The Rube Goldberg Project

To begin the experiment, we measured the masses of the two stoppers and the eye bolt used to secure the stoppers that we were using in our apparatus. The mass of the first stopper was 18.8 grams and the mass of the second stopper was 50.5 grams. The mass of the eye bolt was 11.6 grams. The mass of the screw and bolt that secured our hanging mass was given to us as 25 grams. After, we chose six different hanging masses based on stopper mass. We made sure that the hanging mass was always larger than the stopper mass or else we would not be able to get the stopper to spin at a constant velocity. The first three mass ratios we chose was using the stopper with the mass of 18.8 grams and then we used a hanging mass (the mass of the screw and bolt is included) of 65 grams, 85 grams, and 105 grams. This gave the three mass

Our group had met several times before deciding on a final design and date to accomplish our Rube Goldberg Machine. We had each agreed to meet at 7:30pm on a Thursday evening, which worked best for the entire group. Two members had to work late, but we were still committed to making the time originally proposed. However, that night as our team began to arrive, we found it difficult to contact our final group member. He was in charge of bringing string, which was crucial to the development of our machine. Instead of getting frustrated, angry, or acting irrationally, the remaining four members began assembling the pieces of our project that did not require rope. At the time, it did not seem to make much difference, but reflecting back we realized how much time was saved by problem solving immediately, as opposed to waiting patiently on the final group member to begin our assembly process. By 8:30pm he had arrived, and we could start working on the remainder of our assignment. By this point, we had made a water funnel, arranged our domino pieces, and taped any pieces of equipment together that made sense for the final product of our machine.

Have you ever wondered how they would break down castle walls in the middle ages or about middle age warfare in all. I am going to build a trebuchet to learn more about Newtons Laws of Motion and how these simple yet complex machines ruled the battlefields in the middle ages. I became interested in this topic because I am fascinated by middle aged weaponry and machines. This will be beneficial to my knowledge to help me understand Newtons Laws of Motion and about these giant machines. I believe that learning more about Newtons Laws of Motion may help to explain why different designs affect the trebuchets range and power.

Chris decides to work as a intern at Dean Witter stock exchange and quickly entrust the Bone Density scanner to a poor hippie girl while he goes in for an interview with Dean Witter. The poor hippie girl runs off with the machine so Chris cuts Dean off and runs after her with his application and putting his opportunity as a stockbroker in jeopardy. After he gets the machine back and fills out his application and returns to stock building to turn in his application in person. He later get in a taxi with Jay Twistle to try to prove that he is worthy for the job and proves it by completing Jay’s Rubik’s Cube. He gets the interview after he has to go to the jail office and pay off all his parking tickets and spends a night in jail. He makes it

2. No, the forces went in equal and opposite directions just as the rubber band and string

After analysis of the data, it was found that our hypothesis is true in which the static and kinetic friction is affected by the mass of the object. The force of friction is dependent on normal force. Coefficient were s= 0.9999 and k=0.99954 and it will never be bigger than 1. The coefficient of kinetic friction is always

The main objective of this lab was to measure the friction force it takes to start moving a weighted block across a table, and as it continued to move. This force was tested experimentally in three separate ways. The force was then solved graphically and mathematically through six different runs per method. TALK ABOUT RESULTS HERE.

To do the first experiment, the work-energy theorem is used. This is based on the equation .5mv^2=.5kx^2, where m is the mass of the duck, v is the velocity of the duck in the air, k is the spring constant of the spring in the base of the duck, and x is the displacement that the spring is compressed. Place a book on top of the .95m table. This will serve as a backstop for launching the duck. Then push the duck so it is compressed and is going to launch horizontally . Do this a few times to find an approximate horizontal distance from the base of the table to where the duck initially contacts the ground. One you have found this distance, focus more carefully on this position so that you can take a measurement from the edge of the table to the position where the duck initially contacted the ground. This allows you to get a more accurate answer. Do this at least five times and take the average. Then you can change the height of by adding a .75m desk on top of the .95m table. Repeat the process of data collection at least 5 times and take the average. Then remove the .75m desk and place it on the ground. The desk will then be used to launch from a vertical displacement of .75m place the duck up against the book and launch it horizontally, again collecting 5 separate data points and taking the average of the

