Acceleration of falling cones Investigation Essay Example for Free

Acceleration of falling cones Investigation Essay Safety Statement:- To make this investigation safe I will wear sensible shoes, this make sure that I will not fall or trip on the table whilst carrying out the investigation. Prediction:- I predict that the smaller the surface area of the cone the faster it will fall. I know this as the more surface area the cone has the more air resistance there is. I also know this as when I carried out some research on parachutes, I discovered, that the larger the parachute the quicker the forces balanced, making the parachute fall slowly. Also, the smaller the parachute the longer it took for the forces to balance out, making the parachute fall much quicker. When I looked at a person freefalling (standing up) the results were that this also took at long time for the forces to balance out. When I saw the results of a person lying down I could see that the forced balanced out quickly, making the person fall slower. I know that it doesnt matter what weight an object has, it falls at the same acceleration, and lands on the ground at the same time. On the moon a feather and a golf ball were dropped at the same time, they both hit the surface of the moon at the same time. In any atmosphere when there is a gas or a liquid they initially drop at the same acceleration, encountering a drag force; this increases as it goes faster. The drag force increases until it equals the weight force, the forces are then balanced and it cant go any faster. This is called terminal velocity. Equipment:- The equipment that I shall use will be a stopwatch; to make sure that the times are as accurate as possible, a table of which to stand on when dropping the cone, and sensible shoes whilst standing on the table, I will also have a metre rule to measure the 2m distance, from the floor to the bottom of the cone. Method:- In this experiment I will time how long it takes for a cone to fall 2m. Each time I will make the cone slightly smaller, and therefore decreasing the surface area each time. I will then repeat each size three times: taking an average of the three times, of which I will then plot all the points on a graph. This will hopefully prove my prediction correct. The piece of card forming the cone will be moved 20? for each part of the experiment. Variables:- Distance, Surface area, Weight. The variable that I am going to change will be the surface area of the cone. This will help me determine whether or not my prediction is proven correct. Fair Test:- To make this experiment a fair test, I will take an average of the times of the cone falling after repeating the experiment three times. I will also make sure that I move the piece of card forming the cone around 20? each time, making the surface area of the cone decrease in regular intervals. Obtaining:- Results:- Angle (degrees? ) Surface Area (cm) Time (seconds) 1st Time (seconds) 2nd Time (seconds) 3rd Average Time (seconds) Velocity (m/s)nalysis:- My results show that the bigger the surface area of the cone the slower the cone would fall. This was due to the forces balancing out quicker. The smaller the surface area the quicker the cone would fall, it therefore takes longer for the forces to balance out, causing it to have a higher velocity. Looking at the graph above you can see that it did take longer for the cone to fall with a larger surface area. In the graph below you can see that the smaller the surface area the higher the velocity, (the time it took for the cone to fall in metres per second) My results show that my prediction was correct, the smaller the area the faster the cone will fall. The terminal velocity only lasted for a couple of cm, as the forces balanced out quite quickly. Velocity formula Distance = Velocity Time Example:- 2 = 1. 38 1. 45 The larger the area the smaller the velocity, this is because it takes longer for the cone to reach the ground. The larger the area the more air resistance it encounters, this makes it fall slower to the ground. My conclusion for this experiment is that the larger the area the longer it takes for the cone to fall, it therefore has a lower velocity. The smaller the area the quicker the cone falls, it also has a higher velocity. Evaluation:- The investigation I carried out was very good, as the results for each of the experiments that I carried out had almost the same time for each, the average was also very close to the time it took for each of the cones to fall. This data was very reliable. There are not any results that dont fit the pattern in the graphs. To carry out this investigation I had to measure the height of 2 metres of which the cone would be dropped each time. These results were then recorded, and then I took the average of each result, and plotted these points on a graph. If I did this experiment again I would take more results of each area to make the averages even more accurate, and reliable data. As well as having more data if this experiment was done again I would extend the experiment to involve weight. I would then try to prove that the weight of the cone would not affect the velocity and time of the cone falling. This would help me determine whether or not I was right about weight not being a factor of affecting the time and velocity. If I was to do this then this would be my experiment then this would be what I would do:- Prediction:- I predict that the weight would not make an impact on the time it takes for the cone to fall, and its velocity. Equipment:- Plastacine Stopwatch, Metre rule, Piece of card with cone and angles drawn on it. This time the variable I would change would be the weight of the cone. Method:- I would drop the cone with a ball of plastercine in it from a height of 2m. Each time I drop it I would change the weight of the plastercine, repeating this three times each for each different weight, this way I could get an average of the times, making it even more accurate. Acceleration and terminal velocity of falling cones.

