Essay on Free Fall Lab

The Earth revolves around the sun due to the gravitational force between them, so the Earth is pulled by the gravitation between it and the Sun. The Sun moves in an orbit as well due to the same gravitational force between it and the planet, which is the same as in real life. Also, the Moon revolves around the Earth like the moon revolves around the planet. It can be observed that the moon moves faster when the planet (Earth) is closer to the sun. This can be confirmed using Kepler’s Second Law (Equal Areas) because it states that the speed of the planet constantly changes and becomes faster when it is closer to the sun because it is in an elliptical

Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water.

Introduction: The acceleration toward the center that keeps objects in uniform circular motion (circular motion at a constant speed) is called centripetal acceleration. An understanding of centripetal acceleration was one of the key elements that led to Newton’s formulation of the law of universal gravitation.

Using Gravitational Force as a Measurement Tool Answer the following questions about the results of this activity. Record your answers in the boxes. Send your completed lab report to your instructor. Dont forget to save your lab report to your computer Activity 1 Record your data from Activity 1 in the boxes below. Enter the data for the sample you used in each trial (5000 rpm, 10000 rpm, etc) in the appropriate columns and the corresponding g-force, number of layers, and position of layers position results. You will need to use the following formula to assist with your laboratory report G-force 0 00001118 x radius of centrifuge arm x (rpm)2 The radius of the centrifuge arm for this instrument is 10 cm. Speed 5000 rpm 10000 rpm 15000 rpm

Using a measuring tape on the wall each member of the lab group separately stood with either side against the tape and extended the arm beside the wall as high as possible. This height was recorded in centimeters. Next each lab member separately applied chalk to their fingertips, crouched down beside the tape on the wall, and jumped as high as they could while hitting the measuring tape at their highest point. This measurement was again recorded in centimeters. Then the height the lab member’s arm extended while standing was subtracted from the height when they jumped. This number denoted the vertical height jumped. For the jump height measurements a scatter plot was constructed. In order to do this, the data was again entered into excel, highlighted, insert chart and the first scatter plot choice was chosen. It was then that it was necessary to edit our axes and other parts of the graph. The x-axis was right-clicked and format axis was selected and fixed was selected and 20.0 was entered into the blank. Following this, a trend line was added to the graph by right clicking on a data point. A drop down popped up, and from there add trend line was selected from the choices.

Minor (2009) explains the Memorial Hermann Texas Medical Center (MH-TMC) fall reduction committee reviewed the historical data related to fall within their facility and compared their data with the national data. Therefore, indicators used were patient fall rates, also the outcome indicators used were patient fall rates. Thereby, reviewed were the current data, recommendations, and current practice. Also, the utilization of the National Database of Nursing Quality Indicators (NDNQI) was completed for the external benchmarks. Also, completion of the national comparison of patient falls in other facilities. Also, internal benchmarks were utilized within the organization for the comparison different population risks, patient acuity levels,

33. Why is it that a cat that falls from the top of a 50-story building will hit a safety net below no faster than if it fell from the twentieth story?

Mars’ crust is thicker than Earth’s and is made up of one piece, unlike Earth’s crust which consists of several moving plates.b

If we measured in meters then a=4.9.) t is the time in seconds, v0 is the initial velocity of 30 feet per second, and s0 is the initial height or 4 feet. Thus we have:

The purpose of this assignment is to work out a parachute design and investigate parachute’s drop time. Parachutes are designed to fall slowly so that the person can land safely to the ground, as shown in figure 1. Parachutes are big, but not heavy and have a larger surface area for air resistance like traps the air from escaping out of it. This is because the air pushes the parachute back up, but the force of gravity pulls the parachute to the earth.

Acceleration, although the is on a slant, due to gravity is the same for all teams because it is a constant on earth. The Acceleration of Gravity = 9.8 m/s/s or 9.8m/s² and according to an introductory lesson plan on Acceleration of Gravity by The Physics Classroom (2015), “a free-falling object is an object that is falling under the sole influence of gravity. A free-falling object has an acceleration of 9.8 m/s², downward (on Earth)”.

At first I was unsure on how these were different but after using the lab program and following the instructions I can now see that different balances are needed for difference situations. Some that may require a more precise measurement where as others may not need such accurate measurements.

The objective of this practical is to determine acceleration due to gravity ‘g’ using the simple pendulum model. This is shown when a period of oscillation is seen to be independent of the mass of the mass ‘m’.

My experiment is divided into two parts; experiment A (involving the relationship between flexion and the mass of the load) and experiment B (involving the relationship between the flexion and the length of the cantilever).

The time for one oscillation was found by dividing the amount of oscillations (20) done by the time taken for them= 31.4720 = 1.57s