Ball-Mass 3 Experiment

During the bounce test, the ball may have been released from different points. Although it was supposed to be released from its bottom, human error may have compromised the precision of this measurement. To improve the design of the bounce test, the ball’s bottom point should be marked, and the ball should always be released from there. During the ramp test, the ball may also have been released from different points. Although the ball was supposed to be placed on the ramp so that it would be released from the front, human error may also have compromised the precision of this measurement. In addition, human error may have caused unintentional and unnecessary force applied to the ball. To solve these design issues, a door should be made that holds the ball at a certain position for a fixed amount of time before the experimenter released the ball. During the catapult test, the ball may have been held back for an excessive amount of time. To resolve this experimental design issue, a fixed time to hold the ball back should be

The fastest growing sport in America is lacrosse, and in order to play lacrosse, it is important to first understand the physics of the game. Lacrosse players around the world use physics while playing without even thinking about it. With no knowledge of physics, it would be pretty difficult to master the fastest game on two feet. One of the worlds greatest scientist, Isaac Newton, established three laws dealing with physics, and using these laws will make it possible for a lacrosse player to understand what he or she needs to do in order to throw a ball. Newtons first law deals with inertia, his second law deals with the relationship between mass, acceleration and force, and his third law deals with opposite reactions. When talking about lacrosse, it is essential to cover Newton’s first law, his second law, and his third law in order to understand the physics behind throwing a lacrosse ball. .

Bocce ball is a great way to demonstrate the complex wonders of Newton’s three laws in a simple and understandable way. Bocce ball, which was first documented in the year 5200 B.C., is a sport that was first popularized during the roman empire. It wasn’t more than just a leisurely activity until the game found its way back into Italy, once the Roman empire collapsed. Bocce ball was steadily rising and falling in popularity, until a major resurgence in 1896, when it was admitted an olympic sport, and has been part of the summer olympics ever since. Bocce has really become such a widespread sport because you can participate no matter how old, what your race is, or what gender you are. All you need to do is roll a ball. America seemed very separated from the game until a sweep of popularity in California in 1989. Today there is said to be 25,000,000 bocce ball players in the United States. Many aspects of the game of Bocce ball can be relatable to the simple concepts of Newton’s original three laws, from the balls hitting each other (Newton’s third law), to throwing balls harder to increase the force and then slowing down (Newton’s first and second laws). Throughout this essay, I will not only explain what each of Newton’s three laws mean, but provide a real life example of how it could relate to the game of bocce ball.

The balls velocity and speed is increased significantly in a very brief period, right before the full extension of the elbow.

6) Now click on ‘Circular’ on the bottom. Describe the motion of the ball and the behavior of the two vectors. Is there a force on the ball? How can you tell? Be detailed in your explanations.

Putting lateral spin on his fastball caused the ball to move several inches sideways as it crossed home plate, making it virtually impossible to target as a hitter. Prominent pitchers use the first law of motion to throw fastballs, sliders and curve balls. Hitting Newton’s first law is realized at both ends of a pitch. The pitcher’s delivery sets the baseball in motion and the hitter sets the bat in motion by swinging. Newton's Second Law of Motion (F=M*A) shows the velocity of a mass object changes when it is subjected to an external force.

The AlleyCats are a special type of bowlers who have the ability to change certain features in their environment. They are able to change the height of the ramp and the weight of the ball in their game. For this lab, the guiding question to this experiment is, “What recommendations will you give the AlleyCats to help them win the bowling championship?” METHOD

controlled variable- throughout this experiment is that i will use the same kind of ball, i will use the same force to hit each trial and i will measure it with the same tool.

In this experiment we first tried to find an experimental value for g. This was done by dropping a golf ball below a sensor that would read and chart the position vs time graph and the velocity vs time graph. From this we could receive an equation and numbers that are useful in finding the velocity and acceleration of the ball in order to find the experimental g value. Then we did another experiment in which we would hold out a ruler between another person's index finger and thumb and then drop it, measuring how many centimeters it took for them to catch the ruler. Using this and an equation we could measure their reaction time.

Ball speed, control, two seams are the factors of the performance level of activity A, throwing a fast straight ball.

In Hitting a Baseball: A Biomechanical Description, they mentioned that researchers have studied bat dynamics, and described the bat’s movement during the swing, using the software we use in class, the three-dimensional components of its motion (Welch, 193). The movement and coordination of the body during the swing has always been the most difficult thing to account for during this study. Compared to other movements, there hasn’t been many studies on the kinematics and kinetics of the baseball swing. In the Biomechanical Analysis of Baseball Hitting, they mentioned the analyzation of the relative angular movement of the bat prior to that sweet sound of laces and lumber. They found that the bat had a drastic increase in the rate of velocity before it made contact (Hirano, 21). Many other studies have been done, however, these two were the two journals that seemed to have the most reliable

As in most racquet/bat/stick dons, a baseball player's goal is to convey the greatest measure of energy conceivable at effect. This energy is then exchanged to the ball, quickening it to a high velocity (Adair, 2002). The direction and speed of the batted ball are the essential contributing components to the consequence of the hit. A batted ball with high speed can bring about one of at least two successful results, depending upon the ball's direction. In the event that the direction of the ball is higher, the ball can arrive somewhere down in the outfield for an additional fair hit or perhaps go over the wall for a home run. These outcomes are very great for the batter.

This paper is about the Physics of hitting a baseball. There are a lot of moving parts when you are hitting. You have your back foot turning you hips turning and you arms going forward your body moving back and forth. Your hands are going forward and lifting the bat. All these things go into the “Physics of Batting.”

Another basic element of basketball is that of passing the ball to another teammate. The physics involved in this process are velocity, momentum, and impulse. The ball has a mass and when it is thrown a velocity of the ball in created. From these two parts momentum is derived, P=mv (Kirkpatrick Wheeler 106). While playing basketball it may be to your advantage to increase or decrease the momentum of the ball when passing to a teammate depending upon the situation.

Several systematic occurred in this experiment, but the most important one would have been the fact that the air hockey table was not completely level. This impacted upon the experiment in two ways. In the first experiment where the red puck is initially stationary, as the table was not level it moved around before the black puck collided with it. To overcome this the red puck had to be held in place and as mentioned before this would have provided and external force acting upon the puck. The unevenness of the air hockey table also meant that there was a possibility of friction acting on the pucks while they were moving. In the third collision with the Velcro another systematic error occurred. When the two pucks collided and stuck together they did not continue straight, instead they rotated. This is not linear momentum but rather it is angular momentum. This is reflected in the results as the magnitude of the initial and final momentum of the system is equal, but the