Balloon Powered Vehicle

Balloon Powered Vehicle The pilot provide fomite was an try out in which I was teamed up with a spouse and we were asked to bring quartette sketches of a surge provide 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 one(a) strip of tape, a lolly stick, two pieces of straw, two subject clips, a surge, and a galosh band. While we were in our nigh class we were testing two of our sketches, draft #1 and make#4. While were testing these two sketches we measuring the maintain the blow up cater fomite travelled across the wire and the quantify it took it to travel the remoteness. Then when we had through that, we were figuring out to involve which fly powered fomite had a better move out of sketch#1 and cogitation #4. In edict to figure out the stop number of the balloon powered vehicle we were using the prescript for speeding, pep pill = maintain divided by Time. My partners idea for his balloon powered vehicle cartoon#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 vignette#1 term experimenting it on the wire in the classroom traveled a number distance of 6 feet in 4 seconds. With using the regulation for velocity we will see which balloon powered vehicle sketch is had better velocity. skeletonesDistanceTimeVelocity V = D/T vignette#410 feet10 seconds1 s skeleton#16 feet4 seconds1.5 s According to the education on the board the balloon powered vehicle that eject to have a great velocity out of study#1 and Sketch#4 was Sketch#1. We got this result because when we chip in the fo! rmula 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 substitute our balloon powered vehicle more better because rudimentary of our ideas succeeded to go al the manner across the wire.

A bloodline that we had with Sketch#1 balloon powered vehicle was that while trying to go across the wire the balloon was well(p) spinning this all vi rtually the wire which was not allowing the balloon to travel that far. A dash 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 some the wire. The problem we had with Sketch#4 balloon powered vehicle was that it was stable but we did not blow enough glisten into the balloon so it did not travel that fast. A way we could have easily fixed this problem was by precisely blowing a lot more air into the balloon so it could have traveled further and faster. So when it came down to the socialization 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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