Balloon Powered Vehicle

Balloon Powered Vehicle The pilot provide fomite was an try out in which I was teamed up with a confederate and we were asked to bring quartette sketches of a surge cater 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 human activity block format. The twist was we had a limited amount of materials. Our materials were one and only(a) strip of tape, a lolly stick, two pieces of straw, two base clips, a fly, and a galosh band. While we were in our coterminous class we were testing two of our sketches, draft #1 and narrow down#4. While were testing these two sketches we measuring the maintain the expand powered fomite travelled across the wire and the quantify it took it to trav el the place. Then when we had through that, we were figuring out to chequer which billow powered vehicle had a better stop number out of sketch#1 and cogitation #4. In mark to figure out the stop number of the heave powered vehicle we were using the prescript for stop number, pep pill = outer space divided by Time. My partners idea for his balloon powered vehicle cogitation#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 toon#1 slice experimenting it on the wire in the classroom traveled a amount distance of 6 feet in 4 seconds. With using the code for velocity we will see which balloon powered vehicle sketch is had better velocity. drawesDistanceTimeVelocity V = D/T toon#410 feet10 seconds1 s chalk out#16 feet4 seconds1.5 s According to the statement on the board the balloon powered vehicle that screen to have a great velocity out of plan#1 and Sketch #4 was Sketch#1. We got this result because ! when we generate 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 great than 1 this proves that Sketch#1 has a greater velocity than Sketch#4. I think that my partner and I could had falsify our balloon powered vehicle more better because partial of our ideas succeeded to go al the manner across the wire.

A product line that we had with Sketch#1 balloon powered vehicle was that while trying to go across the wire the balloon was safe spinning this all virtually the wire which was not allowing the balloon to travel that far. A focus 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 somewhat the wire. The problem we had with Sketch#4 balloon powered vehicle was that it was stable but we did not blow enough irradiate into the balloon so it did not travel that fast. A way we could have easily fixed this problem was by merely blowing a lot more air into the balloon so it could have traveled further and faster. So when it came down to the shade 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 Sketch#1. If you want to ge! t a full essay, order it on our website: OrderCustomPaper.com

If you want to get a full essay, visit our page: write my paper