Experiment and explain how Newton's laws of motion apply to the physical world
Experiment with First Law:
Problem: Will the amount of force you put when you push a plate having an empty can on top affect the distance?
Hypothesis: I believe that the amount of force you put when you are pushing a plate having an empty can on top will definitely affect the distance. Due to the fact that when an object is at rest, it will remain at rest unless acted on by an unbalanced force. So if I put a lot of force in my push the can will most likely fall off the plate, resulting to a shorter distance. However if I gently push the plate having the can on top; then the can will go with plate because now it will be able to stay in motion better when it goes slower, resulting to a longer distance.
Materials:
An empty can
A medium size plate
A person
Pencil and Paper to record data
Ruler
Clear plastic wrap
Procedure:
1. Gather all materials
2. Now take the empty can and set it on top of the can
3. This time you abruptly push the can with a lot of force
4. See what happened to the can and the distance
5. Make sure that you only measure the distance from the plate went when it still had the can on top
6. Take the ruler and measure how long the distance was
7. However make sure that know exactly where you started from and measure it from there
8. Record your answers
9. Repeat steps 2-7 four more times
10. Grab the can and set it once again on top of the plate
11. However this time you will add a gently push to the plate
12. Look at you results
13. Record your answer
14. Repeat steps 10-13 four more times
15. Clean up
Variables:
CV: Same can, plate, flooring, person pushing the plate, ruler, and the same way of measuring the distance
IV: How much force you put when you push the plate
DV: The distance
Control: The amount of force
EV: Flooring, size of can, plate, person pushing the plate, person recording the data
Observations:
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Conclusion:
In this experiment my goal was to determine whether the amount of force I put when pushing a plate having an empty can on top would affect the distance. My hypothesis stated that the amount of force I put when pushing the plate with the can on top would definitely affect the distance because if I pushed the plate abruptly, the can was in resting mode and it would fall off. Unlike if the can was motion then it would stay in motion. When I was done with my experiment I found out that my hypothesis was correct, due to the fact that when I pushed the plate harder the distance seemed to be shorter rather than when I pushed it gently.
During the procedure there weren't any problems at all. The only thing that seemed to bother the results a little was that every time I pushed the plate I had to be aware of where the plate's initial position was. Otherwise my answer would be off.
The reason why the plate with the can on top traveled faster when I put less force is because, since I pushed it gently the can was able to accommodate to the speed. So now not only would the plate be in motion but the can would be as well. However when I would push the plate harder since the can was in resting mode and an object at rest will remain at rest unless acted by an unbalanced force the can ended up falling off the plate making its distance shorter.
How does this apply to the physical world?
This applies to the physical world because now you can see why when an object is at rest it will remain at rest. Such as when the can was on top of the plate it was in resting mode, however when I would push it abruptly this was the unbalanced force that made the can fall off. Also, when I can the can on top of the plate and pushed it gently the can seemed to go the plate because now both items were in motion. When an object is in motion it will continue to be in motion unless acted to by an unbalance force.
How does this meet the proficiency?
This experiment meets the proficiency because since Newton's first law states that when an object is at rest it remains at rest unless acted upon by an unbalanced force. I showed this when I had the can on top of the plate, the can was at rest and would remain at rest unless an unbalanced force acted upon it. I was the unbalance force when I would suddenly push the plate resulting to the can falling off. When I would gently push the plate with the can on top, this time the can would not fall off because since I didn’t push it hard it was able to go with the plate which was in motion. So now both objects were in motion and would continue to be unless an unbalanced force acts upon them. Friction was the unbalanced force because it made the plate and the can stop after a certain time.
Experiment with Second Law:
Problem: Will the amount of mass you add to a paper airplane affect its time in the air?
Hypothesis: In my opinion I believe that the amount of mass you add to a paper airplane will affect its time in the air. Due to the fact that if the airplane is lighter it will be able to travel a farther distance. With the scotch tape on; I'm thinking that as soon as I throw it, it will come down immediately because the mass is too heavy and the paper airplane isn’t strong enough so that it would hold the mass of the tape and actually go farther.
