• 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

# Mass of different balls affecting velocity

Extracts from this document...

Introduction

Kien Vu

Mass of different balls effecting velocity.

Introduction

In this experiment, I am going to relate the mass of different balls with the velocity

My variables are the mass of the balls, the velocity, gravity, height and bouncing surface.

The only dependent variable is the velocity, because it is dependent on the mass of the balls.

The independent variables are height, gravity, bouncing surface and mass of the balls. So to control the independent variable, I try to drop the ball from a constant height. We have gravitation which is a constant (g=9.81ms^2). Bouncing surface is not significance and I will drop the ball on the same surface. Also the mass of the balls will be controlled by changing its mass.

The relation I want to investigate with velocity and mass is relating to momentum. Since momentum of an object is defined as the product of its mass and its velocity (according to what we have learn in class) . This shows that mass and velocity is proportional with each other.

Middle

Uncertainty +-0.20

1

2,44

2,47

2,3

2

2,19

2,42

2,5

3

2,41

2,4

2,2

4

2,57

2,22

2,48

5

2,37

2,23

2,3

The mass in the balls are measured using a weight. The weight is quite accurate so I estimate the uncertainty to be 0.2. The uncertainty in velocity can be found by finding the difference in the largest and smallest velocity for each ball. Which is 0.38msec-1, 0.27msec-1and 0.30msec-1. The average of these ranges is 0.32, so half the range is 0.16 msec-1. However, this uncertainty is too precise so I would the uncertainty is 0.20 msec-1.

Now I will proceed finding the averages to put the values into a graph.

There is no average for mass, because it is measured with an accurate weight so I will keep the estimated uncertainty of 0.2g.

The average in velocity can be found by using this formula

Conclusion

Conclusion and evaluation

To evaluate my result I have to look into the uncertainty and the result. The uncertainty I found was 105% which is very suspicious. It should not be possible, so there has to be reason for this error.

My idea proposed that mass and velocity is proportional to each other. However, my result did not show that proposal. Maybe I should have tried another ball instead of a light ping pong ball of 3 g. This may have influenced the error.

So neglecting my large uncertainty, I found the logarithmic graph to show the best model of the relationship between velocity and mass. Which means my idea of mass and velocity to be proportional is wrong.

To improve my experiment, I could have tried to use more balls with different masses to get a wider data. Maybe I should have measured the velocity of the ball after it bounces and also using a mechanical release to drop the ball.

This student written piece of work is one of many that can be found in our International Baccalaureate Physics 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 International Baccalaureate Physics essays

1. ## Physics IA bouncing ball

All values of height have been rounded to 0.1cm. Raw and processed data Height h (cm) +0.1 Time 1 t1 (s) +0.35 Time 2 t2 (s) +0.35 Time 3 t3 (s) +0.35 Time average tave (s) Time maximum tmax (s)

2. ## Investigate the Size of Craters in Sand Due to Dropped Object.

Actually, what we can say about this experiment is the result that we obtained is tremendously precise. This is based on the graph that we sketched. We got such a precise graph because all the point was fit into the straight line graph.

1. ## Suspension Bridges. this extended essay is an investigation to study the variation in tension ...

from the Rigid Supports � 0.05 (in cm) T1 (in Newton) Vertical Distance (y1) from the Rigid supports � 0.05 (in cm) T1 (in Newton) 9 14.3 0.7500 � 0.008 15.6 0.7328 � 0.007 18 21.5 0.7700 � 0.008 21.8 0.7657 � 0.008 27 26.5 0.7797 � 0.009 27.2 0.7695

2. ## How does the mass of a spherical object and the height from which it ...

volume crater depth and the height of the drop vs. volume crater depth. This corresponded to 1.54% for the drops from .065 m, .870% for the drops from .115 m, and .606 % for the drops from .165 m. These errors were less than 5%, and thus had no consequential impact on the observation of these relationships.

1. ## In this extended essay, I will be investigating projectile motion via studying the movement ...

This indicates that the metal ball is easily influenced by air current and this kind of random error is difficult to unavoidable. The following are a series of improvements that can be made to the experimental methods: * Using a spring with a larger spring constant such as 80N/cm or

2. ## Oscillating Mass

Determine the spring constant k of the spring used. Attach a mass m to the spring on the ring stand and measure the displacement x of the spring relative to its equilibrium position. The value where will give you the spring constant k in .

1. ## Conservation of Momentum Experiment.

Result: Momentum Lost: If the collision is a perfectly elastic collision, then both the momentum and the total kinetic energy and conserved: - Conservation of momentum requires the following to be true for both the x and y components: (Pcix+Psix)-(Pcx1+Psix1)=0 (Pciy+Psiy)-(Pcy1+Psiy1)=0 - - - - Conclusion and Evaluation of Procedure:

2. ## Factors affecting an electromagnet

Upon completion of the lab, students are the required to list all the possible systematic and random errors that were encountered in the lab. They also have to write up a conclusion which requires support and evidence from the data obtained, and which justifies the hypothesis.

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