• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Craters Investigation

Extracts from this document...

Introduction

Craters Investigation

In this experiment I am going to investigate one factor that causes craters to be different sizes. I am going to do this by dropping a ball bearing with a mass of 63.7g, from varying heights into a tub of sand and then measuring the width of the crater it made.

Research

On the Moon, craters usually measure up to 200 (320 miles) or more in diameter. Meteorites hitting the lunar surface at high velocity produced most of the large craters. Many of the smaller ones - those measuring less than 1km (0.6 mile) across could have been formed by explosive volcanic activity.

Many craters have a surrounding ring: this is usually quite low although a typical one may be about 1500m (4920 feet) above the surrounding landscape. In many cases, there is a central peak or several peaks within a crater.

The darker areas of the Moon, known as Maria, have relatively few craters. They are thought to be huge lava flows that spread over an area after most of the craters have already been formed.

Apparatus

· 1 Tub of sand

· 1 Ruler

· 1 Metal Ball Bearing (63.7g)

...read more.

Middle

Preliminary work

For my preliminary work I decided to test my experiment at the two extremes. These will be the smallest height I intend to drop the ball bearing from and the greatest height I intend to drop it from.

These are; 10cm and 100cm

The results I got were:

Height dropped from

Width of crater

10cm

42mm

100cm

90mm

My preliminary work has been positive because I have found that 10cm is a sufficient height to drop the ball bearing from to give me a decent result, the crater is not so small that I cannot read its width easily. I have also found that 100cm is not too high to be accurate with where the ball will land and it does not splash too much sand out of the tray.

...read more.

Conclusion

n="1">

65

60

68

64

50

60   72

66

73

70

60

70

73

77

73

70

75

76

80

77

80

75   83

83

81

82

90

80

82

83

82

100

85

83

87

85

               Width of crater (mm)

On my first set of readings I had a few anomalous results that I have highlighted in red on my chart, I have repeated these results and written then next to the original ones. I then took the average from the repeated results.

At first I couldn’t tell if the line on my graph was a curve or a straight line. To find out if my graph would level off I tried dropping the ball bearing from 2 metres, twice my maximum height of 1 metre. So if my graph were a straight line it would be a very big crater. However the crater was only 95mm, which is only 10mm bigger than my result from dropping the ball bearing from 1 metre. This shows that the graph would eventually level off. This means that the graph is a gentle curve.        

...read more.

This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism 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

See related essaysSee related essays

Related GCSE Electricity and Magnetism essays

  1. Does the height of a crater affect the diameter of the crater produced?

    * The amount of sand in the tub. * The size of the different individual balls. * The weight of the balls. * Speed of which the balls are travelling at. * The surface type. The only thing I am going to be changing is going to be the height of the ball in which it is dropped.

  2. Investigate how mass affects the diameter of an impact crater.

    Therefore mass is the independent variable. As an independent variable, it simply means I will need to change the mass throughout the experiment in order to demonstrate a possible influence. I have chosen mass because I believe this will have a powerful relevance to the shape, size and depth of

  1. physics of the bouncing ball

    All the remaining balls lost between 3cm and 5cm. This means that the balls reaction changes in-between 60cm and 70cm drop height. They both react differently at this drop height. They may lose more energy through friction or resistance or it may just be because the have less gravitational potential energy to start with.

  2. Physics ball bearing investiagtion

    Results Table Height (m) GPE (Joules) KE(Joules) Velocity(m/sec) 0.010 0.0165 0.0165 1.41 0.020 0.033 0.033 2 0.030 0.0495 0.0495 2.4 0.040 0.066 0.066 2.82 0.050 0.0825 0.0825 3.16 0.060 0.099 0.099 3.46 0.070 0.1155 0.1155 3.74 0.080 0.132 0.132 4 0.090 0.1485 0.1485 4.24 0.100 0.165 0.165 4.41 DATA ANAYLIS - graphs.

  1. Investigate how mass affects the diameter of an impact crater.

    And last is speed as this isn't actually an input variable, more of an output variable to the height at which the projectile is falling. Therefore speed is irrelevant and it wouldn't be possible to set the values of speed prior to the experiment.

  2. Physics Coursework Gravity Investigation

    more the ball compresses and the more strain potential energy the ball has. The strain energy causes the ball to expand creating the ball to exert another force pushing off from the floor. The forces are now unbalanced and the ball thus ascends to its' bounce height.

  1. Find the realtionship between gravitational potential and kinetic energy

    Ensure that the ball has travelled in a more or less straight line, to increase accuracy in the results. 7. Record the time taken for the ball to reach the finish(wooden barrier), next to the relevant height, in a table 8.

  2. The Bouncing Ball Experiment

    and often sound as well. All the rest of the kinetic energy that hasn't been wasted as thermal energy or sound will be transformed into elastic potential energy when the ball comes into contact with the ground. When a ball hits a surface, all the kinetic energy it has stored is immediately transformed.

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