Materials:
• Scotch tape
• Ten paper airplanes
• One metric ruler
• Paper and Pencil
• Timer
• Scissor
• Regular ruler
Procedure:
• Gather all materials
• Pick up a paper airplane, this one with no scotch tape
• Make sure you throw the airplane with a purpose of having it fly a long distance
• Make sure to time how long the airplane flies
• Throw the airplane
• Record answers, make sure to have the timing of the airplane on a sheet of paper
• Repeat steps 2-6 five more time with NO SCOTCH TAPE and a different paper airplane for each trial
• Record answers
• Now get the scotch tape
• With ruler decide how much scotch tape you will put on both sides of the paper airplanes (3 inches)
• With scissors cut 10 pieces of scotch tape, make sure they are all 3 inches long
• Stick them on each of the wings of the airplane and make sure they are not sticking out but are taped to the paper airplane
• Now pick up the airplane WITH SCOTCH TAPE and once again throw it like in step #3 with same force
• Use timer to record the time
• Throw the paper airplane with scotch tape
• Record answers
• Repeat steps 13-16 five more time but this time label the answers "Airplanes with scotch tape"
• See the difference in time and distance when the paper airplane had no scotch tape and with scotch tape
• Record Answers
• Clean up
Variables:
CV: Same person throwing the airplanes, same amount of scotch tape on the sides of airplanes, same paper, same ruler, same scissors to cut the duck tape
IV: The amount of mass added
DV: How far and how fast the airplane will go
Control: The scotch tape on the sides
EV: The same force that the person is throwing the planes with, same person, location, wind speed
Observations:
Conclusion:
In this experiment my purpose was to find which paper airplane would travel the fastest, one with scotch tape taped to the sides, or one with no tape on the sides. My hypothesis stated that the paper airplane with no scotch taped to the sides would travel the quickest. This hypothesis was incorrect because the paper airplane with scotch tape seemed to fly faster, and it also had a longer distance.
During my experiment the only problem that seemed to have an effect in my project was the wind speed. Sometimes the wind made the paper airplane fly a little longer but I was sure to estimate how much the wind had influenced the distance so I subtracted part of the time. I also had to make sure that I was implying the same force for all of them; sometimes I became aware that in some occasions my throwing was different in such trial, so I would have to repeat it and try to put in the same force.
How does this apply to the physical world?
This applies to the physical world because now we can understand why when an object has more mass and more force is applied the acceleration increases. A good example is when you push a shopping, if you have noting inside the cart then less force will be applied however the acceleration won't be as high either. However if we know have a shopping cart filled with food etc, even though it would be much harder to push once you have applied enough force the cart's acceleration will increase greatly.
How does this meet the proficiency?
This experiment meets the proficiency because for the airplane that didn't have tape on the sides even though it was a little easier to throw it didn't go as far as the airplane with tape. This is because the airplane with tape has more mass, and for that fact the acceleration is increases as I also increase my force. Proving Newton's second law the acceleration of an object depends on the mass of the object and the amount of force applied.
Experiment Third Law:
Problem: Will the mass of a sports ball determine the number of bounces that it will have?
Hypothesis: I believe that the mass of a sports ball will surely determine the number of bounces that it will have. In this case since I am using volleyball and a tennis ball, I believe that a tennis ball will have more bounces because since it has less mass. It’s smaller, and harder than the volleyball. Once I let it fall, due to the fact that it is so tiny it will be able to gain a lot of speed so when it hits the floor, its initial bounce will be higher making it have more bounces overall. However since the volleyball is bigger, has more mass, and a softer outer case it will most likely make it have less speed resulting to a smaller initial bounce which will make the rest bounces less.
Materials:
Volleyball
One tennis ball
Paper and pencil
Procedure:
• Gather all materials
• First take the tennis ball, however make sure that you notice at which height you will let the tennis ball fall (put no force)
• Now take the tennis ball and hold it
• I will have it facing my face, directly above my eyes (I’m 5’3)
• Now that I have the tennis ball in front of my face above my eyes, let go and step back to see the result
• Do not count the bounces that seem to barely leave the floor!
• See how many bounces the tennis ball had
• Record data
• Repeat steps 3-7 four more times and look at the difference
• Now take the volleyball
• Do the same steps that you did for the tennis ball (steps 3-7 but this time with the volleyball)
• Repeat the volleyball steps four more times
• Record answers and look at the difference between the tennis and volleyball bounces
• Take the average of the volleyball and tennis ball (this will be your answer)
• Clean up
Observations:
Variables:
CV: Same height you let it fall from, the same flooring, same person letting it fall, same volleyball, and the same tennis ball
IV: The mass of the sports ball
DV: The difference between the numbers of bounces that that certain ball will have
Control: The person letting ball fall
Conclusion:
During this experiment my goal was to find if the mass of a sports ball would determine the number of bounces that it will have which had more bounces. Since I was using a volleyball and a tennis ball in my hypothesis I stated that since the tennis ball had less mass, it was smaller, and it had a harder shell. Once I would let it fall, it would then have a higher bounce from the floor resulting to more bounces in general. This hypothesis was correct because once I finished all my testing even though it didn’t have a major difference the tennis ball still had an average bounce higher than the volleyball’s.
