Balloon Powered Vehicle

Balloon Powered Vehicle The pilot provide fomite was an try out in which I was teamed up with a colleague 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 designation block format. The twist was we had a limited amount of materials. Our materials were unrivalled strip of tape, a lolly stick, two pieces of straw, two constitution clips, a fly, and a galosh band. While we were in our b parliamentary lawing class we were testing two of our sketches, draft #1 and pass#4. While were testing these two sketches we measuring the maintain the pilot supply fomite travelled across the wire and the sentence it took it to trave l the outmatch. Then when we had through that, we were figuring out to fit which expand powered fomite had a better pep pill out of sketch#1 and cogitation #4. In order to figure out the stop number of the aviate powered fomite we were using the prescript for hurrying, pep pill = outer space divided by Time. My partners idea for his balloon powered vehicle vignette#4 part experimenting it on the wire in the classroom travelled a come in distance of 10 feet in 10 seconds. My idea for a balloon powered vehicle resume#1 eon experimenting it on the wire in the classroom traveled a aggregate distance of 6 feet in 4 seconds. With using the jurisprudence for velocity we will see which balloon powered vehicle sketch is had better velocity. animated cartoonesDistanceTimeVelocity V = D/T cartoon#410 feet10 seconds1 s subject field#16 feet4 seconds1.5 s According to the tenet on the board the balloon powered vehicle that sample to have a great velocity out of limn#1 and Sketch#4 was Sketch#1. We got thi! s result because when we devote 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 castrate our balloon powered vehicle more better because broken of our ideas succeeded to go al the manner across the wire.

A puff that we had with Sketch#1 balloon powered vehicle was that while trying to go across the wire the balloo n was genuine spinning this all virtually the wire which was not allowing the balloon to travel that far. A focal point 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 nigh the wire. The problem we had with Sketch#4 balloon powered vehicle was that it was stable but we did not blow enough gleam into the balloon so it did not travel that fast. A way we could have easily fixed this problem was by barely blowing a lot more air into the balloon so it could have traveled further and faster. So when it came down to the grow after experimenting Sketches#1 and Sketches#4 on the wire add 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 get a full essay, order it on our website: OrderCustomPaper.com

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