The aim of this investigation is to find out the effect of surface area on a falling object.
To investigate the effect of surface area on a falling object. JITESH PATEL 11C SCIENCE INVESTIGATION AIM: The aim of this investigation is to find out the effect of surface area on a falling object. PLAN: ) Get and cut out of a paper helicopter and clip on a paper clip at the end of the helicopter. 2) Get a ruler and draw a marking of 2m on a wall. 3) Take a stop clock to time how long it takes the paper helicopter to fall at different surface areas. 4) Every time you do it cut off 1cm of each side of the helicopter, and do it three times to each find the apparatus. 5) Stop the clock as soon as it falls on the floor. APPARATUS: * Paper helicopter * Stop clock * Scissors * Paperclip * Meter ruler FAIR-TESTING: (Change) * Length of the helicopter (surface area). (Don't change) * The weight only (1 paper clip) * The height * The way you drop the paper helicopter * Use the same helicopter * Stop the clock as soon as it touches the ground SAFETY MEASURES: * Careful with the scissors * Make sure that you dropping the helicopter from a safe place. RANGE: I will use the following length surface areas (7cm,6cm,5cm,4cm and 3cm) PREDICTION: I predict that as the surface area of a falling object decreases, the object will fall faster. This is because as the wingspan gets smaller there will be less air resistance pushing up on the object so it will
Mechanics notes
MECHANICS SUMMARY Vectors A vector quantity needs a magnitude and direction in order to describe it fully. The size of a vector quantity is called its magnitude. On a page, a vector quantity is represented by an arrow drawn to scale. To add two vector quantities join the vectors tip to tail in a chain. The total is the vector that starts from the tail of the first in the chain and finishes at the tip of the last vector in the chain. To subtract a vector from another, reverse the direction of the one being taken away and then add. To multiply a vector by a number, maintain the direction of the original vector and then extend or reduce the length of the vector by a factor equal to the number. A vector can be split into two components that add up to equal the original vector. Many problems can be made simple by splitting a vector into two components at right angles to each other. Vertical and horizontal for some situations. Parallel to the slope and across the slope for hills. When an object is on a slope, the component of the weight force down the incline equals the weight times the sine of the angle of the slope to the horizontal. When an object is on a slope, the component of the weight force across the incline equals the weight times the cosine of the angle of the slope to the horizontal. When an object slides down a slope the normal reaction of the slope on
Young's Modulus of Nylon
Young's Modulus Investigation AS Physics Coursework J. Lee Introduction This investigation aims to find the value of Young's Modulus for a specific material, in this case nylon fishing line. Young's Modulus (E) is a measure of a material's stiffness, determined by the formula: The standard unit of measure for Young's Modulus is the pascal (Pa). 1 pascal is the same measure as 1 Nm-2 (Nm being Newton Metre). A material always retains the same Young's Modulus value regardless of how much it is stretched or strained, and this should be revealed in this investigation by gathering a definite value of the modulus for nylon. Hypothesis Through research that I conducted before starting the investigation, I have determined that the correct Young's Modulus value of Nylon lies in the range 1-7GPa (the large range being due to different make-ups of Nylon with it being a compound). I should therefore be looking at achieving a final result within or very close to this range. Since stress is proportionate to strain in the Young's Modulus formula, and the modulus value remains the same, I would expect the value of stress and strain to proportionally increase with each other. Experiment Plan In order to carry out this investigation into the value of Young's Modulus of nylon, I will conduct an experiment to gather the values of stress and strain when increasing force is added to the
Is the claim "having a black cat walk in front of your path brings bad luck" to be given the same knowledge status as the claim "the gravitational constant is 9.8m/s2"?
Ahana Nanavati Ms. Brys TOK 11c December 3, 2003 Is the claim "having a black cat walk in front of your path brings bad luck" to be given the same knowledge status as the claim "the gravitational constant is 9.8m/s2"? Knowledge is an art on its own. It represents ideas, beliefs, individualism, culture and a lot more. The claims of knowledge like art exist in many forms and styles. A knowledge claim reveals ideas that are formed by emotion, reason, language or perception, the four ways of knowing. At the same time, knowledge claims can be scientific, mathematical, religious, mythical, superstitious etc. A superstition is an irrational belief based on ignorance, fear or characterized by reverence for omens and charms. It is a ritual, or a notion that comes from a person's strong belief. Contrastingly, science is a skill or technique. It is a systematic study of nature and the physical universe. It is knowledge that is organized in a systematic manner based on observation, experimentation and measurement. The two claims "having a black cat walk in front of your path brings bad luck" and "the gravitational constant is 9.8m/s2" show the great diversity that is present in knowledge claims. They are given different status, as one is a superstitious claim while the other is a scientific claim. Gravity is a law that is worldly accepted. It is the force of attraction that moves
How does the viscousity of a liquid change with temperature
How Does the Viscosity of a Liquid Change with Temperature Theory Viscosity is a measure of a fluid's resistance to flow when acted upon by an external force such as a pressure differential or gravity. Viscosity is a general property of all fluids, which includes both liquids and gases. It describes the internal friction of a moving fluid. A fluid with large viscosity resists motion because its molecular makeup gives it a lot of internal friction. A fluid with low viscosity flows easily because its molecular makeup results in very little friction when it is in motion. The viscosity affects the size of liquid particles, increasing the viscosity tends to increase the size of liquid particles, which then increases their gravitational settling rates. The viscosity of a liquid changes with temperature, as the temperature increases the viscosity decreases as the intermolecular forces weaken. Energy added to the system in the form of heat increases the kinetic energy of the molecules, with higher kinetic energy, the molecules are able to overcome the intermolecular attraction resulting in a less viscous liquid. If a ball bearing is dropped through liquid it very quickly reaches its terminal velocity, when it reaches terminal velocity it should then be going at a constant speed. Stokes Law can be used to calculate the viscosity of a liquid. The formula for Stokes Law is:- vt =
Compulsory National Service in S.A.
