Ava's Science Portfolio

Acceleration Worksheet

Acceleration Worksheet. Name:
Date: ______________
_________________________

14.2 Acceleration

Acceleration is the rate of change in the speed of an object. To determine the rate of acceleration,
you use the formula below. The units for acceleration are meters per second per second or m/s2.

A positive value for acceleration shows speeding up, and negative value for acceleration shows
slowing down. Slowing down is also called ​deceleration.​

The acceleration formula can be rearranged to solve for other variables such as final speed (​v2​ )
and time (t​ )​ .

EXAMPLES

1. A skater increases her velocity from 2.0 m/s to 10.0 m/s in 3.0 seconds. What is the skater’s
acceleration?

Looking for Solution
Acceleration of the skater

The acceleration of the skater is 2.7 meters per
second per second.

Given
Beginning speed = 2.0 m/s
Final speed = 10.0 m/s

Change in time = 3 seconds
Relationship

2. A car accelerates at a rate of 3.0 m/s2. If its original speed is 8.0 m/s, how many seconds will it
take the car to reach a final speed of 25.0 m/s?

Looking for Solution
The time to reach the final speed.

`

The time for the car to reach its final speed is 5.7
seconds.

Given
Beginning speed = 8.0 m/s; Final speed = 25.0 m/s
Acceleration = 3.0 m/s2
Relationship

1. While traveling along a highway a driver slows from 24 m/s to 15 m/s in 12 seconds. What is the
automobile’s acceleration? (Remember that a negative value indicates a slowing down or
deceleration.)

A = (V2 - V1)/T2

A = (15 m/s - 24 m/s)/12 Sec.

A = -9 m/s/12 sec.

A = -.75

2. A parachute on a racing dragster opens and changes the speed of the car from 85 m/s to 45 m/s in
a period of 4.5 seconds. What is the acceleration of the dragster?

a = 85 m/s - 45 m/s / 4.5 s

a = 40 m/s /4.5s

a = 8.9 m/s/s

3. The table below includes data for a ball rolling down a hill. Fill in the missing data values in the
table and determine the acceleration of the rolling ball.

Time (seconds) Speed (km/h)

0 (start) 0 (start)

23

46

69

8 12

10 15

Acceleration = 4.5 m/s​2

4. A car traveling at a speed of 30.0 m/s encounters an emergency and comes to a complete stop.
How much time will it take for the car to stop if it decelerates at -4.0 m/s2?

5. If a car can go from 0 to 60 mi/hr in 8.0 seconds, what would be its final speed after 5.0 seconds
if its starting speed were 50 mi/hr?

60/8 = 7.5

5*7.5 + 50 = 87.5
6. A cart rolling down an incline for 5.0 seconds has an acceleration of 4.0 m/s2. If the cart has a

beginning speed of 2.0 m/s, what is its final speed?

7. A helicopter’s speed increases from 25 m/s to 60 m/s in 5 seconds. What is the acceleration of
this helicopter?

60 - 25 = 35/5 = 7 m/s2​

8. As she climbs a hill, a cyclist slows down from 25 mi/hr to 6 mi/hr in 10 seconds. What is her
deceleration?

9. A motorcycle traveling at 25 m/s accelerates at a rate of 7.0 m/s2 for 6.0 seconds. What is the
final speed of the motorcycle?

10. A car starting from rest accelerates at a rate of 8.0 m/s/s. What is its final speed at the end of 4.0
seconds?

11. After traveling for 6.0 seconds, a runner reaches a speed of 10 m/s. What is the runner’s
acceleration?

12. A cyclist accelerates at a rate of 7.0 m/s2. How long will it take the cyclist to reach a speed of 18
m/s?

13. A skateboarder traveling at 7.0 meters per second rolls to a stop at the top of a ramp in 3.0
seconds. What is the skateboarder’s acceleration?

Article Reflection:

https://www.sciencenews.org/article/gravity-waves-black-holes-verify-einsteins-prediction?tgt=n
r

Write a 5 sentence reflection related to the article. Use evidence from the article.

