In this experiment I will be investigating the efficiency of a motor. I hope to calculate a range of results when the motor lifts varying weights Essays

In this experiment I will be investigating the efficiency of a motor. I hope to calculate a range of results when the motor lifts varying weights Essays In this experiment I will be investigating the efficiency of a motor. I hope to calculate a range of results when the motor lifts varying weights Essay In this experiment I will be investigating the efficiency of a motor. I hope to calculate a range of results when the motor lifts varying weights Essay Safety: In this experiment it is important to consider the safety aspects when carrying out this practical task; I will make sure of the following things before starting the experiment: * The circuit has been connected correctly according to the circuit diagram (Previous page) * Make sure that the connected leads are all working in order and are not tangled * Check that the motor is working correctly * The Power supply is working, and the voltage is not exceeding the limit * Check the circuit before starting and be standing during the experiment * A Mat should be placed on the floor as weights will land on to the ground Keeping the same Changing Current Length of string /Height Temperature Voltage Motor Weight Variables: Theory: Efficiency is often expressed as a percentage. What efficiency shows us is the power wasted in the experiment, not all the power is used efficiently as it is wasted when the power is being transferred. The power source is transferred usefully in the external load, while wasted power is used heating the power supply and surroundings. No motor can work perfectly, due to friction and other small factors. In other words, some energy is always lost and you never get out the energy you put in, this is what is being tested in this experiment therefore we hope to see if the energy is transferred well or not. the equation for efficiency is known as: Efficiency = useful energy (power) output/ total energy (power) input x 100 The main factor that stops efficiency from reaching a maximum is friction as it can not be eliminated it therefore brings the total efficiency down. Resistance can play a big factor in affecting the experiment the more resistance in the circuit the less efficiency. The resistance will slow down the motor. The higher the temperature the more resistance that will be produced as the temperature increase the electrons will vibrate more causing more friction in the motor and making it less efficient. The resistance will stop the current flowing as well and could lead into anomalous results. In this experiment I will be using the following to calculate the efficiency of the motor: WH/ IVT This will show the efficiency of a motor and will allow me present my results using the equation. The equation basically shows work done (WH) and the power input (IVT). Prediction: In this experiment as we increase the weight the motor will have to do more work it will then also take longer for the weights to be lifted, and as it does more work its efficiency will increase as the current and voltage will remain the same. So if you double the weight, the work will double and so should the efficiency because the motor becomes more efficient as it does more work for the power being supplied. If the length of the string is longer the results will be more accurate as it will take longer for the weights to be lifted to the top of the work top. Therefore if the length was increased the results could be more accurate and it would make the overall work of the motor increase. If the voltage was changed with the weights the efficiency would remain the same as the work would be done easier if there was more overall power input. Therefore if the voltage was doubled and the weight was the doubled the efficiency would remain constant. Method: In this practical I am going to change the weight and voltage, as two separate studys. I will do this by planning out how I will conduct the experiment: * Cut string at 1 metres length * I will tie the wire to the winch * Tie base of weights to the end of the string * Clam the motor to the end of the bench * Set up the circuit as shown in the diagram * Check with teacher that it is correct * Start with lowest weight and increase until all ten weights have been used * Time how long each weight takes to reach the top of the bench * Then repeat the experiment twice more * Measure the string to see if any increase in size * Then record results on to a table * Then using those results plot a graph My results table will look similar to the following: The efficiency of the motor W/n I/A V/V T/s IVT WH Efficiency 0.1 1. 