* The relevance of this experiment is similar to understanding a real airplane. Paper airplane models are derived from an actual plane these days. The design of an airplane has so much to do with distance, hang time, speed, and many other factors. Understanding the models I have chosen to make help me

Having explored the myths from ancient Greece, Rome, and Egypt, my curiosity was piqued in eighth grade by a simple legend from Japanese lore. If you fold one thousand paper cranes, the gods will grant you one wish. I took it as a challenge. My previous forays into origami had ended poorly, but I was so excited to begin my quest that this detail seemed inconsequential. My art teacher loaned me a piece of origami paper and, armed with an online tutorial, my quest began. Like an early prototype of the airplane, I ascended towards my dreams for a glorious moment before nose-diving into the ground. The first crane was a disastrous failure of wrinkly lines and torn paper. Too embarrassed to ask for another, I turned to my stack of Post-it notes. By the third attempt, I ended up with a sticky pink paper crane. Holding that delicate bird, I was flooded with triumph and elation.

Rubik’s cube is a toy puzzle designed by Ernö Rubik during the mid- 1970s. It is a cube- shaped toy consisting of smaller cube pieces, called “cubies” with 6 faces possessing contrasting colors. This rather primitive-looking phenomenon was exceptionally popular during the 1980s, and peaking in 1980 and 1983 with around 200 million cubes sold worldwide. Even sales today continue to exceed 500,000 sales worldwide each year, consequently earning the title “the best-selling toy of all time”.(“How Rubik’s Cube”) Seen as an object of art, the Rubik’s Cube brilliance is perceived to reside in its ability to embody and symbolize the evident contrasts in the human conditions: simplicity and complexity, order and mayhem, bewilderment and comprehension, as Ernö remarks.(Davis) Comparably, these traits can be observed when examining the most integral parts of the cube: its history, design and mechanics, and mathematical applications.

Pushing a chalk over a board, under some conditions, may lead to undesired detachments [1]. The same phenomenon can occur in multi-body systems as well when they slide on rough surfaces under some configuration conditions [2, 3]. This may lead to a range of non-uniqueness or uncertainty of the solution of the equations of motion. The first one who mentioned this case was Painlevé [4], so it is called Painlevé paradox [5-7]. He studied a planar rod sliding on a rough surface, so this model became the typical Painlevé model. The paradox in the typical Painlevé model may appear at a quite large value of the coefficient of friction, typically more than 4/3 which is, mostly, not found in practical applications (Génot and Brogliato

Table 1 & 2: First, find the mass of the wooden block and record the data. Then place the wooden block on the inclined plane (at 0o) with the wide side down. The height of the pulley should be the same height as the screw location on the wooden block. Then hang a weight on the opposite side of the hanger and add weights until block starts to move with a constant velocity (push block to overcome fs¬). Then record the resulted weight of the hanger in Table 1 (as F). Add 500 g to the wooden block and repeat the process. Replace 500 g with 1 kg on the wooden block. Repeat the process described above.

The third design was very similar to the first design but this one was to have a small square of wood attached to the base so it could move more freely. The square was big enough for the two base arms to be about an inch away from each other. This however wouldn’t be good because the entire arm rested on this small square and would break easily and wouldn’t be easy to pivot because of all the weight. The rotation wood shape would need to be bigger. Also the base arm was straight and would restrain the second arm’s movement because it may catch the end of the arms.

The science behind mechanics can be broken up into two distinct fields of study, kinematics as the first and dynamics the second. The realm of mathematical mechanics while well established in modern times went through several important stages in history before arriving at its current definition. The modern definition of mechanics encompasses both kinematics, the mathematics of motion apart from consideration of mass and force, and dynamics, which deals with forces and their relation to motion. However, it wasn’t until the late Middle Ages that this fundamental distinction first arose to study kinematic problems distinct from any other larger goal or objective. Following this