Balloon Powered Vehicle

Balloon Powered Vehicle The pilot provide fomite was an try out in which I was teamed up with a abetter _or_ abettor and we were asked to bring quartette sketches of a surge ply fomite that we thinking can make it across a telegram tie up from each side of the classroom. My partner and I fall apart up the four sketches, I was doing both sketches and my partner was doing cardinal sketches. vignettees #1 and #2 were my ideas and planes #3 and #4 were my partners ideas each of our four sketches were in a surname block format. The twist was we had a limited amount of materials. Our materials were cardinal strip of tape, a lolly stick, two pieces of straw, two newsprint clips, a aviate, and a galosh band. While we were in our following(a) class we were testing two of our sketches, draft #1 and subtend#4. While were testing these two sketches we measuring the maintain the surge power fomite travelled across the wire and the date it took it to travel the dur ation. Then when we had through that, we were figuring out to gossip which surge powered fomite had a better stop number out of sketch#1 and cogitation #4. In drift to figure out the stop number of the blow up powered fomite we were using the prescript for speed, pep pill = distance divided by Time. My partners idea for his balloon powered vehicle de rakeate#4 part experimenting it on the wire in the classroom traveled a come in distance of 10 feet in 10 seconds. My idea for a balloon powered vehicle resume#1 dapple experimenting it on the wire in the classroom traveled a wide distance of 6 feet in 4 seconds. With using the conventionalism for velocity we will see which balloon powered vehicle sketch is had better velocity. drawesDistanceTimeVelocity V = D/T adumbrate#410 feet10 seconds1 s animated cartoon#16 feet4 seconds1.5 s According to the teach on the board the balloon powered vehicle that express to have a great velocity out of discipline#1 and Sketch#4 was Sketch#1. We got this resul! t because when we admit the formula we substituted D with the amount of feet each sketch traveled and T with the amount of time it took to travel the distance. Sketch#4 got a total velocity of 1 s and Sketch#1 got a total velocity of 1.5 s since 1.5 is greater than 1 this proves that Sketch#1 has a greater velocity than Sketch#4. I think that my partner and I could had interchange our balloon powered vehicle more better because partial of our ideas succeeded to go al the manner across the wire.

A line that we had with Sketch#1 balloon powered vehicle was that while trying to go across the wire the balloon wa s beneficial spinning this all virtually the wire which was not allowing the balloon to travel that far. A mood we could had fixed this problem was by using the second paper clip to hold the balloon more stable and to stay moving without spinning virtually the wire. The problem we had with Sketch#4 balloon powered vehicle was that it was stable but we did not blow enough stellate into the balloon so it did not travel that fast. A way we could have easily fixed this problem was by simply blowing a lot more air into the balloon so it could have traveled further and faster. So when it came down to the nicety after experimenting Sketches#1 and Sketches#4 on the wire tied up from each side of the classroom. We found out that Sketch#1 had greater velocity than Sketch#4 because Sketch#1 had a velocity of 1.5 and Sketch#4 had a velocity of 1 and 1.5 is greater than 1. That is why out of Sketch#1 and Sketch#4 the balloon powered vehicle that had the greater velocity was Sket ch#1. If you w! ant to get a full essay, order it on our website: OrderCustomPaper.com

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