• 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

# It this experiment the aim is to make sense of the data that I collect from my experiment using the relevant formulas.

Extracts from this document...

Introduction

Katy Morris                Physics Coursework        41240        1714

It this experiment the aim is to make sense of the data that I collect from my experiment using the relevant formulas.

The experiment is rolling a steel ball of weight of 28.09g down a ramp.  I will roll the ball at different heights.

Once I have collected my results I will analysis my data using the relevant formulas and graphs.

The following formulas I could use in the analysis of my data

Speed = Distances / Time

Force = Mass x Acceleration

Pythagoras

Kinetic energy = ½ x mass x speed²

Potential energy

Trigonometry

Also I could use the following kinetic equations

S=UT + ½AT²

V² = U² + 2AS

V = U + AT

A = (V – U)/T

As you can see from the diagram the ramp will me placed against a table at a height of 0.92M and the maximum length that the ball can be rolled is 244cm as that is the length of the slope.

Things that could affect the ball are:

• Air resistance on the ball as it goes down the hill
• Friction on the ball at the point where it touches the ramp

Middle

Time  B (seconds)

Time C (seconds)

Average time (seconds)

A

B

C

A + b + c / 3

0.2

0.38

0.25

0.25

0.21

0.4

0.47

0.4

0.41

0.29

0.6

0.53

0.56

0.47

0.363333

0.8

0.69

0.65

0.65

0.446667

1

0.78

0.89

0.72

0.556667

1.2

0.96

0.85

0.84

0.603333

1.4

0.97

0.9

1.1

0.623333

1.6

0.91

1

1.03

0.636667

1.8

1.12

1.09

1.09

0.736667

2

1.15

1.15

1.13

0.766667

The graph that my results produced wasn’t what I was expecting. After a while they results become a bit hard to predict what the next result will me.  From the results that I collect I hope to calculate:

1. The speed of the ball,
2. Its acceleration,
3. Power,
4. Velocity,
5. Kinetic and potential energy.
1. The speed of the ball:

If we take our table and add the speed column:

Speed = distance x time

Eg.        0.2m x 0.29 = 0.06

Conclusion

The surface, which the ball was rolled down, could have been uneven and as the ball was rolled at different places this could have had an effect.

GRAPHS

1. This graph is a distance time graph- the graph was a smooth curve.  When I added a line of best fit the points were all close to the line.  Time is proportional to the distance that the ball has travelled.
2. Graph 2 Shows force over acceleration.  To have acceleration you need a big force.
3. Graph 3 had a funny middle in it with a hump.  I added a straight line but it still didn’t look right.  I am not sure why this happened.
4. The distance over acceleration graph produced a straight line as you would expect as distance is proportional to the acceleration to the ball
5. Speed against distance graph produced a smooth curve.
6. Velocity against time started as a smooth curve but in the middle the velocity went up and then smoothed out.  The higher the ball the greater the velocity
7. Distance against potential energy, the higher the ball the greater potential energy it has.

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. ## Investigate and measure the speed of a ball rolling down a ramp.

K.E *100 = percentage useful energy used G.P.E 0.024051*100=24.051/0.188476=12.76% percent of the G.P.E transforms into useful kinetic energy, the rest 87.24% is wasted as heat energy. And that proves my last prediction which states that the friction force is greater than the kinetic force!

2. ## Bouncing Ball Experiment

the properties of both determine the percentage of the kinetic energy either possesses approaching the collision that is conserved subsequent to the collision taking place (Coefficient to restitution) discounting the effects of air resistance. For a falling object the Coefficient to restitution (CR)

1. ## Squash Ball and Temperature Investigation

Nevertheless when looking at the actual points of the graph in relation to the line of best fit, it is quite evident that the effect of doubling the temperature does not make the ball bounce proportionally or more than double, it in fact less than doubles.

2. ## Trolly Experiment

This can be seen in the fact that the time it takes to pass through the light gate decreases. It can also be said that there is a greater change in velocity at the start of the ramp than at the end, which can be seen due to the fact that the gradient becomes shallower.

1. ## Investigating the amazingness of theBouncing Ball!

It has the same shape as the exponential graph y = ex However in the opposite direction y = e-x But moved along the x axes. The general formula for finding the decay constant from an exponential decay s; N = N0 e-?t or H = H0 e-?b H being

2. ## The aim of this experiment is to obtain the efficiency of a supplied catapult.

use the following equations, Speed = Distance x Time s = ut + 1/2 at? (v = final velocity, u = initial velocity, a = acceleration, t = time, s = displacement) I am trying to find the speed of the ball bearing as it leaves the catapult so I

1. ## Making Sense of Data.

Going about the Investigations In order to calculate velocity and other such information about the trolley I will use the SUVAT equations as well as Newton's Second Law. This will enable me to make sense of the data that I am provided with, which includes the time it takes for

2. ## Experimental Techniques; Analysis of Boundary Layer Data.

0.1 0.84459 0.08602526 0.131261095 0.01199726 0.01 0.079471 0.51818 0.182124266 0.1 0.81788 0.08312304 0.148955018 0.01401081 0.0117 0.098874 0.52972 0.211948564 0.1 0.78805 0.08029636 0.16702637 0.01579907 0.0134 0.104896 0.53992 0.273886695 0.2 0.72611 0.15141647 0.198872773 0.03658991 0.0167 0.12431 0.55741 0.332334653 0.2 0.66767 0.13937787 0.221888332 0.04207611 0.0201 0.14249 0.57211 0.380250394 0.3 0.61975 0.19311224 0.235660032 0.06863225

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