• 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: 1130

# Physics Coursework: Bouncing Balls.

Extracts from this document...

Introduction

Physics Coursework: Bouncing Balls Introduction In this investigation I am going investigate the factors which affect a bouncing ball and the relationship between the height the ball was dropped from and the height reached on the rebound. The height of the rebound will be less than the height the ball is dropped from due to the gravitational potential energy being converted into thermal energy. Factors which will affect the bounce of a ball: - Height dropped from - Mass of ball - ' Liveliness' of ball - Gravitational field strength (g) - Floor hardness Prediction I predict that the ball will bounce to a height less than its original height due to gravitational potential energy being converted into thermal energy. The ball gains gravitational potential energy when it is lifted off the floor, some off this energy is converted into heat energy due to friction and compression/expansion. I predict that if I increase the value of the input variable (i.e. the height the ball is dropped from) ...read more.

Middle

I will then adjust the height of the stand to the desired height measuring from the bottom of the ball to the floor. The clamp will need to be situated next to a wall so that the height of the rebound can be marked on the wall and then measured with a meter stick. When the ball is at the correct height, the clamp is loosened until the ball falls. The above information needs to be recorded. I will repeat the experiment at heights of 1, 1.2, 1.4, 1.6, 1.8 and 2 m. I will repeat the entire experiment four times so that I can get a more accurate set of results. Equipment: - A bouncy rubber ball - 2 meter rules - A clamp and stand - A marker pen Results Height of Drop (m) Height of Bounce (cm) Average Height of Bounce (cm) 1 2 3 4 1.0 61 57 60 58 59 1.2 70 73 71 74 72 1.4 83 85 89 77 83.5 1.6 90 96 95 92 93.25 1.8 105 107 103 110 106.25 2.0 111 110 112 115 112 ...read more.

Conclusion

This meant we had to make the decision in a split second. This therefore may have caused our results to be slightly inaccurate. Occasionally the ball would scrape against the wall causing extra friction which would affect the results, so therefore I repeated the drop so that it was fair. The ideal way to measure these results would be to film each drop and play back the bounce in slow motion and pause it at the frame where the ball reaches its highest point. Due to time allocations and school facilities this would not be possible. The ball should be as round as possible so that any small bumps do not affect the bounce. The only possible anomaly was the 77 and 89 cm bounces for the 1.4 m drop. These caused the error bars to be slightly bigger than on the other results. This may be down to the difficulty of observing the bounce height or a slight change in drop height. Andrew Webster 11T ...read more.

The above preview is unformatted text

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. ## GCSE Physics Coursework

The formula for moment is: Moment= Force x Perpendicular distance from the pivot. The force in this investigation is weight. For example if I kept the weight at 4N but changed the distance from the pivot from 3cm to 4cm to 5cm.

2. ## Bouncing ball investigation.

I may be able to lay down a firm conclusion from the graphs. One of the results undermines my prediction, but the graph that shows average height bounce by ball on different surfaces, displayed the trend I'd predicted. Relate conclusion to detailed scientific knowledge Graph 1 or the graph to

1. ## Investigate the effect of temperature on the bounce height of a squash ball.

therefore showing that the higher the temperature of the ball, the higher the bounce height and the lower the temperature of the ball, the lower the bounce height. Conclusion The evidence shows that my prediction was correct as the higher the temperature of the squash ball, the higher its bounce height.

2. ## Investigate the factors that affect the bounce of a tennis ball.

So efficiency = Height at top of bounce x weight of ball x 100 Height at top of drop x weight of ball (This can be cancelled down to Height at top of bounce x 100) Height at top of drop So the simplified calculation for this is y x

1. ## How does the height from which a table tennis ball is dropped affect its ...

three), the nature of the ball's bounce height compared to its drop height can be illustrated further. Subtracting the mean bounce height from the drop height calculates where the ball fell but did not bounce to (this represents the energy the ball has lost since its drop).

2. ## An Experiment Investigating the Factors Affecting the Energy Transfer Involved In a Bouncing Ball

My original prediction was quite right in the fact that I predicted that the higher the height the ball was initially dropped from the higher it'll bounce back to. I didn't realise that it may not bounce back to a height close to the initial one, when the distance from

1. ## Mayfield Maths Coursework

5 5 107 7 Female 5 5 5 5 112 7 Female 5 5 5 5 112 7 Female 5 5 5 5 113 7 Female 5 5 5 5 116 8 Female 5 5 5 5 119 8 Female 5 5 5 5 120 9 Female 5 5 5

2. ## maths statistics coursework

range= 75-30=45 Year 11 Male Weight Frequency Mid Point FX Cumulative Frequency 40<w<50 2 45 90 2 50<w<55 4 52.5 210 6 55<w<60 1 57.5 57.5 7 60<w<65 4 62.5 250 11 65<w<70 1 67.5 67.5 12 70<w<80 2 75 150 13 80<w<100 3 90 270 17 17 1095 mean=

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