145 ? w < 150 0 3 150 ? w < 155 2 5 155 ? w < 160 1 6 160 ? w < 165 4 10 165 ?

2. ## The aim of this investigation is to investigate a factor which affects the length ...

To ensure a fair test I will check the spirit level before I take each reading, also I will use all the same apparatus and equipment each time a take a reading.

1. ## Investigation to find out how one chosen variable can affect the rate of descent ...

a clear trends appears. Sadly at the time of testing I did not consider dropping the parachute without any ballast so I do not have any times for the parachute with no weight. By using an average line on the graph the overall picture is revealed, it shows all the research in one rather than looking at lots of lines.

2. ## Mayfield Maths Coursework

Systematic Sampling This is a method which involves a system which involves regularity. For example you could take every tenth pupil in the list. This type of sampling is unbiased and it does not need the data to be in any sort of particular order.

• Over 160,000 pieces
of student written work
• Annotated by
experienced teachers
• Ideas and feedback to