Free Fall Lab Report

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

1) Once the simulation opens, click on ‘Show Both’ for Velocity and Acceleration at the top of the page. Now click and drag the red ball around the screen. Make 3 observations about the blue and green arrows (also called vectors) as you drag the ball around.

Moving along, to the second experiment, “How does force affect your game?” concludes that using a 10 pound ball applying strong force provides a velocity (m/s) of 3.2, a result of 25 (J) for the kinetic energy, and 5 bowling points

Chemical equilibrium is a dynamic state where the rate of the reverse reaction is equal to the rate of the forward reaction. The chemical reaction is still occurring however the rate of reverse reaction is matching the rate of forward reaction hence the concentration of reactants (〖Hb〗_((aq) ) + O_(2 (g))) and products (HbO_2) no longer change, resulting in an equilibrium. (b) Which direction will equilibrium shift if the O_(2 ) concentration is increased?

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)”.

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.

Firstly, measuring the exact distance of the ball travel can be a challenge especially when zoomed far away. Also it is hard to tell exactly where is the highest point of the parabola vertically because there are dots between the lines, it is tempting to measure from the top of the dot which can thrown of the result by one or two whole numbers. As this is a computer generated experiment, the results would be much different if experimented in real life. Although the Gizmo accounts for air resistance, it does not account for other factors like the direction of wind or how much/little air resistance since the forces of nature are always changing. If the experiment was done in real life there must be multiple trials and each trial will not be exactly the

5. What are your predictions? I predict when the balls fall at the same speed it will hit the floor at the same time no matter if the balls size or weight. 6. Now, run your experiment.

October 17, 18, and 19, samples were collected from multiple sites along the BSR. The class was split into groups, and samples were collected from seven separate locations along the river and WWTP. There was also a sample collected by the S which is located between sites four and five. For each of these sites, there were ten groups from other labs that also collected a sample from the BSR. At site two of the river, the location included multiple sources of possible contamination. A drainage site was located 200 yards upstream, along with a small PVC drainage pipe next to the collection site. Not only was there drainage running into the river, the site was under a bridge, and contained other trash scattered throughout the area. The

Air resistance acts to slow the projectile as it is traveling horizontally. This was never taken into consideration, aside from part five of the analysis section, but this was not used in the calculations and it could have changed the results a bit. Another source of error that was not accounted for was the force that was used to kick the ball, however this information would not be relevant to this experiment. Also, any spin or movement of the ball in the air could impact the results, too, but that is difficult to control. To improve this experiment, it could be conducted on level ground, so any divots or bumps on the ground do not throw off the data.

We have this problem with the ball “dropping” at an apparent average of 1.2 feet per second, according to the article. That’s hardly a drop in anyone’s book. Since any object in freefall accelerates at an average of 32

From the information gathered from graph 1, we can see that each of the ball’s bounce heights did not vary significantly. Unexpectedly, the golf ball bounced the highest, smashing the tennis ball's results. While each of the balls shared similarity in terms of their bounce height, the golf ball was the only ball which bounced considerably higher than the others. The table tennis ball followed the tennis ball, but the ball which achieved the least height was the baseball. There was a significant difference between the bounce heights of the baseball and the golf ball

The purpose of the lab is to find a projectile’s horizontal velocity and make comparisons of the effects of different inclined planes with the projectile of a ball.

Introduction Free fall, which is accelerated motion that happens when an object falls with only the force of gravity acting on it (Hsu, Tom, Dr.). The speed of the tennis ball in y-direction will become 0m/s when the ball reaches to the peak and the acceleration will be 9.8m/s^2. Therefore, in order to find out the percent error for the time and eventually to predict the relationship between rolling speed and falling time, we can do this by using the equation: "y=vot+" 1/2 at^2, where y stands for the height of the table (0.865m), "vo" stands for the initial speed of the ball (0m/s), t stands for the time (from the app) and a stands for the acceleration (9.8 m/s2). The equation percent error=|theoretical-├ experimental┤|┤/theoretical is

Once it is moved, we need to calculate the new height from the pointer to the floor. Our height was 88.5cm which we converted to .885m. Then we need to calculate how long it would take for the ball to hit the floor with the formula, x=vot+12at2. Solve for t, and set the initial velocity to 0 which should be t=2xg. Which then calculated is .4244s. After this step, we need to calculate the range,s,to predict where the ball would on the floor after it is shot horizontally from the table. The range,s,can be calculated with the formula, s=vt. Using our time and initial velocity, s=6.46(.4244). This is equal to