Quiz: Motion (on paper)

QUIZ: Motion

Name:​ ________________________ Date:
___________

Formulas:

A= v2 −v1 V2 = V1 + (a * T) T= V2−V1
T2 a

1. After traveling for 14.0 seconds, a bicyclist reaches a speed of 89 m/s. What is the runner’s
acceleration?

2. A car starting from rest accelerates at a rate of 18.0 m/s/s. What is its final speed at the end of
5.0 seconds?

3. A cyclist accelerates at a rate of 16.0 m/s2. How long will it take the cyclist to reach a speed
of 49 m/s?

4. Hans stands at the rim of the Grand Canyon and yodels down to the bottom. He hears his
yodel back from the canyon floor 5.9 s later. Assume that the speed of sound in air is 740.0
m/s. How deep is the canyon?

5. The horse travelled 2.59 miles in 384 seconds. What was the speed of the horse in:
a. Miles per second

b. Miles per hour

6. It is now 10:29 a.m., but when the bell rings at 10:30 a.m. Suzette will be late for French class
for the third time this week. She must get from one side of the school to the other by hurrying
down three different hallways. She runs down the first hallway, a distance of 65.0 m, at a
speed of 5.2 m/s. The second hallway is filled with students, and she covers its 32.0 m length
at an average speed of 1.46 m/s. The final hallway is empty, and Suzette sprints its 60.0 m
length at a speed of 7.3 m/s.
a. Does Suzette make it to class on time or does she get detention for being late again?
b. Draw a distance vs. time graph of the situation. (Assume constant speeds for each
hallway.)

7. The tortoise and the hare are in a road race to defend the honor of their breed. The tortoise
crawls the entire 1000. m distance at a speed of 0.35 m/s while the rabbit runs the first 200.0
m at 1.85 m/s The rabbit then stops to take a nap for 1.200 hr and awakens to finish the last
800.0 m with an average speed of 4.2 m/s. Who wins the race and by how much time?

8. What is the Acceleration of the Cart on the Ramp? Determine the Angle of the Ramp (A).

Angle Chart: h​ ttps://drive.google.com/open?id=0B4RmhXJlHvo1YXZhcDNMSDNSMXc

Which Angle had the greatest Acceleration? Write a Conclusion based on your findings. Create
a Graph if you have time.

Height of

Ramp Velocity Velocity
2 Acceleration
(Opposite) Dist. 1 Time 1 1 Dist. 2 Time 2

50 m 45 m 9 sec. 45 m 3 sec.

50 m 60 m 15 sec. 60 m 10 sec.
Graph:

Conclusion:

GPE Project

Potential Energy Project
Due: Friday 3/17

Define and make note cards for the following words:

Energy: the strength Joules: the SI unit of work Chemical Potential Law of Conservation of
required for physical or or energy, equal to the Energy: form of Energy: states that the
mental activity work done by a force of potential energy that total energy of an
one newton can be absorbed or isolated system
released during a remains constant it is
chemical reaction or said to be conserved
phase transition. over time

Kinetic Energy: energy Kilojoules: is a unit of Elastic Potential Gravity: the force that
that a body possesses measure of energy, in the Energy: is Potential attracts a body toward
by virtue of being in same way that kilometres energy stored as a the center of the earth.
motion measure distance result of deformation of
an elastic object

Potential Energy: the Gravitational Potential Mechanical Energy: is
energy possessed by a Energy: is energy an object defined as the energy
body by virtue of its possesses because of its of an object or system
position relative to position in a gravitational due to its motion or
others field. position

Resource: ​http://www.physicsclassroom.com/class/energy/Lesson-1/Potential-Energy

Gravitational Potential Energy

Determine the Gravitational Potential Energy (GPE) of 3 different masses (g) at 3 different
heights.
3 objects: You, gallon of milk, television (research the masses)
* 2.2 lbs = 1 kg

Data Table:

Your data table will need: Object, mass, gravity, height, GPE

Videos: ​http://www.youtube.com/watch?v=x5JeLiSBqQY
*Video shows you how to use the GPE equation.

