• 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. Trolley Speed

    This will be kept constant. * The height of the ramp: The greater the gradient, the faster the trolley will move down the ramp because it will be steeper. The lower the gradient, the slower the trolley will travel. This is because the forces of friction and gravity are unbalanced resulting in the trolley to move.

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

    Variables: I first need to decide my variables in this investigation. Input variable: The number of springs (the strength of springs) instead of the mass. I feel the strength of the springs is much easier to do, even though the mass is similar to the strength of the springs.

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

    For the heavier mass reading, I decided to double the mass of the trolley by adding ten 100-gram masses, which were cellotaped to the trolley. This was decided as I felt that double the mass should lead to double the speed, which would give a good idea of the effect

  1. Acceleration, Force and Mass

    marks had not been made on the ticker-timer paper and so proper analysis could not be undertaken ( a fair test would not be maintained). Fair Test: A fair test must be ensured at all times, in any experiment, to keep the results as accurate as possible so that appropriate conclusions can be drawn.

  2. Investigation of the Factors Affecting the Rate at Which an Object Falls.

    In the early 1600s Galileo started to come up with new ideas about the link between force and motion. In a series of experiments, he rolled balls down slopes and deduced that that all falling objects light or heavy, should gain speed at the same steady rate.

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

    it to cause a change, in this case a reduction in velocity until the object stops. Without friction, as in space, an object given a push will continue to move in a straight line with the velocity it had at the end of the push.

  2. Determine whether the height from which I drop a paper cake case affects how ...

    I will take all the results myself as, if someone else times the fall they are even less likely to start the timer at the same time as the case is released than if I release the case and start the timer myself.

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