2. 3. Average: Sensitivity: Make the string as long as possible, if I double the size it will have twice less the error in recording time. It is important to try and decrease the error in recording the time as this is the biggest error. The error in recording time is +/- 0.5 seconds. This error could be decreased if it was being done using a mechanical device but as I am controlling it myself the human error is large. I will measure the length to the length of the worktop so the length is maximised. Adding each weight gradually, having recordings for each weight 3 times therefore diving the error by three. Voltmeter and Ammeter flickers therefore less accurate. Therefore more likely to obtain anomalous results. Resistance in leads cause possible errors as less accurate measurements of voltage and current. Small weights allow weight to be changed and maximum weight can be lifted and can obtain ten results. Strong string, but light and does not get stretched; check the size of string before and after the experiment, so we can see any extension. Thin, so does not overlap on the rotating winch. Averages of recording will help improve accuracy. Plot a graph to show anomalies on a best fit, should show errors or a pattern. Weights might not be accurate weigh them to see if the weight is exact or not. the scales could also be inaccurate therefore hard to make it certain that there is less chance of error. AS Level Experiment Hermanjit Virk 12WSI Electric Motor Efficiency Coursework Observation and Results Results: The efficiency of the motor W/N I/A V/V t/s IVt WH Efficiency % 0.1 1.29 4.56 1.0.5 2.0.48 3.0.42 Average: 0.47 1.29 x 4.56 x 0.47 = 2.764728 = 2.76 0.1 x 0.9 = 0.09 0.09 / 2.76 = 0.032552931 x 100 = 3.26 0.2 1.29 4.56 1.0.50 2.0.53 3.0.58 Average: 0.54 1.29 x 4.56 x 0.54 = 3.176496 = 3.18 0.2 x 0.9 = 0.18 0.18 / 3.18 = 0.056666213 x 100 = 5.66 0.3 1.29 4.56 1.0.59 2.0.64 3.0.60 Average: 0.61 1.29 x 4.56 x 0.61 = 3.588264 = 3.59 0.3 x 0.9 = 0.27 0.27 / 3.59 = 0.075245299 x 100 = 7.52 0.4 1.29 4.56 1.0.66 2.0.70 3.0.67 Average: 0.68 1.29 x 4.56 x 0.68 = 4.000032 = 4.00 0.4 x 0.9 = 0.36 0.36 / 4.00 = 0.08999928 x 100 = 9.00 0.5 1.29 4.56 1.0.72 2.0.77 3.0.75 Average: 0.75 1.29 x 4.56 x 0.75 = 4.4118 = 4.41 0.5 x 0.9 = 0.45 0.45 / 4.41 = 0.101999184 x 100 =10.20 0.6 1.29 4.56 1.0.87 2.0.79 3.0.82 Average: 0.82 1.29 x 4.56 x 0.82 = 4.823568 = 4.82 0.6 x 0.9 = 0.54 0.54 / 4.82 = 0.1119503239 x 100 = 11.20 0.7 1.29 4.56 1.0.84 2.0.88 3.0.94 Average: 0.89 1.29 x 4.56 x 0.89 = 5.235336 = 5.24 0.7 x 0.9 = 0.63 0.63 / 5.24 = 0.120336116 x 100 = 12.02 0.8 1.29 4.56 1.1.00 2.0.96 3.0.92 Average: 0.96 1.29 x 4.56 x 0.96 = 5.647104 = 5.65 0.8 x 0.9 = 0.72 0.72 / 5.65 = 0.12749898 x 100 = 12.74 0.9 1.29 4.56 1.1.01 2.1.05 3.1.02 Average: 1.03 1.29 x 4.56 x 1.03 = 6.058872 = 6.06 0.9 x 0.9 = 0.81 0.81 / 6.06 = 1.336882509 = 13.37 1.0 1.29 4.56 1.1.06 2.1.09 3.1.11 Average: 1.09 1.29 x 4.56 x 1.09 = 6.411816 = 6.41 1.0 x 0.9 = 0.90 0.90 / 6.41 = 1.403658496 = 14.04 See graphs. AS Level Experiment Hermanjit Virk 12WSI Electric Motor Efficiency Coursework Interpretation and Evaluation Conclusion: As you can see from my results my prediction was correct, as you increase the weight on the motor it will have to do more work. As the voltage and current remained constant the efficiency became higher with the more weights that were placed on to the string to be lifted. Due to fact that the motor had to do more work, the time increased resulting in a positive gradient through my graph. Obviously the time was not as accurate as I would have hoped as the motor picked little weights quickly over short distances. The efficiency for the motor in this experiment was quite low, so not much of the energy put in was used usefully. The highest efficiency reached in my results was when picking up the top weight of 1N, which my calculations showed to have the efficiency of 14.04%, this means that 86.06% was wasted energy; this was probably due to the friction of moving parts in the motor resulting in heat and sound released into the environment. Evaluation: My experiment went reasonably well, I repeated my results three times this increased the amount of accuracy in the experiment, it helped divide error in time by three. I followed my plan making sure of safety and went through my method before conducting the experiment. The biggest error in the experiment as I have previously discussed was time, so it was unlikely that any one could have had results that were perfect. Other errors in my experiment were