Object Mass (Kg) Gravity (m/s2) Height (m) GPE
Me 1
Gallon of milk 42.2 9.8 1 413.56
Television 1 38.2
3.9 9.8
122.5
12.5 9.8

Me 42.2 9.8 10 4135.6
Gallon of milk 3.9 9.8 10 382
Television 10 1225
12.5 9.8

Me 42.2 9.8 20 8271.2
Gallon of milk 3.9 9.8 20 764.4
Television 20 2450
12.5 9.8

Determine the GPE of one of the masses on the following planets:
“​Goffinian”​ - 17% greater than Earth’s Gravity
9.8*1.17 + 9.8 = 11.466%
“C​ abrerian”​ - 39% less than Earth’s Gravity
9.8 * 0.39 = 3.822
9.8 -3.822 = 6%
“B​ iondi​” - 82% greater than Earth’s Gravity
9.8*0.82 + 9.8 = 17. 832
“​Guralnick​” - 63% less than Earth’s Gravity

9.8 *0.63 = 6.174
9.8 * 6.174 = 3.626

Calculations:

A. Planet Goffinian:
42.2 * 11.446 * 1 = 4​ 83.02
42.2 * 11.446 * 10 = ​4830.2
42.2 * 11.446 * 20 = 9​ 660.4
B. Planet Cabrerian:
42.2 * 6 * 1 = 253.2
42.2 * 6 * 10 = 2532
42.2 * 6 * 20 = 5064
C. Planet Biondi:
42.2 * 17.832 * 1 = 752.51
42.2 * 17.832 * 10 = 7525.1
42.2 * 17.832 * 20 = 15050.2
D. Planet Guralnick:
42.2 * 3.6 * 1 = 151.92
42.2 * 3.6 * 10 = 1519.2
42.2 * 3.6 * 20 = 3038.4

Data Table:

ME GPE (height GPE (height GPE (height

Planet 1m) 10m) 20m)
Goffinian (11.446)
Cabrerian (6) 483.02 4830.2 9660.4
Biondi (17.832)
Guralnick (3.6) 253.2 2532 5064

752.51 7525.1 15050.2

151.92 1519.2 3038.4

Graph:

Critical Thinking Questions:
1. What factors affect Gravitational Potential Energy?

The factors that affect the Gravitational Potential Energy are its height, mass and the strength.
2. Why did the GPE change on the other planets?

The GPE changed in the other planets because the gravity was different so with different gravity
the speed of the of the object will change.

3. Which planet would you be able to hit a golf ball further? Explain using data.
You would be able to Guralnick because the gravity is less than the others with 3.6.

4. How does GPE relate to Chemical Potential Energy?
GPE relates to Chemical Potential Energy because they are both based on the amount of
energy an object can have but in many ways.

5. How do Energy companies use GPE to generate Electrical Energy? Give an example
Energy companies use GPE to make Electrical Energy by converting the energy of water falling
or moving water at a fast pace. Then the water get put in the generator to make energy. For
example a waterfall.

6. What happens to the GPE when the object falls to the ground? Describe the Energy
transformations along the way. Use a diagram.

As an object is falling the length to the ground is decreasing and therefore the energy stored in
gravity decreases, too. As the object speeds up while it is falling the
energy is leaving the gravitational field, and while it is falling it is
entering kinetic energy.

Worksheet 1:
http://glencoe.mheducation.com/sites/0078600510/student_view0/unit1/chapter4/math_practice_2.html
Worksheet 2:​ h​ ttp://go.hrw.com/resources/go_sc/ssp/HK1MSW65.PDF

KE Project

Kinetic Energy Project

Objective: ​7.1.b. Energy can be stored in many forms and can be
transformed into the energy of motion.

Problem Statement:

1. Design an experiment to test how changing the angle of a ramp affects Kinetic
Energy?

2. What is the velocity of a roller coaster at the bottom of the hill?

Hypothesis:

As the degree of the angle is changes then the speed of the car will increase.

