Balloon Rocket Experiment.

Background information

Work: The application of  a force over distance.

Energy: The ability to do work.

Power: The rate of work or using energy.

All of the above: Dave Thompson (2001)

Free body diagram of the balloon rocket:

 

 

 

 

 

 

 

 

The 3rd newton law of motion where for every action, there will be an equal amount of reaction. When the balloon releases its air from the back, the air particles inside are being rushed out of the balloon rocket as the balloon is trying to compress. As the rushed air particles goes outside, it causes an impact with other air particles. This is why there is a thrust force going forward.

Reaction Force Pair:

 

 

 

As we release the balloon, the energy will transform into sound and heat energy and it will be release from the end of the balloon causing it too fly forward.

Energy transformation:

Main

-The balloon is inflated – it causes elastic potential energy as it being stretched out from flat (Taylor, n.d.).

-Let go of the balloon, the elastic potential energy transforms into kinetic energy

Wasted

- Friction between the string and straw and the straw and the balloon (Taylor, n.d.).

-Thermal energy, which originated from the kinetic energy and friction from straw and string.

-Kinetic to sound as the balloon made a lot of noise as it travelled (Taylor, n.d.).

This is the URL of the video for my method of the balloon rocket experiment:

Data processing

This table shows the relationship between the time and distance of each trial of the balloon rocket.

Mean distance: 10.42 m

Mean time: 2.52 seconds

Mean work: 521 joules

Mean power: 206 watts

 

Qualitative observations:

In the experiments/trials, I see that at first, when the balloon is being released, it accelerated a lot but until at a certain distance, it started to be at a stable rate. After a few seconds, the balloon has flew to an end due to insufficient of energy and friction of the string with the straw.

Validity and reliability of data:

Our data might not be very reliable because at times, the string might be a little lose so does the tension therefore the balloon rocket while flying could drop in the middle causing the time for it to stop to increase or even decrease. Another reason could be measuring the distance after the balloon stop as we could miscalculate the distance therefore the results could be a bit inaccurate.Although there are some inaccurate in the reliability, it is definitely valid as we did lots of trial to increase the accuracy and the method is similar to the other experiment than the other groups did.

Conclusion

Efficiency: the amount of energy being used is useful. (How effectively devices transfer energy.)(Taylor, n.d.).

Points in the balloon rocket run where energy is lost:

- Sound energy

- Heat energy

- Friction from rope and straw

- Air resistance

Points where energy is lost. Why it might affect the efficiency How to improve the efficiency.
Sound energy Sound energy is being transformed from the inside elastic potential energy to the outside where it goes through the hole. This causes some energy lose as it needs energy in order to produce sound. Put a tube into the opening of the balloon since sound is being produced through contacting the opening therefore if we have a tube than we are able to prevent the impact thus the sound energy would also be reduced therefore the efficiency could be improved.
Heat energy The heat energy is with the sound energy where it is being transformed from the elastic potential energy inside the balloon rocket. With the sound energy, it could affect the efficiency as there are more energy not being used with the sound. Since heat energy is being transformed similar to sound energy, we would also put the tube into the opening of the balloon to create less friction of the air and the opening.
Friction from rope With the friction from rope, it could affect the speed of the balloon thus affect the efficiency. Obtain lower friction string to create less friction for the balloon while it’s gliding. For example: String, which has dipped into water and left in the freezer. The ice could reduce the friction of the string.
Friction from straw  The straw is also has friction with the rope while it is flying thus causes the speed of the balloon rocket to reduce which also affects the efficiency. We could use the same method with the string where we dip the straw into water, leave it overnight in the freezer so the straw would have less friction on the rope.
Air resistance With the air resistance- the work force might be reduced as the air resistance is opposing it. We could not remove the air therefore the only way is to obtain a long balloon instead of a big balloon for the experiment.

References:

Taylor.S. (n.d) Energy, Work or Power. Retrieved December 15, 2011. From https://sites.google.com/a/canacad.acjp/ca-myp-science/high-school/hs-courses/g10-1-intro-physics/03-energy-work-power.

Dave Thompson. (22/4/01) Work, Energy and Power. Retrieved in December 2, 2011. From: http://moon.ouhsc.edu/dthompso/gait/epow/powcalc.htm

 

 

Level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.

1–2

  • The student recalls some scientific ideas, concepts and/or processes.
  • The student applies scientific understanding to solve simple problems.

3–4

  • The student describes scientific ideas, concepts and/or processes.
  • The student applies scientific understanding to solve complex problems in familiar situations.
  • The student analyses scientific information by identifying parts, relationships or causes.

5–6

  • The student uses scientific ideas, concepts and/or processes correctly to construct scientific explanations.
  • The student applies scientific understanding to solve complex problems including those in unfamiliar situations.
  • The student analyses and evaluates scientific information and makes judgments supported by scientific understanding.

 

Level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.

1–2

The student uses a limited range of scientific language correctly.
The student communicates scientific information with limited effectiveness.
When appropriate to the task, the student makes little attempt to document sources of information.

3–4

The student uses some scientific language correctly.
The student communicates scientific information with some effectiveness.
When appropriate to the task, the student partially documents sources of information.

5–6

The student uses sufficient scientific language correctly.
The student communicates scientific information effectively.
When appropriate to the task, the student fully documents sources of information correctly.

 

Level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.

1–2

The student requires some guidance to work safely and some assistance when using material and equipment.
The student requires some guidance to work responsibly with regards to the living and non-living environment.
When working as part of a group, the student needs frequent reminders to cooperate with others.

3–4

The student requires little guidance to work safely and little assistance when using material and equipment.
The student works responsibly with regards to the living and non-living environment.
When working as part of a group the student cooperates with others on most occasions.

5–6

The student requires no guidance to work safely and uses material and equipment competently.
The student works responsibly with regards to the living and non-living environment.
When working as part of a group, the student cooperates with others.
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2 Comments

  1. Your lab has all the information needed, but it would be nice if you wrote in complete sentences instead of bullet points. I would give you a 5-6 overall.

    Reply
  2. Stephen

     /  January 15, 2012

    This is a good piece of work, with most of the information presented in a way which is easy to understand. I had to think about your calculations a bit, and they equations should have been presented.

    The video is useful and you have met most requirements. You have evaluated the rocket well, with sound reasons for the suggested improvements, though have not gone on the L5-6 extended conclusion.

    I would like to see a greater range of sources used. Also I’m not sure what your force reaction pair is trying to communicate.

    Good job. Grades are in Powerschool.

    Reply

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