caused by practical faults, or by a more technical reason. The voltmeter and ammeter persistently changed value in the experiment; therefore we can tell that maybe some resistance was carried in the connecting leads. If I was to test again, I would change the timing technique by using a light gate instrument. To use the light gate instrument I would place the weight at the start when it starts to moving towards the motor it will pass a sensitive sensor that then turn the time of through some kind force mechanism. This could divide the human error by about ten. If I could repeat the test I would test the affect of voltage on the efficiency, and I would use one set number of weights. This test would probably show us a decrease in efficiency as the voltage is increased. AS Level Experiment Hermanjit Virk 12WSI Lens Coursework Plan Aim: In this investigation, I will be changing the factors of object distance and image distance, to find the focal length of a converging lens. Apparatus: Converging Lens (2, plus combination of both) Blue Tack Light Box Lens Stand Power Supply Ruler Screen Tape (Scissors) Diagram: Safety: In this experiment it is important to consider the safety aspects when carrying out this practical task; I will make sure of the following things before starting the experiment: * Equipment correctly setup (Above diagram), avoiding confusion, less chance of accidents. * Make sure that the leads from light box are working in order * The Power supply is working, and the voltage is not exceeding the limit * Check the circuit before starting and be standing during the experiment * Lens should be affixed firmly with blue tack to the Lens stand, no chance of breaking * Light box working and in order, light should be bright and clear * Do not look directly into the bright light, where safety goggles * Work top should be cleared of any objects which are not being used in the experiment * Apparatus should be spread out neatly and spaciously Keeping the same Changing Ruler Position/Measurement Points Object Distance (u) Voltage Image Distance (v) Light Bulb Lens (2 converging lenses, both lenses together for one set of results) Material of lens Variables: Theory: In this experiment we will be using converging lenses, any lens that is fatter at the centre than at its edges will converge. (Below) We can see a parallel beam converging through a point, F known as the principle focus of the lens. The distance from the lens to this point is called the focal length, f, of the lens. The power of a lens, P (the unit for the power of a lens is dioptre, D), can also be measured, which is the reciprocal of the focal length in metres: P = 1/f When a lens converges light, it carries with it an image of the source object correct in every detail. This can then be projected on to a screen, this is a real image. To get the clearest image the object distance (u), and image distance (v), must be exactly proportional to the focal length (f), (Previous diagram). The equation connecting the distance of an object from the lens and the distance for its image is: 1/f = 1/u + 1/v The focal length of converging lenses are positive, therefore the images produced are of real objects and images not virtual which can be produced by diverging lenses. Material of the lenses is a factor in this experiment but as I will be using glass it is important to know what effect this has on the lens and image. The material of the lens will not be changing. Glass is a clear transparent material and that is one of the reasons it is being used. Glass is harder than plastic therefore it does not scratch easily and it can then help produce a clear image. The material does not easily deform therefore the focal point can remain constant. Glass is good at transmitting light; it absorbs very little. The problem however is that glass reflects a proportion of the light. It reflects about 10% of the light this can be reduced by adding a anti-reflection coating to the lens. This increases the transmission of light up to 99% making the image brighter. Prediction: The fatter in the middle, out of the two lenses that I decide to use, the smaller the focal length. Therefore if one of the lenses is twice as fat in the middle compared to the other. Its focal length will be twice as short, because it will refract light at a doubly greater angle. Therefore I will be able to have a larger range of results with a fatter lens as image will appear earlier and take longer to fully deform. Therefore when both lenses are combined the focal length will obviously be smaller than that of both lenses in proportion. When I increase the size