Independent Variable:
The angle

Dependent Variable:
The velocity

*Use the following angles: 8, 18, 28

Example:​ ​Suppose you want to make a ramp with a 23 degree angle. Look up 23

degrees on the Angle Chart and find the sine (decimal).
Sin 23 = 0.39
Substitute Sin 23 with 0.39

0.39 = opposite
hypotenuse

0.39 = opposite (height of ramp)
180 cm

80​

8= opposite
hypotenuse

1.2m * 0.13917= x * 1.2
1.2

Opposite = 0.167

KE

Mgh = 0.5mv​2

21.5 g(9.8 m/s​2)​ (0.167 m) = 0.5(21.5 g)(v​2​)

35.2 = 10.75v​2
10.75

3.274 m/s = v2​

1.81 m/s = v

V= D
T

V= 1.2
1.35

V = 0.88 m/s

180​

18 = opposite
hypotenus

1.2 * 0.30902 = x * 1.2
1.2

Opposite = 0.371

KE

Mgh = 0.5mv​2

21.5 g(9.8 m/s​2)​ (0.371 m) = 0.5(21.5 g)(v​2​)

78.17 m/s = 10.75 v2​
10.7 = v​2

7.27m/s

2.69 m/s =v

V= D
T

V= 1.2
0.8

V = 1.41 m/s

280​

28 = opposite
hypotense

1.2 * 0.46947 = x * 1.2
1.2

Opposite = 0.563364

KE

Mgh = 0.5mv​2

21.5 g(9.8 m/s​2)​ (0.563 m) = 0.5(21.5 g)(v2​ ​)

118.62 = 10.75v2​
10.75

11.03 m/s = v​2

3.32 m/s = v

V= D
T

V= 1.2
0.56

V = 0.672 m/s

solve for opposite (height of ramp)

*A​ ngle Chart

*Include diagrams of the 3 Angles
*Include math examples for determining the angles and KE.

Video Resources:
1. How to solve KE problems: ​https://www.youtube.com/watch?v=tryiwu4RhSM
2. PE/KE: h​ ttps://www.youtube.com/watch?v=Je8nT93dxGg
3. PE/KE: ​https://www.youtube.com/watch?v=BSWl_Zj-CZs
4. PE/KE: ​https://www.youtube.com/watch?v=7K4V0NvUxRg

Data Analysis - W​ rite your data analysis paragraph here

In conclusion, my hypothesis was correct. In my hypothesis it says that as
the angle is increasing in number the car’s speed will also increase. This
is true because the first angle at 80​ t​ he final velocity was 1.81 m/s. For the
angle 18​0​ the final velocity was 2.69 m/s. Nex for the angle at 28​0​ the final
velocity was 3.32. Thus, proving that my hypothesis was correct.

Data Analysis Rubric (Self Evaluate) 34
Lab Rubric - Data Analysis Sections

12

Data/ ____Data is poorly ____Data is ____Data is ___Data is clearly
Observations organized or missing represented in a represented in the and accurately
altogether. table or graph, but table or graph with represented in a
No mention of it is incomplete or minor errors. More table or graph.
observations there are major complete discussion Observations
errors. Some of observations. include discussion
discussion of of both qualitative
observations and quantitative
observations.

Conclusion/ ____No conclusion is ____Somewhat ____Adequately ____Clearly explains
Analysis written in this report or it explains whether or explains whether or whether or not the
is very brief. No data is not the hypothesis not the hypothesis hypothesis was
cited. was supported. was supported. supported. Data
____No analysis is ____ Possible Data is cited to was cited to support
included or it is extremely sources of error are support hypothesis. the hypothesis.
brief no sources of error somewhat ____Possible ____Possible
are explained. explained. sources of error are sources of error are
____No discussion of ____ No discussion adequately clearly explained.
patterns or trends in the of patterns or explained.
data trends ____Some ____Trends and
discussion of Patterns in the data
patterns or trend in are clearly
the data discussed.

Self Evaluate Self Evaluate Score (1-4)
Category

Scientific Method

-Hypothesis
-Identify the variables

Math Examples

-Angle steps shown
-KE steps shown

Graph

-Accurate
-Informative

Data Analysis

-Hypothesis correct?
-Support for hypothesis
-Transition words

Reading
Comprehension

-Article questions

Article: E​ veryday Energy

Read the article and answer the questions.

