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

# Factors affecting the stopping distance of a ball rolling down a ramp.

Extracts from this document...

Introduction

Factors affecting the stopping distance of a ball rolling down a ramp.

## Aim

My aim in this experiment is to investigate how by changing the height of a ramp would affect the stopping distance of a ball rolling down it.

## Method

1. I would step up the ramp by securing it to a boss and clamp, which is on a retort stand.
2. I would then measure the height of the ramp and see if I need to adjust it.
3. Then I would roll a marble down the ramp and wait the marble stops.
4. Then I would measure the distance it took to stop, form the ball to the end of the ramp.
5. After repeating this three times and noting down the measurements, I would then raise the height of the ramp by 5cms.

## Fair Test

To ensure this experiment is fair, I would:

• Use the same ramp. If I changed the ramp, one might have more friction than the other.
• I would also use the same area where the ball is rolling onto.
• I would also use the same measuring ruler.
• Measure from the same point of the ball to in line with the end of the ramp. This would ensure me that I will get accurate results.

## Safety

• I would make sure that no one would step onto the ball.
• I would also use the equipment correctly and sensibly.

Middle

Other key factors that would change the stopping distance of a ball rolling down a ramp could be the: friction caused by the surface the ball is rolling on to, the mass of the ball, speed of the ball, the surface area of the ball, the material of the ball and the surface of the ramp.

I will be only investigating the affect of changing the height if the ramp.

## Prediction

I predict that the higher the ramp is, the longer the stopping distance of the ball would be.

I think this because the higher the ramp is, the more potential energy the ball would have. The potential energy will turn into kinetic energy as it rolls down the ramp.  When the ball is stopping, the carpet’s friction would be acting upon the ball. However, not all the potential energy is transferred to kinetic because some if the energy is lost to becoming sound and also heat caused by the friction.

Conclusion

From the graph I can see a few anomalous points. This might be because there might have been a bump in the carpet or even a different ball. I would not necessarily say that the last three points of the graph are anomalous because of an error but it is because the ball might have bounced as it rolled down the ramp, as the ramp is higher.

I would have extended the investigation by investigating other factors that would affect the stopping distance of a ball rolling down a ramp such as the angle of the amp, the mass of the ball, surface of the ball and/or the surface it is rolling on to.

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.  ## Investigating factors that affect the bounce height of a squash ball

5 star(s)

o Surface onto which the ball is dropped. o Force with which the ball is dropped (starting speed of ball). o The constitution of the ball. 3) Results Table Table to show bounce height of a squash ball when dropped from different heights Release height/m Bounce height/ m x 10�� 1 2 3 4 5 6 7 8

2. ## What affects how far a ball rolls down a ramp?

I will start of with only 4 books, and then add more after every recording. I didn't want to keep the difference in height consistent; I think it will be better if the difference in each height change was different, this would show a more reliable pattern on my graph.

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

3.44 3.75 3.72 3.69 3.67 15 4.30 3.22 3.19 3.12 3.18 18 5.16 2.75 2.89 2.75 2.79 Above are the preliminary results. Selecting the most Suitable Apparatus When looking at the preliminary results the golf ball traveled too fast for us to be able to stop the time accurately, the

2. ## Bouncing Ball Experiment

For the higher heights the distance from h1 to h2 was almost a meter which meant it was difficult to get eye level from h1 to h2 to accurately in a short amount of time. For the lower heights the flight time of the ball was extremely short and again

1. ## Investigation is to see how changing the height of a ramp affects the stopping ...

It will calculate the speed by seeing how long it takes to break the light beam of the light gate. This is the calculation that it is going to carry out: SPEED = DISTANCE / TIME SPEED = DISTANCE OF CARD / TIME THAT TOOK CARD TO PASS LIGHT BEAM

2. ## Investigating the relationship between the speed of a model car and its stopping distance.

speed going down the ramp as they left it and crossed over onto the desk they hit it and this would have slowed them down noticeably and stopped them from travelling any faster. It is possible to plot the speed of my vehicle against the distance is travels on a

1. ## Efficiency of energy transfer on a rolling object

The factors in this experiment are the height of the slope (h), the length of the guttering (x), the acceleration due to gravity (g), the mass of the marble (m), and my reaction time. I can control the first factor by setting the height of the slope with the clamp stand and measured by a ruler.

2. ## Approximate Stopping Distances

for example if you double the speed the thinking distance will also double. E.g. if the car is moving at 20 mph the thinking distance will be 20 ft and if the speed of the car is doubled to 40 mph the thinking distance will become 40 ft, thinking distance is directly proportional to the speed of the car. • Over 160,000 pieces
of student written work
• Annotated by
experienced teachers
• Ideas and feedback to 