The graph on the left is representative of an object that is moving with a positive velocity (as denoted by the positive slope), a constant velocity (as denoted by the constant slope) and a small velocity (as denoted by the small slope). This very principle can be extended to any motion conceivable.Ĭonsider the graphs below as example applications of this principle concerning the slope of the line on a position versus time graph. If the velocity is positive, then the slope is positive (i.e., moving upwards and to the right). If the velocity is changing, then the slope is changing (i.e., a curved line).
If the velocity is constant, then the slope is constant (i.e., a straight line). It is often said, "As the slope goes, so goes the velocity." Whatever characteristics the velocity has, the slope will exhibit the same (and vice versa). The principle is that the slope of the line on a position-time graph reveals useful information about the velocity of the object. The shapes of the position versus time graphs for these two basic types of motion - constant velocity motion and accelerated motion (i.e., changing velocity) - reveal an important principle. time graphs for the two types of motion - constant velocity and changing velocity ( acceleration) - are depicted as follows. Note that a motion described as a changing, positive velocity results in a line of changing and positive slope when plotted as a position-time graph. Looking for more simple science experiments?Ĭar Science Experiments – Use toy cars to study air resistance and mass.If the position-time data for such a car were graphed, then the resulting graph would look like the graph at the right. Not too wild – you don’t want marbles all over the place! But too weak of a flick will not give you great results. Marbles roll away when you don’t want them to if there is any slant to your table!Īlso, kids will need to give the marble a good, solid flick. In order to get the best results with this experiment, you’ll want to make sure that the surface you are working on is level. In other words, the rolling marble can only transfers its energy to the marble it collides with, which transfers the energy to the next marble, and so on. We repeated the experiment with different configurations of marbles (like shooting 2 at 3), and pretty soon the pattern emerged: the number of marbles that you flick equals the number of marbles that roll away. Surprise! Only one of the marbles rolled away! They thought that the marbles in the middle would roll away.
I asked the boys what they thought would happen when I flicked the marble.
Then we did an experiment to further study the transfer of energy from one object to another.įor this experiment, all you need is a ruler with a groove in the middle and some marbles.įirst, we lined up three marbles in the middle and one marble at the edge. Our ping pong ball shooters were the perfect thing to learn about potential and kinetic energy! When you stretch the balloons, they have potential energy, and when you release them, they have kinetic energy which they transfer to the ping pong balls, thus shooting it across the room.
We learned about the difference between potential energy (stored energy), and kinetic energy (the energy of moving things). Grab some marbles! This simple science experiment is such an easy and fascinating way to demonstrate how energy is transferred from one object to another.Įnergy is defined as the ability to do work.