1. A roller coaster car at the top of the hill, an archer preparing to release an arrow, and a
lake that sits above a dam are types of what kind of energy?
a. Potential energy
b. Kinetic energy
c. Gravitational energy
d. Consumption of energy

2. What does the author describe in the passage?
a. The history of human energy use in the US
b. The ways in which potential energy is converted to kinetic energy
c. The best new ways to build dams in the American Southwest
d. Consequences of drought to people who rely on dams

3. The conversion of stored potential energy into kinetic energy can also be harnessed to
power homes, factories, and entire cities. Which example from the text supports this
conclusion?
a. The softball pitcher
b. The slingshotting comet
c. The archer
d. The Hoover Dam

4. Which of the following conclusions is supported by the text?
a. Nuclear power is the most efficient kind of energy for powering cities
b. Professional athletes should study the science of energy to play better
c. Dams power cities by converting stored potential energy to kinetic energy
d. Drought is a serious problem for farmers in the Southwest.

5. What is the passage mainly about?
a. The movements of comets through our solar system
b. The scientific forces behind our favorite roller coasters
c. The unusual properties of water molecules in rivers
d. The conversion of potential energy into kinetic energy

6. As used in the passage, what does spillway mean?
a. A place where water flows off the top of a dam
b. A place where water accidentally spills
c. A place where water flows underground
d. A place where water flows into nearby farms

7. Chose the answer that best completes the sentence below
a. Even though
b. Initially
c. For instance
d. However

8. How does the Hoover Dam provide power to California, Nevada, and Arizona?
The hoover dam provides power to California, Nevada, and Arizona by

harnessing potential energy into kinetic energy using spillway

FINAL PART - Roller Coaster Physics

Objective:
1. When energy is transformed, the total amount of energy stays constant (is conserved).
2. Work is done to lift an object, giving it gravitational potential energy (weight x height). The
gravitational potential energy of an object moving down a hill is transformed into kinetic
energy as it moves, reaching maximum kinetic energy at the bottom of the hill.

Determine the velocity of a full roller coaster of riders at the bottom of the largest hill. You can
use the following roller coasters:
Watch these Videos for help:
http://www.youtube.com/watch?v=Je8nT93dxGg
http://www.youtube.com/watch?v=iYEWIuQBVyg

Use either:

GPE​top​ = KE​bottom

1. Cyclone - Coney Island

Height of largest hill - ​26 meters

Mass of Coaster/number of riders - 1000 g, 24 riders

Velocity at Bottom of Hill in m/s - 7.43 m/s

V= D
T
26
V= 3.5

V = 7.43 m/s

2. Kingda Ka - Six Flags New Jersey

Height of largest hill - 139 m

Mass of Coaster/number of riders - 100 g

Velocity at Bottom of Hill in m/s - 57.22 m/s

V= D
T
139 m
V= 2.44

V = 57.22

*Write about your results in a paragraph.

The results that I found were that there are many different roller coasters and they go at
different speeds so then there velocity is very different. Also for KIngda Ka it was once the
fastest roller coaster in the world and so then the speed for that was a lot different than the
speed for the Cyclone, that is also why the velocity was different for both roller coasters.

More resources:
http://www.youtube.com/watch?v=BSWl_Zj-CZs
Kinetic and Potential Energy
http://www.youtube.com/watch?v=7K4V0NvUxRg
Kinetic and Potential Energy
http://www.youtube.com/watch?v=btLU2lb3-xs
Bill Nye
http://www.youtube.com/watch?v=-dpBVtAbKJU
Roller Coasters
http://www.youtube.com/watch?v=iYEWIuQBVyg

Inclined Plane Project

Inclined Plane Project

Due: April 19, 2017

1. Define the following vocabulary: Use pgs. 124 - 153

Simple Machine - A Mechanical Work - amount of Input Force - Initial
basic mechanical Advantage - ratio of effort that is applied force used to get a
device for applying forced produced by a machine to begin
force machine to force working
applied to it

