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

We are doing an experiment to see how the efficiency of a squash ball changes, when the heat is changed. We are testing its efficiency by dropping it from a certain height to measure the rebound height.

Extracts from this document...

Introduction

Squash Ball Investigation

Introduction

We are doing an experiment to see how the efficiency of a squash ball changes, when the heat is changed. We are testing its efficiency by dropping it from a certain height to measure the rebound height.

Back Ground Research

When you drop a  squash ball from a certain height, the ball has G.P.E. When it goes down it turns into Kinetic Energy (K.E), and you get a small amount of heat energy when it falls due to friction. When the ball hits the ground the ball deforms and turns into Elasticised potential energy, heat and sound. The ball is squashed along the ground. This causes friction between the ground and the ball. The ball then regains its normal shape. The ball then rebounds up which forms kinetic energy. When the ball has reached its maximum height it turns back into Gravitational potential energy.

Efficiency is Useful energy

                     Instant energy   x 100

Factors that could change the outcome of the experiment

  • The same person drops the ball from the metre stick each time
  • The same colour squash ball is used each time
  • The squash ball is dropped from the same height
  • The surface in which the squash ball bounces on is the same each time.
  • The same person is used to measure the rebound height.
  • The temperature of the ball is the same for each measurement.
  • We have to use the same person each time the ball is dropped because people give different forces when they release the ball.
  • We have to use the same colour squash ball each time because there are different types of squash balls that give different bounces as some are softer than others
  • The squash ball has to be dropped from the same height each time because the higher you drop it from the longer the ball will travel causing it to go faster making greater efficiency, also the higher you drop it from the more air resistance would take effect. This would cause the ball to hit the ground faster, so the more the ball is going to deform causing the efficiency to increase.
  • The surface has to be the same because if it was bounced on a soft surface then some of the force would be absorbed so the bounce would not be as high as if it was a harder surface.
  • The same person has to measure the rebound height each time because people have different reaction times so the recordings would not be as accurate.
...read more.

Middle

How I am going to record my results.

I am going to heat the squash ball to the temperatures 100ºc, 75ºc, 50ºc, 25ºc and 0ºc. I am going to record each temperature three times; I am going to do the coldest temperature first then work up from there.

Equipment needed

For this experiment I will need:

  • Bunsen Burner
  • Beaker with 200 ml of water
  • Squash Ball
  • Tripod
  • Gauze
  • Thermometer
  • Metre Stick
  • Hard Surface
  • Fire Proof mat
  • 3 People
  • Ice Cubes

Method

  1. Set up the equipment and heat up the water with squash ball in it.
  2. Then take out when it reaches the requires temperature using tongs.
  3. Then get one person to hold the ruler, one person to measure bounce and the other person to drop the squash ball.
  4. Drop the ball from 1 metre.
  5. Record the results into a table. Repeat three times.

To get the temperature to 0ºc we are going to put ice in the beaker before the actual test we did a preliminary experiment. We did this because we were not sure whether we should place the ball in the water before you heat it to the required temperature, or whether you heat the water and put the ball in.

...read more.

Conclusion

Evaluation

The method worked reasonably well because I managed to roughly make the temperature of the ball right for every different rebound height. The results were not very accurate because the person measuring the rebound height cant make an accurate reading, as it is too quick, also we were unable to make sure that the temperature of the ball was exactly the same for each bounce. This was because we were not sure how quickly the temperature of the ball would drop. There were no anomalous results as most of the recordings were near enough the same. If I were to do the experiment again I would use three balls and reheat one at a time so I could be certain that the temperature is as accurate as possible. I would then drop one ball then drop the other heated ball etc.. This would mean the ball would be very near to the temperature each time.

If I was to do this experiment again then I would change the experiment by keeping the same temperature but dropping the ball from different heights. I would then be able to make an accurate conclusion for the efficiency of a squash ball.

...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. Peer reviewed

    Investigating factors that affect the bounce height of a squash ball

    5 star(s)

    Repeat stages ii to iii, increasing the height by 0.2 m each time, and ensure that each height has been tested 5 times. Table to show bounce height of a squash ball when dropped from different heights Fall Height/ m Bounce height/ mx10�� 1 2 3 4 5 Average

  2. The effect of the temperature on the viscosity of the syrup.

    Time it took (s) Distance travelled (cm) Velocity (ms-1) Viscosity (Nsm-2) % of increase 500 5324 1.2 25 0.208 1.54 450 5324 2.9 25 0.0862 3.71 58% 400 5324 4.8 25 0.0521 6.14 40% 350 5324 6.5 25 0.0385 8.31 26% 300 5324 9 25 0.0278 11.5 28% 250 5324 13.5 25 0.0185 17.3 34% 200 5324 33 25

  1. Bouncing Ball Experiment

    h2 = The distance between the bottom of the ball at the top of its arc after bouncing and the ground. The mass of the ball will affect the height the ball bounces to because it affects the balls starting energy.

  2. Investigation into the effect of temperature on viscosity

    The measuring distance must be kept constant throughout the whole experiment this is ensured by the two measuring markings. A constant temperature throughout the whole fluid must be achieved; this can best be done by quickly transferring the measuring cylinder from the heat source to the workbench and conducting the experiment right then.

  1. Bouncing balls experiment.

    Gravitational Potential energy= kinetic energy at impact Gravitational potential energy = 0.5x mass x Velocity � Velocity � = Gravitational Potential Energy 0.5 x Mass This is assuming that no energy losses. Tennis ball: 0.2m 0.109872 0.5 x 0.056 = 3.924 ==> 3.924= 1.981 m/s 2.0m 1.09872 0.5 x 0.056

  2. Squash Ball and Temperature Investigation

    of the ball causes the ball to deform more as it hits the grounds making the ball lose more heat and sound energy. This means it has less energy to use during motion, resulting in lower bounces than heated balls.

  1. Aim To see how the efficiency of a bouncing ball ...

    The floor, the ball or both become slightly dented out of shape as a result of the velocity and force they have collided with. As the ball and the floor try to regain their original shape, thy repel each other and immediately transform the elastic potential energy they have stored into kinetic energy.

  2. Investigating the amazingness of theBouncing Ball!

    320 320.5 0.12596071 I have constructed a graph showing my results, however to show the accuracy of this experiment I have put in the values of the highest and lowest heights achieved as well as the average. This is to show indeed how accurate this means of measurement really is.

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