Compulsory National Service in S.A. In my argument whether conscription in South Africa should be brought back or not. I will discuss both sides of the argument. To start off I will look at the positive side first. If people were forced to go to the Army or Navy or Air Force the rate of unemployment will drop dramatically helping people get off the streets and get involved in helping their country. There are many people doing nothing all day long! Education and tertiary services could be furthered by National Forces. Crime forces could be trained up through the army and then fill in the gap left in the country by our depleted police force. By increasing our criminal forces, things like Nature Conservation can increase. One of the strongest points is that should we ever be in a war or conflict area we would need a far bigger trained force than we have now and by the Government forcing people to go the National Forces this could increase the trained people needed for combat. Our Air Force at the moment is totally depleted and this would be a good reason to train pilots. The 'Arms Deal' that has caused such a debate and problem in our country would then maybe seem to have a reason and a place to deploy all the armament that has been bought. We as young men don't always have a clean cut idea of what we want to do after we finish school, this could fill in the gap year and
Determine the viscosity of honey using a ball bearing.
Using a ball bearing to find the viscosity of honey Plan The aim of this experiment is to determine the viscosity of honey using a ball bearing. Prediction I predict that the viscosity for honey, for every reading I get, from every ball bearing regardless of size or weight will be the same. Background The honey acts as a resistance force on the ball bearing. In other wards it is when the upthrust and the viscous drag act against the weight of the ball due to gravity. The viscosity of the honey will determine how fast the ball will travel down towards the bottom of the measuring cylinder due to gravity acting on the mass of the ball. You can find the viscosity using the following equation: Although it is possible to establish the valve for viscosity from one reading, I will improve my accuracy by taking readings for a range of lengths for the viscosity of honey. This is achieved by dropping a ball bearing into the honey as shown: Variables * I can change the weight of the ball bearing (not the size), as the weight is increased the ball should travel faster since it has more force pushing downwards. * I could also change the size of the ball (not the weight); this would however increase the upthrust and the viscous drag. This means the ball bearing will be travelling towards the bottom of the test tube even slower. This is because more weight
Plumb Line Mechanics Experiment
David Hudson Mechanics 2 Coursework Plumb Line Mechanics Experiment Making Assumptions and relating them to both the model and the experiment To be able to use the mechanics theory that I know, the following assumptions must be made, listed in order of importance. * All motion is vertical - Although the horizontal motion could be taken into account, it cannot really be measured with the equipment we have, and since it isn't wanted anyway it is best just to redo trials that result in some horizontal motion. This requires two further assumptions: o There is no spin - spin causes the movement of the ball in other directions. o The floor is perfectly horizontal - As it not being so would cause the ball to bounce in other directions (although in practise this can't be helped anyway) * There is no air resistance - As I cannot calculate air resistance using the theory I currently know, and the acceleration would no longer be constant. Since the ball is small, spherical and heavy, it should encounter little air resistance and be only lightly affected by it. * The ball is uniform and perfectly spherical - The ball could appear to have different values of e because of having different densities or small deformations at different points on the surface, although the chance of these remaining unnoticed is minimal. * Acceleration due to gravity is constantly 9.8ms-2 - Gravity
A few factors (the gradient/height of ramp, the mass of the object, friction, gravity, the energy act on the object or the length of object) can affect the final speed of an object at the end of the ramp.
Investigation A few factors (the gradient/height of ramp, the mass of the object, friction, gravity, the energy act on the object or the length of object) can affect the final speed of an object at the end of the ramp. Planning I am going to do my investigation on ' mass of the object' which I think it is one of the factors that will affect the final speed of an object at the end of the ramp because when gravitational potential energy equals to mass times gravity times height, so if mass is increased, the gravitational potential energy will increase in proportionally. I will do the experiment by adding weights on top of a wooden cart to increase the mass, and then I will time how long it takes to fall down from the ramp and calculate the final speed by: Diagram Weight add to the cart (grams) 0 00 200 300 400 Time (sec) 6'78 6'07 7'21 6'86 6'93 Weight add to the cart (grams) 500 600 700 800 900 Time (sec) 7'19 7'03 6'61 6'77 6'57 My experiment results are: According to the results, mass does not affect the final speed of an object at the end of the ramp. I think this is because when something is dropped, it will transfer from gravitational potential energy to kenetic energy So I am going to change my investigation on the height of the ramp. I think height of the ramp will affect the final speed of an object when height of the ramp is increased,
Trolley and ramp investigation.
PHYSICS COURSEWORK Trolley and ramp investigation Introduction AIM: the aim of this experiment is to find out whether raising the height of a ramp which a trolley travels down is proportional to the speed at which it travels down the ramp. A trolley is pushed to the top of a ramp, the summit being 10cm (primarily) from the ground, and then is released. It rolls all the way down the ramp, of 2 metres, before it is stopped by somebody's hand. I thought it would be interesting to record the time taken for the trolley to reach the bottom, and then calculate its average speed. I let the trolley fall down the ramp two more times after that, just to make their results more accurate. I also wanted to investigate if the height of the summit made any difference to the average speed, so I raised the ramp to 10cm and pushed the trolley down the ramp again and recorded the time. Based on my existing scientific knowledge, I know that this experiment depends on a certain type of energy being converted into another type. When the trolley is raised to the top of the ramp, it gains a certain amount of potential energy - this is converted into kinetic (movement) energy as the trolley moves down the slope. Too see what factors may affect the way the experiment turns out, it may be useful to look at the formula for potential energy. P.E = mhg (where m=mass, h=height and g=gravity) I will be