Experiment Title: Soda Straw Balance Grade Level: 3rd Grade Process-oriented objectives: The students will be able to measure weights of very small objects using the soda straw balance. Processes addressed: observing‚ communicating‚ measuring‚ predicting‚ and inferring NSES Content Standards: A &E Source of Experiment: Formulating and testing hypothesis; experimenting and constructing model. Materials: straws‚ bolts or screws‚ pins‚ equal sided blocks‚ and scissors. Safety Precautions: Teacher
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initial velocity. Variables Independent: Difference of weight on each car. Dependent: Time and velocity of the car going down the ramp Controlled: Size of the ramp Same car used Same size weights 1x power pack (set to A/C) Equipment: 1x wooden ramp 1x model car 5x 1kg weights 1x stopwatch 1x role of ticker timer tap 1x ticker timer Method: 1. Gather all equipment listed above 2. Set up ramp‚ car (without any weights) and ticker timer (repeat 2 time) 3. Push car down the ramp
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Mud Company 1. As Wet-Land Drilling‚ Inc. had filed a complaint that the bags it received from Bayfield were short-weight by about 5%‚ they had to determine the cause of the discrepancy. They discovered through checking 50 of the bags that they only had an average net weight of 47.51 pounds. In order to identify the errors that had occurred in the operation‚ and why the weight has become inconsistent‚ Bayfield’s quality managers may consider using Statistical Process Control (SPC). As mentioned
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Bayfield were short-weight by approximately 5%. The light-weight bags were initially detected by one of Wet-Land’s receiving clerks‚ who noticed that the rail road side scale tickets indicated that the net weights were significantly less on all three of the boxcars than those of identical shipments received on October 25‚ 1994. Bayfield’s traffic department was called to determine if lighter-weight dunnage or pallets were used on the shipments. (This might explain the lighter weights.) Bayfield indicated
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1 Understand the difference between weight and mass. 1 Weight and mass are often confused‚ partially because both can be measured with scales. Weight is the effect of gravity on an object. If an object is relocated to an area with different gravity‚ for example another planet‚ the weight of that object will change. This change is due entirely because of the difference in the gravity and has nothing to do with
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Data: mass of weight | displacement | m (kg) | x (m) | 0.1 | 0.12 | 0.2 | 0.24 | 0.3 | 0.36 | 0.4 | 0.48 | 0.5 | 0.60 | We began the experiment by placing a helical spring on a clamp‚ creating a “spring system”. We then measured the distance from the bottom of the suspended spring to the floor. Next we placed a 100g weight on the bottom of the spring and then measured the displacement of the spring due to the weight . We repeated the procedure
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State the principle of triple beam balance A beam balance measures mass as opposed to weight‚ so the mass you weigh will be the same on the moon as it is on earth. Gravity is taken out of the equation‚ unlike a spring balance that measures weight and would measure an article to be 1/6 of the weight on the moon as it would be on earth using the same spring balance that relied on gravity. The principle is that of moment‚ or turning force/torque)‚ calculated by force x distance. Fundamentally‚
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a list of external factors. Divide factors into two groups: opportunities and threats. Assign weights: Assign a weight to each factor. The value of each weight should be between 0 and 1 (or alternatively between 10 and 100 if you use the 10 to 100 scale). Zero means the factor is not important. One or hundred means that the factor is the most influential and critical one. The total value of all weights together should equal 1 or 100. Rate factors: Assign a rating to each factor. Rating should be
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school laden with books which they could hardly carry. This burden did not improve their minds; it only made them hunch backs. Heavy back packs are one of the most distressing and unpleasant aspects of school life for many children. The heavy weights of books make school going drudgery and irksome. This goes contrary to the current trend‚ which insists that the learning process should be fun. Children who do not have to carry heavy loads‚ such as the resident borders‚ are more relaxed and at ease
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displacement measuring plate‚ spring‚ weights‚ loading rod. PROCEDURE Determine the stiffness of the spring The length of the unloaded spring was measured. A weight was inserted unto the loading rod (with plate)‚ then the loading rod was anchored to the spring. The extension of the loaded spring was noted. Steps 2 to 3 were repeated with four other different loading conditions. Determine the natural frequency of the spring-mass system A weight was inserted unto the loading rod (with
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