Projectile Lab Report

Conclusion: The results of this lab were found through seemingly simple equations, basing all of your work off of data such as time and distance can become frustrating due to human inaccuracy, but the results show the height and initial velocity of the marble. The results are all reasonable compared with the beginning values that we collected during the lab, and even without calculations fit into the equation. The concept of projectile motion was the basis of this lab, focusing on using kinematic variables and equations to find the

To determine whether the height at which a marble is dropped affect the size of the crater.

Vocabulary: acceleration, centripetal acceleration, centripetal force, Newton’s first law, Newton’s second law, uniform circular motion, vector, velocity

In Unit 1, many topics and concepts about motion were covered. We started out with the basic ideas of motion into much harder ideas. Before that though, we learned how to read graphs to determine their mathematical expression and the keywords needed to understand motion. Such words includes position, velocity, acceleration, displacement, speed, instantaneous velocity, etc. Building off of that idea, we went on learning how to draw and describe acceleration arrows, motion maps, x, and v, and graphs based on the given scenario. Furthermore, we also learned how to calculate position and slope. We know that to calculate the position, the equation is position= (velocity) (time) + initial position and that the slope is the change in position over

There were many opportunities for error within this lab due to the procedure the group decided to follow. However, the percentage error was not very significant, with a 1.12% to 6.71% difference between the actual and predicted velocity. The slight difference between the percentages could have been a result of parallax, instrument resolution, environmental factors, and the lack of trials. Once major source of error was the group’s decision to bypass collecting many data trials in the interest in time. This may have introduced biased sample fallacy into the conclusion because there were only two trials per a flying toy and which was little evidence to support the statements made about the relationship between velocity, acceleration, and circular motion. For the next lab, the group plans to conduct at least three trails and then use the average to avoid this bias. Environmental errors present during this lab included classmates walking into the flying toy while the group was collecting data,

Circular motion is one of the fundamental building blocks for understanding the physical world because it is so common. This interactive lets you examine the basic ideas of kinematics and forces for objects moving in circular motion.

The purpose behind the egg drop project is for students to understand the concept of momentum, collision, impulse and force. To do this, they will create a protective carrier that will surround the egg. The egg will then be dropped from a certain height. The device that is created should weigh enough to increase the time of impact, therefore decreasing the force of impact on the egg so it doesn’t crack.

1) What is kinetic energy, and how does it differ from potential energy? Kinetic energy is due to motion, while potential energy is due to position

In light of our final exam, the chuck a duck project, we are to learn about projectiles, trajectory, and the factors that affect these things.

To test Newton’s seconds law if whether changing the mass or the force affects the acceleration of an object or a trolley in this case to increase or decrease.

Momentum is mass and velocity multiplied together. More so, it’s “the difficultly of stopping a moving object” (Jones, 2013). One thing that acts upon

Launch trajectory Initial speed (for varying shape) To ensure that the data collected was accurate and has the least variability as possible, measurements of variables and controlled factors for the investigation must be taken into account. The independent variable; the mass was measured by using the same digital scale in every trial and manipulation; the paper was placed onto the scale unfold and brand new after every trial without using the same paper airplane for a new trial. The experiment was measured by using the same exact camera in every trial to ensure the same variability and has made sure that the distance between the camera and the paper airplane was kept constant because it can affect the readings of the camera. Wind can affect the flight path of the paper airplane; this was measured but was accounted as an error that cannot be fully controlled due to the outdoor environment the experiment was carried in. A suggestion to this dilemma is to conduct the experiment in a closed system, where wind blows are not present.

Velocity = w * Velocity+ c1 * rand() * (pbest- pPosistion) + c2 * rand() * (gbest- pPosition)

The physics students at Paul International High School conducted a project where a ramp was constructed to see how far a toy car could travel. The ramp’s angle of incline was changed in each trial. This experiment allowed students to understand how the angle of incline effect something as important as a car. For this project, students were provided cardboard, tape, scissors, books, and toy cars. Each pair created designs for their ramps. Each ramp was around the same length and adjustments were made to ensure that the toy car would not fall off the ramp. For our ramp specifically, we hypothesized that if the angle of incline of the ramp was low then the toy car would not travel far.

Step 9: Because we measured the lengths in centimeters rather than meters, we need to calculate are ‘g’ value into m/s2 so we can compare it to the SI unit for acceleration due to gravity. (Eg. 981.4/100 = 9.81 m/s2)