Overall the processes to getting my results were not very difficult. However, I had to always be aware of external variables especially being aware of the height of my fall, and the type of flooring. Otherwise these could have impacted my results greatly.
How does this experiment meet the proficiency?
This experiment meets the proficiency because when I let the balls fall I am showing how one object exerts a force on a second object, then the second object exerts an equal and opposite force on the first. By showing how many bounce the volleyball and tennis ball have they each at first had the same force. So when they would hit the ground they experienced the opposite force from the first.
Proficiency #2 Demonstrate and explain how friction and gravity apply to Newton's Laws of Motion
Friction:
Problem: Will the amount of force you put when you push a plate having an empty can on top affect the distance?
Hypothesis: I believe that the amount of force you put when you are pushing a plate having an empty can on top will definitely affect the distance. Due to the fact that when an object is at rest, it will remain at rest unless acted on by an unbalanced force. So if I put a lot of force in my push the can will most likely fall off the plate, resulting to a shorter distance. However if I gently push the plate having the can on top; then the can will go with plate because now it will be able to stay in motion better when it goes slower, resulting to a longer distance.
Materials:
An empty can
A medium size plate
A person
Pencil and Paper to record data
Ruler
Clear plastic wrap
Procedure:
1. Gather all materials
2. Now take the empty can and set it on top of the can
3. This time you abruptly push the can with a lot of force
4. See what happened to the can and the distance
5. Make sure that you only measure the distance from the plate went when it still had the can on top
6. Take the ruler and measure how long the distance was
7. However make sure that know exactly where you started from and measure it from there
8. Record your answers
9. Repeat steps 2-7 four more times
10. Grab the can and set it once again on top of the plate
11. However this time you will add a gently push to the plate
12. Look at you results
13. Record your answer
14. Repeat steps 10-13 four more times
15. Clean up
Variables:
CV: Same can, plate, flooring, person pushing the plate, ruler, and the same way of measuring the distance
IV: How much force you put when you push the plate
DV: The distance
Control: The amount of force
EV: Flooring, size of can, plate, person pushing the plate, person recording the data
Observations:
Conclusion: In this experiment my goal was to determine whether the amount of force I put when pushing a plate having an empty can on top would affect the distance. My hypothesis stated that the amount of force I put when pushing the plate with the can on top would definitely affect the distance because if I pushed the plate abruptly, the can was in resting mode and it would fall off. Unlike if the can was motion then it would stay in motion. When I was done with my experiment I found out that my hypothesis was correct, due to the fact that when I pushed the plate harder the distance seemed to be shorter rather than when I pushed it gently.
During the procedure there weren't any problems at all. The only thing that seemed to bother the results a little was that every time I pushed the plate I had to be aware of where the plate's initial position was. Otherwise my answer would be off.
The reason why the plate with the can on top traveled faster when I put less force is because, since I pushed it gently the can was able to accommodate to the speed. So now not only would the plate be in motion but the can would be as well. However when I would push the plate harder since the can was in resting mode and an object at rest will remain at rest unless acted by an unbalanced force the can ended up falling off the plate making its distance shorter.
How does this show that friction applies to Newton's Laws of Motion?
We experience friction every single day however just because it's not visible does not mean it's not there. This experiment shows how friction applies to Newton's Laws of Motion because, for Newton's first law when I pushed the plate if there wasn't any friction the plate would just keep going and going. However friction is the unbalanced force that acted upon the motion of both objects. The friction between the plate and the floor worked against the motion of the both plate and can, making both items to at some point stop. Also, for Newton's Second Law
Gravity:
Problem: Will the amount of mass you add to a paper airplane affect its time in the air?
Hypothesis: In my opinion I believe that the amount of mass you add to a paper airplane will affect its time in the air. Due to the fact that if the airplane is lighter it will be able to travel a farther distance. With the scotch tape on; I'm thinking that as soon as I throw it, it will come down immediately because the mass is too heavy and the paper airplane isn’t strong enough so that it would hold the mass of the tape and actually go farther.
