• 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
  5. 5
    5
  6. 6
    6
  7. 7
    7
  8. 8
    8
  9. 9
    9

Investigate to see if adding mass to a cupcake case will increase the speed at which the case falls, in air.

Extracts from this document...

Introduction

Luke Henry

Science Coursework

11R

Investigate to see if adding mass to a cupcake case will increase the speed at which the case falls, in air.

Plan

Key Variables

  • Drag, or air resistance, is a force that is a variable that can affect the accuracy of the results that we will get.

image00.pngimage01.png

image09.png

image10.png

image11.png

image13.pngimage12.png

  • Mass is a key variable too.
  • Wind currents are a key variable.
  • The height from which the cupcake cases are dropped.

Background Knowledge

Acceleration:  Is the change in velocity of an object per unit time.  This happens when two unbalanced forces act on each other.

Force: The force of weight makes any given object fall towards the earth’s centre.  As the object falls it accelerates, because of its weight, till it reaches a speed, were it does not accelerate any more because the forces acting on each other; drag and the weight; become balanced, this is known as terminal velocity.  Here are a few formulas that I know form previous encounters with this subject:

F = m * a        image14.png

A = Change in velocity / time taken

A = F / a

A = V / (a * t)

image15.pngimage16.png

image03.pngimage04.pngimage02.png

image05.pngimage06.png

image07.pngimage07.pngimage08.pngimage08.png

The air resistance force, otherwise known as drag, acts in the exact opposite direction to the gravitational force (which acts towards the centre of the earth).  

When the object hits the ground, the forces of the object that it lands on and the gravitational force, balance out which causes that object stay in a set position.

Previously, in measuring acceleration I measured the acceleration of a car; I used the following formula to find the rate at which the car accelerated:

Acceleration=change in velocity/time taken

...read more.

Middle

2

3

Average

Time (sec):

1.19

1.11

1.20

1.117

Test 2:

We then added two more cupcake cases to the results to see if we can notice anything that may stand out.

4 cupcake cases from 2.5 meters

Attempt:

1

2

3

Average

Time (sec):

1.17

1.15

1.03

1.12

5 cupcake cases from 2.5 meters

Attempt:

1

2

3

Average

Time (sec):

1.16

1.00

1.09

1.08

As you can see from the results above, they are not very accurate and because they are not very accurate I cannot use them for the final test.  I will try several different methods to see if I can find some result that would be suitable for the experiment.  

Test 3:

We will increase the mass by adding 2 cupcake cases every time.  We will start with two cupcake cases and repeat the experiment until we reach 10 cupcake cases.  We will drop the cases from 2.5 meters and using a stopwatch, will record how long it takes the cupcake case to hit the floor from the time it leaves my hand.

Test 4:

        I will weigh the cupcake cases and repeat the previous experiment.  According to the structure going up by two.  I will do this to see if the cupcake cases are of different masses.

Test 5:

I will change the height from which we drop the cupcake cases from 2.5 meters to 2 meters.  I will use the same method as I did in the second test.

Comment on the results

I believe that the most accurate method that we used was the method in the third test, as it seemed to be the best way of getting the results.  In the first test we saw that the results fluctuated too much.

...read more.

Conclusion

Secondly not every cupcake will necessarily weigh the same.  Although is shows all of the cupcakes weighing the same on the balance they theoretically speaking to not weigh the same to the thousandth.  The reason that these results are not 100% perfect can never be solved, unless we are given advanced computerised equipment to perform the experiment.  

I have predicted that I would come up with results that are very similar to mine.  I knew that the greater the gravitational potential energy the time in which it takes for the cupcake case to hit the ground would be greater.  I predicted that that there would be more air resistance when there is less cupcakes.  This prediction was wrong.  There is more air resistance as the mass of the cases increases.

I have come to the conclusion that the majority of my predictions have been correct.  There have been faults in my tests but many of the faults I can blame on the earth, (e.g. wind).  If I were to change anything to make my results more reliable I would increase the amount of times that I perform each test.  I have learnt many things from performing these tests and have become more aware of why things fall at the speed they do.

...read more.

This student written piece of work is one of many that can be found in our GCSE Forces and Motion 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 Forces and Motion essays

  1. Marked by a teacher

    I aim to find out if the mass of an object affects the speed ...

    3 star(s)

    I then tried throwing the container through. This again gave the same result. This was because the light gate could not measure faster than 2.59m/s with an object of 3cm. I then lowered my height to 30cm. The speed was lower than 2.59m/s, so I used this height.

  2. Factors Affecting the Speed of a Car after Freewheeling down a Slope

    This would show why my experimental results were not exactly the same as seen in the theoretical graph, in which these factors were ignored. It was interesting to note that the speed of the trolley in my experiment at 0.30m height and 0.45m height of the ramp was exactly the same.

  1. Trolley Speed

    Also my prediction for potential energy; as the height is doubled the potential energy is also doubled was also correct. Height of ramp 16cm 16cm the potential energy was 1.28 J Height of ramp 32cm 32cm the potential energy was 2.56 J If you divide 16cm by 32 cm the answer is 2.

  2. My Aim is to see how the weights of cupcake holders affect the terminal ...

    a = Acceleration = 10m/s t = Time Taken = ? 4 = 5 * T� 4/5 = T� 0.8 = T� T = V0.8 T = 0.9 Seconds It should take 0.9 seconds for any amount of cake cases to drop from 4 meters if there was no air resistance.

  1. Investigate the rule of F = M*A and so investigate the relationships between acceleration, ...

    A range of masses (acting as the force for my purposes) will be attached to the front end of the trolley by way of a pulley system (shown in my diagram) and attached to the other end will be a piece of ticker-timer tape on which will generally record the acceleration.

  2. In this experiment I aim to find out how the force and mass affect ...

    I have worked out using the sin function how high the ramp has to be for a 5�, 10�, 15�, 20, 25� and 30� angle. The length of the ramp is 124.8cm. 124.8 sin 5� = height (10.9cm) 124.8 sin 10� = height (21.7cm) 124.8 sin 15� = height (32.3cm)

  1. Physics Coursework: To investigate the Oscillations of a mass on a spring

    Therefore, acceleration is A = which means acceleration is inversely proportional to the mass, but in my case, I think the mass is equal to the number of springs, because they both act the same way, which is to affect the time of oscillation.

  2. Acceleration, Force and Mass

    The formula for acceleration, as previously stated is: (average) acceleration (m/s�) = change in velocity (m/s) or in symbols: a = v - u time taken for the change (s) The time taken in this equation is that for ten dots and this equates to a time period of 0.2 seconds.

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