of the object distance (u, to then obtain a clearer picture I will probably have to decrease the size of v by a proportional amount if I would like to attain a clear picture. Therefore if I double the distance of object distance (u), I will have to therefore decrease the image distance by a proportional extent, to acquire a fine focus of the image. Therefore as I increase the length of both object distance (u) and the image distance (v), the picture will gradually become more distorted until it is no longer a real image. It is important that both the lenses are the same material if I want to obtain a good set of results. Both lenses should be transparent and have minimal scratches to prevent image being unclear. The lens must also be hard so it does not easily get affected in any form during the experiment, so there is less chance of the results being anomalous. Both lenses should not be deformed in shape or any other way, as this could affect the focal point from remaining constant. Method: In this practical I am going to change the object distance (u) and the image distance (v), to two different converging lenses. I will do this by planning out how I will conduct the experiment: * Clear the work top * Setup the power supply and connect the ray box * Blue Tack the metre rule to the work top, making sure it is secure * Set the lens stand in front of the ray box * Setup the screen in front of the lens stand * Calculate the focal length of the lens, by using parallel light from a window * Blue Tack the lens into the lens stand making sure it is secure * Switch on the power supply and gradually maximise the voltage * Stick tape on to side of ray box, lens and screen from were I will measure from and to * Using a setsquare measure the middle of the lens and check that all equipment is set out parallel, avoiding errors in measurements * Vary distance of object distance(u) and image distance (v) until I get a large range of well spaced results, I will repeat my readings so that I can obtain an average * Increase the lengths of both object distance(u) and image distance (v) until there is no longer a real image, increasing the length by 0.5 2.0 cm each time * Record my results in a table, It should be clear and informative, it should state any units * Plot my results onto a graph * The table will have ten results for both lenses, and the combination of both lenses, having a column for object distance (u), image distance (v), and the calculation of focal length (f), using the equation: 1/f = 1/u + 1/v My results table will look similar to the following: Lens (Focal length (cm), measured using parallel light) Object Distance/ u (cm) [1/u] Image Distance/ v (cm) [1/v] Focal Length (cm) 1/f = 1/u + 1/v 1 () Average: 2 () Average: 1;2 Combined () Average: Sensitivity: In this experiment it is important that I am aware of errors; I can decrease the amount of inaccuracies by checking the sensitivity of my practical when measuring and recording: To measure the lengths of object distance (u) and image distance (v), I will be using a metre rule and slowly increasing the lengths of both. The error in reading from a metre ruler in each reading is +/-0.5mm therefore the error in accuracy is +/-1mm. The error of a metre rule can be overcome and decreased by using a vernier callipers which would help divide the error by ten times, the error being +/-0.1mm. If more accuracy was needed a micrometer could be used which in fact is ten times more accurate then a vernier. It will also be important to make sure that the ruler is straight as well as any other equipment when measuring, and not at an angle. This could cause an error in the distance being measured. To overcome this I may use a setsquare to line up the equipment. With a ruler I might decide to place, it directly parallel to the end of the bench, and blue tack it firmly down. I could also use the setsquare to measure the middle of the lens so it is clear to see where I am measuring from. I will take a range of ten readings and make an average of three results for each reading therefore improving my results dividing the error by three. This then gives more accurate table of results. Errors could also happen if the lenses are scratched, if one is scratched more than the other it will therefore transmit less light and cause errors in my results. That is why it will be important to pick lenses that are similar in shape and only different in size. AS Level Experiment Hermanjit Virk 12WSI Lens Coursework Observation and Results Results: Lens (Focal length (cm), measured using parallel light) Object Distance/ u (cm) [1/u] Image Distance/ v (cm) [1/v] Focal Length (cm) 1/f = 1/u + 1/v Significant figures 1 (15.5) 19.2 [0.052083333] 26.0 [0.038461538] 32.9 [0.030395136] 39.7 [0.025188916] 46.6 [0.021459227] 53.4 [0.019026591] 60.3 [0.017083747] 67.1 [0.015003129] 74.0 [0.014013513] 80.8 [0.012376237] 80.8 [0.012376237] 38.5 [0.026074025] 29.4 [0.034013605] 25.5 [0.039215686] 23.3 [0.043018454] 21.9 [0.046062100] 20.9 [0.048046889] 20.2 [0.050004950] 19.6 [0.051020408] 19.2 [0.052083333] 15.513600230345936220 15.520380190718594327 15.530842990782881473 15.530840768304103486 15.533333671960007382 15.530677584360272210 15.520566955136062917 15.530002568715020987 15.500726658232962476 15.513600230345936220 Average:15.52 cm 2 (13.5) 16.1 [0.062111801] 23.6 [0.042372881] 31.2 [0.032051282] 38.7 [0.026039793] 46.2 [0.022045021] 53.8 [0.019087360] 61.3 [0.016313213] 68.8 [0.015034883] 76.4 [0.013089005] 83.9 [0.012018951] 83.9 [0.012018951] 31.6 [0.032045569] 23.8 [0.042016806] 20.8 [0.048076923] 19.1 [0.052356020] 18.0 [0.056055555] 17.3 [0.058003468] 16.8 [0.060023809] 16.4 [0.061075609] 16.1 [0.062111801] 13.510900068339168026 13.510145105713507916 13.501091050169946334 13.530739561427485496 13.513323413923325754 13.490465390320841850 13.492239351624501372 13.50280396526581916913.510900068339168026 Average: 13.51 cm 1;2 Combined (7.5) 08.2 [0.122051219] 17.5 [0.057142857] 26.8 [0.037313432] 36.1 [0.028000831] 45.4 [0.022026431] 54.6 [0.018315018] 63.9 [0.016049452] 73.2 [0.014061202] 82.5 [0.012121212] 91.8 [0.011093246] 91.8 [0.011093246] 13.1 [0.076335877] 10.4 [0.096153846] 09.5 [0.105263157] 09.0 [0.111111111] 08.7 [0.115042528] 08.5 [0.118047058] 08.4 [0.119047619] 08.3 [0.120481927] 08.2 [0.122051219] 7.5306000396403418087 7.4918301217930340874 7.4924731738366612976 7.5208333853524309154 7.5110294585429555249 7.5042654620099337564 7.5020718847027577841 7.5452941309003114420 7.5412996067913595922 7.5306000396403418087 Average: 7.52 cm See graphs. AS Level Experiment Hermanjit Virk 12WSI Lens Coursework Interpretation and Evaluation Conclusion: As we can see from my results the fatter in the middle, out of the two lenses that I decided to use, the smaller the focal length. This is because the lens refracts light at a greater angle. Therefore I will have a large range of results with a fatter lens as image will appeared earlier and took longer to fully deform. Therefore when both lenses were combined the focal length was being smaller than that of both lenses in proportion, as I had earlier predicted. When I increased the size of the object distance (u), to obtain a clear picture, I had to decrease the size of v by a proportional amount. Therefore when I increased the length of both object distance (u) and the image distance (v), the picture gradually became more distorted until it was no longer a real image. It was important that both the lenses were the same material as I wanted to obtain a good set of results. Both lenses were transparent and had minimal scratches to prevent image being unclear. The lens was also hard so it did not easily get affected in any form during the experiment, so there was less chance of the results being anomalous. Both lenses were not deformed in shape or any other way, the glass material was not deformed so it did not affect the focal point from remaining constant. Evaluation: I could have done the experiment differently by measuring the distances more accurately, for example the focal length as then I could have see how accurate my results were. To have done this I might have used a vernier calliper, which could have helped divided errors by ten times. I could have also have improved my experiment by checking the measuring points more carefully and this would have made the difference in accuracy. Using a setsquare to measure the middle of the lens was not as accurate as I would have hoped as the stand was where I eventually measured from because the ruler was in a fixed position. I also had anomalies as combining lenses probably was not that accurate as the glass was still separate from each other and maybe the results were inaccurate due to this. It was hard to choose the position to measure the light from as it was hard to be accurate in choosing where the light started as the bulb was covered from the sides as it was in a ray box. In think if I was to do this experiment over I would use a larger range in the lenses as it would have given me a better range of results, and when combining the lenses using something to hold them tight. I would have also spent more time in using a different measurements if the lenses could have produced a larger range of results.

