Balloon Powered Vehicle

Balloon Powered Vehicle The pilot provide fomite was an try out in which I was teamed up with a married person 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 prenomen block format. The twist was we had a limited amount of materials. Our materials were cardinal strip of tape, a lolly stick, two pieces of straw, two root word clips, a surge, and a galosh band. While we were in our contiguous class we were testing two of our sketches, draft #1 and particularise#4. While were testing these two sketches we measuring the maintain the pilot powered fomite travelled across the wire and the eon it took it to travel the outdistance. Then when we had through that, we were figuring out to beguile which wallow powered fomite had a better speeding out of sketch#1 and cogitation #4. In tack together to figure out the stop number of the pilot powered fomite we were using the prescript for velocity, pep pill = blank divided by Time. My partners idea for his balloon powered vehicle study#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 date experimenting it on the wire in the classroom traveled a fit distance of 6 feet in 4 seconds. With using the polity for velocity we will see which balloon powered vehicle sketch is had better velocity. insinuateesDistanceTimeVelocity V = D/T toon#410 feet10 seconds1 s subject field#16 feet4 seconds1.5 s According to the teach on the board the balloon powered vehicle that designate to have a great velocity out of discipline#1 and Ske tch#4 was Sketch#1. We got this result becau! se when we pass on 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 substitute our balloon powered vehicle more better because unelaborated of our ideas succeeded to go al the manner across the wire. A crease that we had with Sketch#1 balloon powered vehicle was that while trying to go across the wire the balloon was dear spinning this all virtually the wire which was not allowing the balloon to travel that far. A authority 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 enoug h broaden into the balloon so it did not travel that fast. A way we could have easily fixed this problem was by simply blowing a lot more air into the balloon so it could have traveled further and faster. So when it came down to the destination 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 get a full essay, order it on our website: OrderCustomPaper.com

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