Questions: Read the case study above and answer the following questions.
Divide into pairs and explain Galileo's experiment to your friend.
Write down an aim and a hypothesis for Galileo's experiment.
Write down the result and conclusion for Galileo's experiment.
Research project : experimental design
Design an experiment similar to the one done by Galileo to prove that the acceleration due to gravity of an object is independent of the object's mass. The investigation must be such that you can perform it at home or at school. Bring your apparatus to school and perform the experiment. Write it up and hand it in for assessment.
Case study : determining the acceleration due to gravity 1
Study the set of photographs alongside showing the position of a ball being dropped from a height at constant time intervals. The distance of the ball from the starting point in each consecutive image is observed to be:
cm,
cm,
cm,
cm,
cm and
cm. Answer the following questions:
Determine the time between each picture if the frequency of the exposures were 10 Hz.
Calculate the velocity,
, of the ball between positions 1 and 3.
Calculate the velocity,
, of the ball between positions 4 and 6.
Calculate the acceleration the ball between positions 2 and 5.
Compare your answer to the value for the acceleration due to gravity (
s
).
The acceleration due to gravity is constant. This means we can use the equations of motion under constant acceleration that we derived in
motion in one dimension to describe the motion of an object in free fall. The equations are repeated here for ease of use.
Experiment : determining the acceleration due to gravity 2
Work in groups of at least two people.
Aim: To determine the acceleration of an object in freefall.
Apparatus: Large marble, two stopwatches, measuring tape.
Method:
Measure the height of a door, from the top of the door to the floor, exactly. Write down the measurement.
One person must hold the marble at the top of the door. Drop the marble to the floor at the same time as he/she starts the first stopwatch.
The second person watches the floor and starts his stopwatch when the marble hits the floor.
The two stopwatches are stopped together and the two times substracted. The difference in time will give the time taken for the marble to fall from the top of the door to the floor.
Design a table to show the results of your experiment. Choose appropriate headings and units.
Choose an appropriate equation of motion to calculate the acceleration of the marble. Remember that the marble starts from rest and that it's displacement was determined in the first step.
Write a conclusion for your investigation.
Answer the following questions:
Why do you think two stopwatches were used in this investigation?
Compare the value for acceleration obtained in your investigation with the value of acceleration due to gravity (
). Explain your answer.
A ball is dropped from the balcony of a tall building. The balcony is
above the ground. Assuming gravitational acceleration is
, find:
the time required for the ball to hit the ground, and
the velocity with which it hits the ground.
It always helps to understand the problem if we draw a picture like the one below:
We have these quantities:
Since the ball is falling, we choose down as positive. This means that the values for
,
and
will be positive.
By now you should have seen that free fall motion is just a special case of motion with constant acceleration, and we use the same equations as before. The only difference is that the value for the acceleration,
, is always equal to the value of gravitational acceleration,
. In the equations of motion we can replace
with
.
Gravitational acceleration
A brick falls from the top of a
high building. Calculate the velocity with which the brick reaches the ground. How long does it take the brick to reach the ground?
A stone is dropped from a window. It takes the stone
to reach the ground. How high above the ground is the window?
An apple falls from a tree from a height of
. What is the velocity of the apple when it reaches the ground?
is it possible to leave every good at the same level
Joseph
I don't think so. because check it, if the demand for chicken increases, people will no longer consume fish like they used to causing a fall in the demand for fish
Anuolu
is not really possible to let the value of a goods to be same at the same time.....
Salome
Suppose the inflation rate is 6%, does it mean that all the goods you purchase will cost
6% more than previous year? Provide with reasoning.
Not necessarily. To measure the inflation rate economists normally use an averaged price index of a basket of certain goods. So if you purchase goods included in the basket, you will notice that you pay 6% more, otherwise not necessarily.
Good day
How do I calculate this question: C= 100+5yd G= 2000 T= 2000 I(planned)=200.
Suppose the actual output is 3000. What is the level of planned expenditures at this level of output?
I am Camara from Guinea west Africa... happy to meet you guys here
Sekou
ma management ho
Amisha
ahile becheclor ho
Amisha
hjr ktm bta ho
ani k kaam grnu hunxa tw
Amisha
belatari
Amisha
1st year ho
Amisha
nd u
Amisha
ahh
Amisha
kaha biratnagar
Amisha
ys
Amisha
kina k vo
Amisha
money as unit of account means what?
Kalombe
A unit of account is something that can be used to value goods and services and make calculations
Jim
all of you please speak in English I can't understand you're language
Muhammad
I want to know how can we define macroeconomics in one line
Muhammad
it must be .9 or 0.9
no Mpc is greater than 1
Y=100+.9Y+50
Y-.9Y=150
0.1Y/0.1=150/0.1
Y=1500
Kalombe
Mercy is it clear?😋
Kalombe
hi can someone help me on this question
If a negative shocks shifts the IS curve to the left, what type of policy do you suggest so as to stabilize the level of output?
discuss your answer using appropriate graph.