Materials:
• Scotch tape
• Ten paper airplanes
• One metric ruler
• Paper and Pencil
• Timer
• Scissor
• Regular ruler
Procedure:
• Gather all materials
• Pick up a paper airplane, this one with no scotch tape
• Make sure you throw the airplane with a purpose of having it fly a long distance
• Make sure to time how long the airplane flies
• Throw the airplane
• Record answers, make sure to have the timing of the airplane on a sheet of paper
• Repeat steps 2-6 five more time with NO SCOTCH TAPE and a different paper airplane for each trial
• Record answers
• Now get the scotch tape
• With ruler decide how much scotch tape you will put on both sides of the paper airplanes (3 inches)
• With scissors cut 10 pieces of scotch tape, make sure they are all 3 inches long
• Stick them on each of the wings of the airplane and make sure they are not sticking out but are taped to the paper airplane
• Now pick up the airplane WITH SCOTCH TAPE and once again throw it like in step #3 with same force
• Use timer to record the time
• Throw the paper airplane with scotch tape
• Record answers
• Repeat steps 13-16 five more time but this time label the answers "Airplanes with scotch tape"
• See the difference in time and distance when the paper airplane had no scotch tape and with scotch tape
• Record Answers
• Clean up
Variables:
CV: Same person throwing the airplanes, same amount of scotch tape on the sides of airplanes, same paper, same ruler, same scissors to cut the duck tape
IV: The amount of mass added
DV: How far and how fast the airplane will go
Control: The scotch tape on the sides
EV: The same force that the person is throwing the planes with, same person, location, wind speed
Observations:
Conclusion:
In this experiment my purpose was to find which paper airplane would travel the fastest, one with scotch tape taped to the sides, or one with no tape on the sides. My hypothesis stated that the paper airplane with no scotch taped to the sides would travel the quickest. This hypothesis was incorrect because the paper airplane with scotch tape seemed to fly faster, and it also had a longer distance.
During my experiment the only problem that seemed to have an effect in my project was the wind speed. Sometimes the wind made the paper airplane fly a little longer but I was sure to estimate how much the wind had influenced the distance so I subtracted part of the time. I also had to make sure that I was implying the same force for all of them; sometimes I became aware that in some occasions my throwing was different in such trial, so I would have to repeat it and try to put in the same force.
How does this show that gravity applies to Newton's Laws if Motion?
This shows how gravity works with Newton's Laws of Motions because if there wasn't any gravity evolved in this experiment then the airplanes instead of eventually hitting the ground. They would slowly start floating up towards space. The same would be for humans too, due to the fact that since there would be no gravitational pull we would start elevating towards space as well.
The relationship between speed and acceleration
Problem: Does the angle of a ramp affect the rate of acceleration?
Hypothesis: I believe that the angle in which a ramp is put in, will affect the rate of acceleration. This is because if you have a steeper ramp then this will make whatever I am trying to slide down, be faster and have a higher acceleration. Such as if I has a very steep hill, in comparison of a plain normal gentle hill. If I let a wagon slide down the hill it would faster if the hill is steeper rather if it plain.
Materials:
Ramp
Timer
Protractor
Calculator
Toy Car
Ruler
Procedure:
1. Gather all materials
2. Now the first thing that you are going to do is measure the ramp with the ruler
3. Then take the protractor and try to get as close as you can get to the first angle which will be 25 degrees
4. After this is done grab the toy car and set it so that if you push it will roll down
5. However since we want to find the acceleration first only measure a certain measurement for the first part of the ramp
6. Since my ramp turned out to 24 inches I will first do 8 inches
7. Mark at exactly eight inches however make sure that when you are timing that is all you time that part and nothing else
8. Now let the car go and measure the time until the 8 inches
9. Record answer
10. Repeat steps 8 and 9 four more times and label them "First 8 inch time"
11. Now here comes the second part
12. We will now have to do the same thing however for the last part of the ramp
13. This is 8 inches as well
14. You will do the same steps that you did for the first 8 inch time
15. So now put you toy car a little behind the last 8 inch line
16. Now let the car go and time its time
17. Record answers
18. Repeat steps 15-17 four more time however now label them "Last 8 inch time"
19. The last part for this is to do the whole time for the entire ramp
20. So go back to the beginning and let the car roll down until the ramp ends
21. Time the whole ramp
22. Record answers
23. Due to the fact that we want to find the acceleration you will now use a formula to find such
24. This formula is ending speed minus initial speed divided by total time
25. You would use the last 8 inch time minus the first 8 inch time/by the time of the entire ramp
26. This is how you will get the acceleration
27. Your answer will be inches/sec/sec
28. Now however since we want to see what effect it will have if we change the angle, just do so and repeat the exact steps that we did before just change the angle with the protractor
29. Record answers
30. Clean up
Variables:
CV: How much force you put, the person timing, the person measuring, same type of ramp, same toy car
IV: The angle of the ramp
DV: The rate of acceleration
Control: The angle of the ramp
EV: How much force you put, the person timing, the person measuring, type of ramp, type of toy car
Observations:
Conclusion:
During this experiment my goal was to determine weather or not the angle of a ramp would have an affect on its acceleration. In my hypothesis I stated that the angle of the ramp would affect its acceleration due to the fact that since it was steeper then whenever I would be letting the car roll down the ramp it then go faster. This hypothesis was correct because the steeper the ramp it its acceleration would then be greater than the other ramp, in which its angle was lesser.
