Physics · PHY-011
Rolling Race
A hoop, a disk, and a ball race down a ramp. Predict the winner, then find out what decides it.
- AP Physics 1 Units 5, 6
- AP Physics 1 Investigation 7
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About this lab
Release different rolling shapes down parallel lanes and measure rotation on a fixed-axis apparatus. High school students use the interactive 3D setup to choose hoops, disks, or spheres, vary size or mass in controlled comparisons, and reposition weights within a custom wheel. Photogate speeds and angular-acceleration records accompany cross-sections showing where each object's mass is located. Energy accounts compare the moving center with rotation, while point-velocity views show different locations on the wheel. The axle station supplies an additional measurement of rotational inertia through applied torque. These activities are aligned with AP Physics 1 Units 5 and 6 and AP Physics 1 Investigation 7.
What this investigation asks
Objects released from the same incline can reach the bottom at different speeds even when their masses differ only by a simple scale factor. This investigation asks how shape and mass distribution affect rolling. Choose an object and identify whether the motion is rolling without slipping before predicting a result. The energy released by descending is shared between translation and rotation. A race is therefore evidence about the rotational contribution, not a direct demonstration that heavier objects must move faster on every slope.
Design and measure the comparison
Change mass, radius, or shape separately while retaining the incline, starting height, and surface condition. Use the photogate measurement at the bottom rather than relying only on which object looks ahead in an animation. Compare repeated settings with the same shape before moving to another shape. In the ideal no-slip model, scaling mass or radius at fixed shape does not change the predicted bottom speed. Changing shape changes the dimensionless rotational-inertia factor and therefore changes the division of energy between the two types of motion.
Connect the record to the model
Connect the bottom speed to the combined translational and rotational kinetic energy. Mass distributed farther from the axis increases rotational inertia relative to the same mass and radius. More of the available energy then enters rotation for a given center speed. Use both the translational force equation and rotational torque equation to explain the acceleration. Static friction acts at the contact and supplies a torque in this comparison; it is not interchangeable with a kinetic-friction loss or a separate force that simply subtracts a fixed energy from every run.
Interpret the evidence and its limits
Follow marked points on a rolling wheel to distinguish center motion from point motion. Under no-slip conditions, the contact point is momentarily stationary relative to the surface and the top point moves faster than the center. In a center-based reference frame, the points rotate around the axis. All points share angular velocity but have different linear velocities depending on their location. Keep the observation frame and no-slip constraint attached to the account. A slipping object or one with modeled dissipation requires an additional interpretation beyond the ideal shape comparison.
Reference conditions and quantities
The course rotational factors are 1 for a hoop, 0.5 for a disk, 0.6666666667 for a hollow sphere, and 0.4 for a solid sphere. Each factor specifies rotational inertia divided by mass times squared radius for that ideal shape. These are dimensionless shape references, not measured bottom speeds or universal descriptions of every real object resembling the shape.
Use the record to test your explanation
Write a prediction before collecting the comparison, naming the quantity that should change and the condition you will alter. Keep a reference run and vary one factor at a time when the question calls for a controlled test. Record the selected apparatus settings, units, and measurement interval. Where an activity supplies Ideal and Real modes or seeded variation, retain that identity with each record rather than mixing incompatible runs in one calculation.
Separate an instrument reading or counted observation from the model relationship used to explain it. Keep raw values alongside derived results so another student can reconstruct the argument. A graph needs labeled axes and a stated comparison range. If a result differs from a reference, inspect the conditions, rounding, and measurement procedure before changing the explanation.
For a classroom discussion, compare claims supported by the same evidence and identify an additional measurement that would distinguish competing accounts. Finish with a claim, the relevant observations, and reasoning tied to this course's model. State a specific limitation instead of assigning a general error label to every disagreement.
Related investigations
Extend the rotational account in Angular Momentum, or compare the mechanical energy record in Energy Conservation. Retain the rolling constraint and mass distribution when transferring a relationship to a new object or apparatus.
Common questions
Standards alignment
- AP Physics 1 Units 5, 6
- AP Physics 1 Investigation 7