Compound Machine- Ideal Mechanical Power- To act or Output Distance-
A machine consisting Advantage- Measure produce an effect Number of times a
of 2 or more simple of force used by machine increases
machines working using a tool an input force
together

Efficiency- How easy Actual Mechanical Input Distance- Force Output Force-
it is to do something Advantage- Force a
machine can multiply exerted through a Amount of force
while subtracting
losses to overcome machine applied to a machine
friction

First Class Lever- A Second Class Lever- Third Class Lever- Energy- Ability to be
beam with one load, Plank pivots as Force is applied active
a fulcrum, and force fulcrum (ex: between the load and
applied to it wheelbarrow) the fulcrum

Block and Tackle Fixed Pulley- Movable Pulley- A
Pulley- A system of 2 Changes the pulley that can freely
or more pulleys direction of force on a move
rope or belt that
moves.

2. Experiment: How does the angle of an inclined plane affect:
A. Ideal Mechanical Advantage
B. Actual Mechanical Advantage
C. Efficiency
*Think about the scientific Method
DATA TABLE

***Why is the Actual Mechanical Advantage always less than the Ideal Mechanical

- The Actual Mechanical Advantage is always less than the Ideal Mechanical advantage

because it isn’t possible to get more work from the machine than work put in.
The purpose of the experiment was to determine whether or not the angle of a ramp
affects efficiency. To create the experiment, we used a ring stand, spring scale, and a wooden
ramp. We performed the procedure by finding three different angles of the ramp, and then
finding the efficiency of each angle. To conclude, we found that as the angle increased, so did
the efficiency, which clearly showed that angle does affect efficiency.

3. Critical Thinking:
A. How much WORK would be done to lift a 350 kg Piano to the top of the Empire State
Building using a ramp with an angle of 35 degrees?

350kg*9.8m/s2​ ​=3430
2.5=3430 N/x
8575 N = x

Wi​ n=​ D​in​*Force​in
Wi​ n=​ 834 ft(8575 N)
Win=7,151,550J

1. What is the length of the ramp to the top of the Empire State Building?

35 degrees = 0.57358
Hyp = Opp(0.57358)
Hyp = 1,454ft(0.57358)
Hyp = 834 feet

2. Suppose the Ideal Mechanical Advantage (IMA) is 3.2

3. The Actual Mechanical Advantage (AMA) is 2.5.

4. What is the Efficiency of this Machine?

Work​out =​ Do​ ut*​ Fo​ ut
Worko​ ut ​= 1454 ft(3430 N)
Work​out​ = 4,987,220 J

E = Work​out/​ Work​in
E = 4,987,220/7,151,550
E = .697*100
E = 69.7%

4. Explain how the Ideal Mechanical Advantage and Actual Mechanical Advantage is
determined for the following simple machines:
A. Inclined Plane -

Ideal Mechanical Advantage - You have to divide the length of the incline by the height
of the incline
Actual Mechanical Advantage - resistance force/effort force
B. Lever -
Ideal Mechanical Advantage - the input power is preserved and simply trades off forces
against movement.
Actual Mechanical Advantage - input work = output work
C. Pulleys -
Ideal Mechanical Advantage - counting the ropes. One pulley uses two ropes, so then
the workload is divided by two ropes and not one.
Actual Mechanical Advantage - the ratio of the output for to the input force

D. Wheel and Axle -
Ideal Mechanical Advantage - the ratio of the radii.
Actual Mechanical Advantage - radius of wheel/radius of angle

5. Complete the Following Worksheet:

Worksheet 2
Effort Force = Input Force
Resistance Force = Output Force
Effort Force = Input Force
Resistance Force = Output Force
1. IMA= 24/5 = ​4.8
2. IMA= 18/4=​ 4.5
3. AMA= 325/20= 1​ 6.25
4. Efficiency= 5.22/6 *100= ​87
6. Group: Video 1 Trial of the Lab that demonstrates the experiment and
the calculations

Inclined Plane Quiz

Inclined Plane Project

Due: April 19, 2017
1. Define the following vocabulary: Use pgs. 124 - 153

Simple Machine - A Mechanical Work - amount of Input Force - Initial
basic mechanical Advantage - ratio of effort that is applied force used to get a
device for applying forced produced by a machine to begin
force machine to force working
applied to it