Censoring Huckleberry Finn :: Essays Papers

Censoring Huckleberry Finn Fellow staff, teachers and students, as we all know high school is a time to grow, find yourself and experience different personalities of different people. It is also meant to help you get ready for a world where dealing with different people and situations comes quickly. If you condone certain parts of this real world then you will not be prepared to face the problems and dilemmas of life. Censoring Mark Twain’s Huckleberry Finn is a prime example of shutting out the real world. It should be used as a way to portray life in the south during the Civil Rights Movement. To show how wrong we used to live our lives and how much better our lives are today. Huckleberry Finn is a story about a runaway slave trying to live free in the south. The controversy about the book deals with the common use of the word â€Å"nigger† and the character Jim as a stereotypical runaway slave. People believe that it is a perfect example of racism in literature and should not be allowed to be read. Unfortunately, society today is trying to ignore our past and harsh times. In Hannibal, Missouri, where Mark Twain wrote this novel they celebrate Tom Sawyer Days. This is when the whole town celebrates the works of Mark Twain. The sad thing is, Huckleberry Finn is not given its greatest gratitude even in its hometown. They try too ignore it, as if the city â€Å"is upholding a long American tradition of making slavery and its legacy and blacks themselves invisible† (Zwick 2). As they say, History repeats itself and if we are not prepared for it then how can we make things better? Reading Huckleberry Finn today would be just like reading history books. History books teach about slavery and the Civil Rights Movements and we are not pulling them off our high school curriculum. â€Å"Mark Twain told America, ‘This is how you are, like it or not†Ã¢â‚¬â„¢ (Zwick 2). Many people do not want to face the reality that things said in Huckleberry Finn really or actually happened.

Mask Analysis

Lucy Grealy’s Masks Analysis In the story â€Å"Masks† Lucy Grealy is battling a lethal form of cancer but her struggle through the story is her self-confidence concerning her looks. As Lucy is growing up, the teasing and her self-consciousness about her physical appearance keep increasing. People’s physical beauty is somewhat important to how they see themselves because it affects their confidence. Sometimes when people are nicely dressed, do their hairs or makeup, they feel more confident about themselves than they do if they didn’t.In our culture we almost see a lack of physical beauty or a physical deformity as a disability that prevents you from being like other people. We allow our confidence and self-esteem influence our abilities. The more confidence a person has the less limitation they put on themselves. A person with a physical disability or deformity might feel less free or confident about themselves because how society might perceive them. For example, the first time Lucy is wearing her mask when she is celebrating Halloween she says, â€Å"I felt such freedom: I waltzed up to people effortlessly and boldly. When she wore the mask for the first time she realized how self-conscious she was about her appearance and how that affected her confidence. Some people would probably feel the same way Lucy did if they had faced what Lucy had through her life. Although she was a brave and strong person for fighting her disease, the thing that affected her confidence the most was her looks. Our culture judges a book by its cover. People usually will judge other people by their physical appearance when they first meet someone.That first impression is how we think a person is whether it been smart, successful, confident, or the opposite. People make it so important to be looked as â€Å"normal† that they will behave and look a certain way just to be perceived as normal by the people around them. A person’s physical appea rance will also influence the way people interact with each other. We see with Lucy the way her harassment about her looks influences her. When the teasing comes from a smaller group when Lucy was younger she would retaliate by retorting things back at the boys bothering her.As Lucy got to junior high and the group was larger and she knew less people, she became more isolated. Lucy stated that when she was teased in the hallways of the schools she would â€Å"simply looked down at the floor and walked more quickly. † The teasing got to such a point that she would completely isolate herself during lunch by eating with her guidance counselor. As she got older she, â€Å"viewed other people both critically and sympathetically. She tried to figure out why people would act the way they did with her and in general, as a way to cope with her situation. Some people have the attitude that they are better than someone with a physical deformity or physical disability because they donâ €™t look â€Å"normal,† which they almost see as a handicap. It would help in our culture to break that perception by knowing more stories like Lucy’s in which you can see how strong a person you have to be to have gone through the struggles she had.

Top 15 Test Tips for Every Multiple Choice Test