• 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
10. 10
10
11. 11
11
12. 12
12
13. 13
13
14. 14
14

# Investigation is to see how changing the height of a ramp affects the stopping distance of a toy car.

Extracts from this document...

Introduction

GCSE PHYSICS COURSEWORK:

INVESTIGATING STOPPING DISTANCE

BY FAHIM TALUKDER 11TS

PRELIMINARY INVESTIGATION

AIM

The aim of this investigation is to see how changing the height of a ramp affects the stopping distance of a toy car.

APPARATUS

• Metre Ruler
• Toy Car
• Boss and Clamp
• Stand
• Ruler to measure height of ramp where toy car will be released
• Ramp

DIAGRAM

PREDICTION

I predict that if I increase the height of the ramp, the further the stopping distance would be. I feel that this is because the higher the ramp, the more G.P.E (gravitational potential energy) it will have. Therefore the more energy it will have, thus increasing the stopping distance of the car as it will take longer for the forces working against the car (i.e. friction etc) to stop it. In our investigation we will not be changing the mass of the car or the gravity as I have mentioned in the fair test, as these two will always be constant in this investigation, therefore here the G.P.E is dependent on the height of the ramp.

METHOD

• Collect al the apparatus needed for the investigation
• Attach a boss to the stand
• Connect ramp to the boss
• Lay out a metre ruler starting from the end of the ramp on the desk so that I can measure how far the toy car has travelled, i.e. its stopping distance
• Place toy car on the ramp and let the car roll down the ramp
• Take the measurement
• Take two readings for each height to obtain an average
• Record results in a table and plot a graph

WHY A PRELIMINARY INVESTIGATION WAS DONE

A carried out this preliminary investigation before I did the real one to get a rough idea of how height does affect the stopping distance of a toy car.

Middle

2 is because the formula ½MV2 = FxD, uses v2. This means that v2 is directly proportional to the distance, which is more useful than just the speed.

OBTAINING EVIDENCE

SAFETY

Safety is an important aspect in every investigation, even if the investigation seems to be very harmless. This is why I'll be taking this into consideration.

• I will be working with very heavy apparatus such as the stand and clamp and if I don’t use them appropriately I could seriously hurt someone if it falls on someone or if it hits them.
• The psion and the light are very valuable and thus I should use them to good effect and only for work purpose.
• I will make sure that the boss and clamp are tightened to the stand so that the apparatus doesn’t fall off and hurt somebody.
• I will work in a corner around large space in the middle of a desktop so that the apparatus doesn’t fall over, i.e. make sure that there could be little chance of someone knocking it over.

TIME LIMIT, RANGES, AND AMONUT OF READINGS

There is no set time limit for this investigation however we were advised by the teacher to get it complete preferably within 1 hour as this investigation doesn’t take that long. After I had completed my preliminary results we only gained 2 results to come to gain an average we believed this was insufficient therefore for this final investigation we shall take three readings for each height that we cover so that I can work out the average and therefore iron out any anomalies. The range that we are going to use in this final investigation is 3cm to 10cm.

Conclusion

I will use the same toy car, this is because if I used a different car for each height the mass of the toy cars will be different and may affect the stopping distance. Also if the toy car was changed for each height the frictional forces acting upon the car will be different and thus it may affect the stopping distance of the toy car.I will use the same ramp, because if the ramp were different it could affect the speed of the car at which it is travelling at. The toy car won’t be pushed it will just be released, if I  do push the car it will gain more kinetic energy and thus the stopping distance will increase and the test won’t be fair.For each weight put on the toy car it would be repeated six times to gain an average stopping distance and so the results are much more reliable.This investigation involves gravitational potential energy therefore to maintain the outcome of the result that gravity must be the same and therefore to maintain this we have to stay on the same planet as gravity on Earth is 10 m/s squaredThe gradient of the ramp should be kept the same so that the trolley should go at about the same speed each time.

RESULTS TABLE

This is a model results table of how the results will be stored.

 weiht put on trolley(g) Stopping distance of toy car1(cm) Stopping distance of toy car2(cm) Stopping distance of toy car3(cm) Stopping distance of toy car4(cm) Stopping distance of toy car5(cm) Stopping distance of toy car6(cm) Average Stopping Distance(cm) 25g 50g 75g 100g 125g 150g 175g 200g 225g 250g

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

# Related GCSE Forces and Motion essays

1. ## Stopping distances of toy cars travelling down a ramp

3 star(s)

The height that the car is released from will increase from 0cm to 25cm in 2.5cm intervals. Consequently, 10 results will be obtained and once more 3 results will be taken from each height to get more accurate results and I will measure from the end of the ramp to the middle of the car.

2. ## To investigate into how the height of a ramp affects the speed of a ...

Method Apparatus: A ramp A 1m ruler A toy car A stopwatch First I need to measure the distance from the top of the ramp to the bottom to the ramp.

1. ## Rolling a Car down a ramp.

With the primary experiment we should constrain it simply by not adding any weights to the trolley and always using the same trolley to collect each result. - Gravity - the last portion of the formula for potential energy is gravity, which will affect the outcome if it is increased or decreased.

2. ## How the height of a ramp affects the speed of a toy car.

When the toy car is moving down the ramp there will be a force working in the opposite direction to the movement of the car, this is called friction. When the car is moving at a steady pace the friction force is balanced, friction is useful to prevent a car

1. ## Investigating the speed of a toy car travelling down a ramp

This would make the investigation unreliable. Use the same ramp throughout the experiment. THE FORCE APPLIED If we pushed the car down the ramp then this would increase the force, therefore possibly altering our results. Let the car "naturally" start moving down the ramp. DISTANCE If the car has to travel a longer distance, it may slow down or speed u.

2. ## Investigating The Stopping Distance Of A Toy Car

If results were also clearly wrong they would be repeated. The same part of the bench will be used every time and will ensure that the card on top of the car goes through the light gate every time at the same length.

1. ## What affects the acceleration of a trolley down a ramp?

The only other way I can make it as fair as possible is always being very precise in my measurements of height and always doing the experiment in the same conditions e.g. in a classroom all the time rather that sometimes outside in a gale.

2. ## To investigate how the height of a ramp affects the speed of a trolley ...

What went wrong? In my group the clamp didn't seem strong enough to hold the ramp, which meant that the ramp kept falling causing the experiment to stop to fix it, also when the car came to the end of the ramp it smashed into the table causing a loud bang.

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