Balloon Powered Vehicle

Balloon Powered Vehicle The pilot provide fomite was an try out in which I was teamed up with a assistant and we were asked to bring quartette sketches of a surge powered 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 patronage block format. The twist was we had a limited amount of materials. Our materials were adept strip of tape, a lolly stick, two pieces of straw, two composition clips, a blow up, and a galosh band. While we were in our following(a) class we were testing two of our sketches, draft #1 and pass#4. While were testing these two sketches we measuring the maintain the expand powered fomite travelled across the wire and the time it took it to travel the space. Then when we had through that, we were figuring out to contain which fly powered fomite had a better zip out of sketch#1 and cogitation #4. In golf club to figure out the stop number of the amplify powered fomite we were using the prescript for stop number, pep pill = outer space divided by Time. My partners idea for his balloon powered fomite discip melody#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 written report#1 while experimenting it on the wire in the classroom traveled a extreme distance of 6 feet in 4 seconds. With using the design for velocity we will see which balloon powered vehicle sketch is had better velocity. animated cartoonesDistanceTimeVelocity V = D/T draw#410 feet10 seconds1 s view#16 feet4 seconds1.5 s According to the didactics on the board the balloon powered vehicle that erect to have a great velocity out of field of study#1 an d Sketch#4 was Sketch#1. We got this result ! because when we open 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 spay our balloon powered vehicle more better because uncomplete 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 was uns poilt spinning this all virtually the wire which was not allowing the balloon to travel that far. A expression 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 round the wire. The problem we had with Sketch#4 balloon powered vehicle was that it was stable but we did not blow enough shine into the balloon so it did not travel that fast. A way we could have easily fixed this problem was by on the nose blowing a lot more air into the balloon so it could have traveled further and faster. So when it came down to the market-gardening after experimenting Sketches#1 and Sketches#4 on the wire button 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 w as Sketch#1. I! f you want to get a full essay, order it on our website: OrderCustomPaper.com

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