In this procedure there didn’t seem to be any problem. However the only issue that seemed to damage my time was that I had to be super focused on only taking the time of the 8 inch times and not beyond. To help me with this what I did what put a piece of tape at the line in which the 8 inch ended, so that it would help be get an even more accurate time.Since it would stop the toy car from moving anymore.
How does this show the relationship between speed and acceleration?
This experiment shows the relationship between speed and acceleration because now we can tell why when an object has a greater speed its acceleration of course has to be greater as well. Explaining why if you were in a very steep hill if you let a wagon roll down it would then go down at a very high speed and acceleration. Rather than if you just had a plain hill it would then take a while for such to roll down.
Proficiency #4
How simple machine utilize mechanical advantage to transfer energy:
In the building of my rube goldberg I have noticed that energy is essential to having any object move in any direction that you please. During my rube goldberg I used quite a lot of energy. Such as kinetic, mechanical, and sound energy.
Now the question is how did I use all of these energies in my rube goldberg. Simple, as soon as any object is in motion then it will automatically have kinetic energy. So when I let the first marble roll down the inclined planes which was glued to the sides this shows how kinetic energy (motion) makes an impact so that the marble can actually roll down. Once it had rolled down then it had and hit the mouse trap which is connected to a tiny box by a string then once it hits it the it vibrates making the marble that is in the box go once again down an inclines plane. This shows how potential energy works because by waiting until the marble hits the mouse trap and then make it work. By doing this the mouse trap is going to have potential energy. Also after the mouse trap snaps then you will hear a sound: which is going to be sound energy.
Overall through this process; I have learned that we see and use many type of energy, and in this project I was able to identify such.
Proficiency #5
Effective explain how alternate forms of energy can be utilized to influence the United States energy need.
Effective explain how alternate forms of energy can be utilized to influence the United States energy need.
Every morning as we wake up, we are greeted by many beauties that the world has to offer human nature. However what would you do if all of these divine features would all of sudden vanish; due to our miscarriage and irresponsibility, wasting electricity as if it grows from trees. It is very sad to see that due to all of this carelessness our atmosphere has suffered the consequences more than anything else. However, a great idea is now being presented to you which would be able to eliminate this issue forever. Proposing the alternate form of energy: wind power.
Even though some factories might find it so stressful to change their ways, it is either this or practically letting the planet in which we live in fall apart. My plan is to have windmills placed in every single state at least have 20,000 windmills placed in the unused properties to reduce the amount of fossil heat used which by the way damages the atmosphere greatly. Due to the fact that since it is used some many times a day such as in automobiles, factories, and in electric power plants that provide energy for houses and office buildings. The burning of fossil fuels creates carbon dioxide, whose chemical formula is CO2. CO2 is a greenhouse gas that slows the escape of heat into space.
Can you imagine what the world can transform to if we don't stop this growing problem? This would not only affect you, but it would affect all of the people that live in this planet! Even though we can't change the damage that have already been made. We can certainly change the outcomes of this issue if we focus on improving our energy sources. Instead of using the lights from the electricity, try to accumulate as much energy as possible in a wind generator. Wind generators are a wind turbine in which rotary devices extract energy from the wind, which is a natural source.These generators are not cheap, however you would not only be able to save money in electricity bills, but most importantly help our planet.
I hope that I was able to express how big of an issue this problem has become during these past centuries. We can help our planet, we are one of the most powerful countries in the world. If we show this positive action to the rest of the countries that will be more than enough to get the word out. Just think about this proposal, in which could be able to unfold one the great sources: wind power.
Bibliography:
Dumas, Leila, and William G. Lamb. "Newton's Laws of Motion." Forces, motion, and energy . Austin: Holt, Rinehart And Winston, 2007. 44-51. Print.
Dumas, Leila, and William G. Lamb. "Friction: A force That Opposes Motion." Forces, motion, and energy . Austin: Holt, Rinehart And Winston, 2007. 14-19. Print.
Dumas, Leila, and William G. Lamb. "Measuring Motion." Forces, motion, and energy . Austin: Holt, Rinehart And Winston, 2007. 4-9. Print.
