Now check your hypothesis by investigating two Tracker videos: Ball Drop and Large Ball Drop. Open the Tracker Ball Drop . Watch the movie by clicking on the play button. (The other video controls allow you to “rewind” the video or step forward or backward one frame at a time.). Watch the video to go ahead with the activity.

Now, keep the Ball Drop video open, and also open the Tracker Large Ball Drop and watch that video.

For the Ball Drop experiment, observe the graph of the vertical displacement of the small ball against time (y vs. t). What can you say about the vertical displacement of the small ball? What graph shape is this? What does this shape tell you about the mathematical relationship between y and t?

Small ball dropper experiment:http://contentstore. ple. platoweb. com/content/sharedmedia/Tracker/app lications/ball-drop-1/ball-drop-1.h tml

Large ball dropper experimenthttp://contentstore. ple. platoweb. com/content/sharedmedia/Tracker/app lications/ball-drop-large/ball-drop -large. html

Although light from the sun appears white, it is actually made up of a lot of different colors. this portion of the electromagnetic spectrum, we call white light is referred to as within the electromagnetic spectrum.

If an inclined plane is 5 m long and 2 m high, what is its mechanical advantage? a. 2.5 b. 3 c. 7 d. 10

While studying chemical reactions and conservation of matter, sarah's class conducted a variety of experiments. sarah and her lab partner found the mass of a wax candle and placed the candle in a flask. the students lit the candle and let it burn to completion. all that was left was wax and charred candle wick. per their teacher's instructions, the students found the mass of the products. their data can be seen in the data table. formulate a hypothesis the students could test to explain why the experiment did not support the law of conservation of matter. a) the students could repeat the experiment using different candles; there might have been a flaw in the candle. b) the experiment should be repeatable. the students should run several trials and then take an average of the after mass in each trial. c) the students should have someone in the class check their measurement skills as they repeat the experiment. they may have made an error using the balance. d) the students should burn the candle in a container that has some type of lid so that any gas that is a product of the reaction can be contained and massed. submit