Compound Machine- Ideal Mechanical Power- To act or Output Distance-
A machine consisting Advantage- Measure produce an effect Number of times a
of 2 or more simple of force used by machine increases
machines working using a tool an input force
together

Efficiency- How easy Actual Mechanical Input Distance- Force Output Force-
it is to do something Advantage- Force a
machine can multiply exerted through a Amount of force
while subtracting
losses to overcome machine applied to a machine
friction

First Class Lever- A Second Class Lever- Third Class Lever- Energy- Ability to be
beam with one load, Plank pivots as Force is applied active
a fulcrum, and force fulcrum (ex: between the load and
applied to it wheelbarrow) the fulcrum

Block and Tackle Fixed Pulley- Movable Pulley- A
Pulley- A system of 2 Changes the pulley that can freely
or more pulleys direction of force on a move
rope or belt that
moves.

2. Experiment: How does the angle of an inclined plane affect:
A. Ideal Mechanical Advantage
B. Actual Mechanical Advantage
C. Efficiency
*Think about the scientific Method
DATA TABLE

***Why is the Actual Mechanical Advantage always less than the Ideal Mechanical

- The Actual Mechanical Advantage is always less than the Ideal Mechanical advantage

because it isn’t possible to get more work from the machine than work put in.
The purpose of the experiment was to determine whether or not the angle of a ramp
affects efficiency. To create the experiment, we used a ring stand, spring scale, and a wooden
ramp. We performed the procedure by finding three different angles of the ramp, and then
finding the efficiency of each angle. To conclude, we found that as the angle increased, so did
the efficiency, which clearly showed that angle does affect efficiency.

3. Critical Thinking:
A. How much WORK would be done to lift a 350 kg Piano to the top of the Empire State
Building using a ramp with an angle of 35 degrees?

350kg*9.8m/s2​ ​=3430
2.5=3430 N/x
8575 N = x

Wi​ n=​ Di​ n​*Force​in
Wi​ n​=834 ft(8575 N)
Win=7,151,550J

1. What is the length of the ramp to the top of the Empire State Building?

35 degrees = 0.57358
Hyp = Opp(0.57358)
Hyp = 1,454ft(0.57358)
Hyp = 834 feet

2. Suppose the Ideal Mechanical Advantage (IMA) is 3.2

3. The Actual Mechanical Advantage (AMA) is 2.5.

4. What is the Efficiency of this Machine?

Worko​ ut =​ D​out​*F​out
Worko​ ut ​= 1454 ft(3430 N)
Worko​ ut​ = 4,987,220 J

E = Work​out/​ Work​in
E = 4,987,220/7,151,550
E = .697*100
E = 69.7%

4. Explain how the Ideal Mechanical Advantage and Actual Mechanical Advantage is
determined for the following simple machines:
A. Inclined Plane -

Ideal Mechanical Advantage - You have to divide the length of the incline by the height
of the incline
Actual Mechanical Advantage - resistance force/effort force
B. Lever -
Ideal Mechanical Advantage - the input power is preserved and simply trades off forces
against movement.
Actual Mechanical Advantage - input work = output work
C. Pulleys -
Ideal Mechanical Advantage - counting the ropes. One pulley uses two ropes, so then
the workload is divided by two ropes and not one.
Actual Mechanical Advantage - the ratio of the output for to the input force

D. Wheel and Axle -
Ideal Mechanical Advantage - the ratio of the radii.

Actual Mechanical Advantage - radius of wheel/radius of angle

5. Complete the Following Worksheet:

Worksheet 2
Effort Force = Input Force
Resistance Force = Output Force
Effort Force = Input Force
Resistance Force = Output Force

1. IMA= 24/5 = 4​ .8
2. IMA= 18/4=​ 4.5
3. AMA= 325/20= 1​ 6.25
4. Efficiency= 5.22/6 *100= ​87

6. Group: Video 1 Trial of the Lab that demonstrates the experiment and
the calculations