Book Drop Lab

Mutanu Mukeku
Abstract
The mass of a falling object has no effect on
the rate of acceleration. Ranging from one to
three books changed the mass needed for
this lab. A controlled test was done first,
only using one book, which helped get an
idea for the lab and also have one test that
stayed constant and did not change. This
helped understand the results when adding
variables (such as more books). Once the
controlled data was collected we began
dropping two then three books at the same
time. This was completed only when the
books were released from their maximum
height of about 2 meters. A software
gathered accurate information and data,
both position vs. time and velocity vs. time
graphs. With this data collected similar
trends were noticed on each graph. By
evaluating these results we came across the
number -9.81m/s2, which is the acceleration
unit. This information made this unit easier
to understand free-fall, not only in theory but
in doing so.

Objectives
The main goal or question being solved
was What is the acceleration of a falling
object? This question derives from the
idea that acceleration has a constant value
on earth. -9.81 is its value and because of
this no matter the size or weight of the
object, it will always have the same
acceleration rate.

Methods
We were given a motion sensor that
was mounted by a sensor plate
pointing down towards the ground,
which was attached by a ring stand.
Once that was in order, a data
collection software could be located
on our laptops. When the motion was
detected from dropping one book
during the first test then, dropping
two books at the same time the
information would transfer over to
the software. Once the software had
recorded the information we were
able to convert the graphs into
position vs time and velocity vs time
graphs.

This is the controlled

position vs time
graph collected by
the software.
Equation:
X=4.47+1.842 +.166

Results
The acceleration of objects falling is
-9.81m/s2. Some evidence that
supports this claim comes from our
data. When the books were released,
they were falling downward, which
made the acceleration negative. The 9
also came from our data. It was clear
to see that in both tests the rate of the
acceleration was 9 (we were just a little
off with .81). The reason for this exact
number is because the books were
moving in a vertical motion, which is
also called free falling. The force of
gravity caused the objects to fall. It
doesnt matter how heavy or light the
object was, because the acceleration
would still be the same.

This was the controlled

Velocity vs time graph
collected by the software.
Importing / inserting files
Equation: V=9.45t-.807
Images such as photographs, graphs, diagrams, examples of
student work, etc, can be added to the poster.
To insert scanned images into your poster, go through the menus as
follows: Insert / Picture / From File then find the file on your
computer, select it, and press OK.
The best type of image files to insert are JPEG or TIFF, JPEG is the
preferred format.

This was the velocity vs

time graph when two
books were dropped at the
same time then collected
by the software.
Equation:
X=4.59+2.092+.243

Be aware of the image size you are importing. The average color
This
was
thefor
velocity
photo (5 x 7 inches at 180dpi) would be about
3Mb
(1Mb
B/W vs
time graph when two
greyscale).

books were dropped at

the same time then
Notes about graphs
collected by the
For simple graphs use MS Excel, or do the graph directly in
software.
PowerPoint.
Equation: V: 9.28T
-1.82

Conclusions
From the data collected we were able
to conclude that the acceleration rate
is -9.81m/s2 . This was discovered by
running each test and noticing a
constancy in the numbers. Once each
group took the average from both
tests, we observed their numbers. As
a class our average came to 9.72m/s2 .
This concept was not understood
until our physics teacher, Mr. B,
explained the reason for acceleration
is always being -9.81m/s2, no matter
the size or weight of an object. This
lab is important because this
information has been used in the
material learned this semester.