Private SAT Testing Sites and Testing Closer to Home

Private SAT Testing Sites and Testing Closer to Home SAT / ACT Prep Online Guides and Tips Are you trying to register for the SAT but can't find any testing centers close to where you live? What should you do? College Board, the corporation that develops and administers the SAT, offers a way for students to take the SAT at a location closer to them, called â€Å"testing closer to home.†Read on to learn more about this special accommodation, its benefits and drawbacks, and how to apply for it. What Is Private SAT Testing and Testing Closer to Home? Testing closer to home is a special accommodation offered by the College Board for students taking the SAT or SAT subject tests.It’s available for students who do not live close to an official SAT testing center. This accommodation is oftenused by international students because SAT testing centers are not as numerous in countries outside the US. However, American students living in rural areas or those living in a region affected by a natural disaster may not have an SAT testing center nearby and may also need to request testing closer to home. In order to request testing closer to home, yousubmit a request to the College Board, and if it is approved, the College Board will attempt to open a testing center closer to where you live.Your new testing center will be assigned to you; you do not get to choose where you’d like to take the SAT. This testing center will still have a proctor and follow the rules of regular SAT testing. If you need and are eligible for other special accommodations, such as extended time to complete the exam, you will have to visit the College Board’s Service for Students with Disabilities site to separatelyrequest additional accommodations. Your test will still be taken on one of the official SAT test days; testing closer to home does not allow you to change the date of your exam.The College Board will attempt to have multiple students take the test together, but there is a possibility that will you take the SAT alone, with just a proctor. Who Is Eligible for Testing Closer to Home? Students who live more than 75 miles (120 kilometers) from the nearest testing center are eligible to request that College Board try to open a new testing site near them. This accommodation is also available for test takers outside the US, however; it is not available in India or Pakistan. For students taking the test outside of the US, testing closer to home is only available for test dates from November to March (not the October or June test dates).Testing closer to home is not available for students registering late, either in the US or abroad. If there aren't any test centers near you, you may need to apply for testing closer to home How Do You Apply for Testing Closer to Home? If you meet the eligibility requirements and are interested in applying for testing closer to home, the first step is to fill out the paper registration form for the SAT. When you need to enter the code for your testing center on the registration form, fill in 02000 for the first choice, and leave the second choice blank.You also must attach a letter describing your situation and why you are requesting a closer testing center. This letter doesn’t need to be lengthy, just state where you are, where your closest testing center is, how far it is from you, and why it would be difficult or impossible for you to travel there to take the SAT. Then state that you’d like to be able to take the test at a location closer to where you live. Next,mail in the registration form and the letter to the mailing address listed on the registration form instructions.These documents must be mailed early!If you are taking the test in the US, the letter must be mailed by the postmark deadline date for regular registration, which occurs about a month before the test date. If you are taking the test in an international location, then the letter must be mailed early enough so that it will be received by the early registration deadline date.The early registration deadline is about five weeks before the test date, so you will want to mail your letter about two months before your desired SAT test date. Within several weeks, the College Board will notify you of whether or not your request has been approved.If approved, you will be mailed an Admission Ticket showing your test center assignment several weeks before you take the SAT. What Are the Benefits of Testing Closer to Home? Why would a student want to apply for testing closer to home? There are several benefits: Closer Testing Center This is obviously the biggest advantage. Applying to take the SAT closer to where you live can make it much easier to take the test or even make it possible for students who wouldn’t normally be able to get to a testing center because of the distance. Your Availabilityto Take the SAT may Increase If your closest regular testing center is far away, there may only be a certain testing date when you can travel there. This date may not coordinate well with your schedule, it may be too early for you to have done enough studying, or it may be too late to send the scores to some colleges.Having a testing center closer to you may give you more options for when to take the SAT. Keep in mind though that, even with testing closer to home, you will still only be able to take the SAT on official testing daysand that, for international students, this accommodation is only available from November to March. Can Reduce Anxiety Having a testing center closer to where you live can also reduce some of the stress and anxiety surrounding the SAT. You will likely be more familiar with the area where you will be taking the test and can worry less about traveling. Knowing where your test center is can help you be more confident for the SAT. Image Source: clipartzebraz What Are Potential Downsides to Testing Closer to Home? You Must Apply Early You will need to know when you’d like to take the SAT at least 1-2 months before the testing date in order to submit your request on time. Therefore, testing closer to home isn’t a good option for students trying to take the SAT on short notice. More Paperwork In order to apply for testing closer to home, you must submit the paper registrationform through the mail; you cannot submit the form online. You must also write a letter to the College Board explaining why you need a testing center closer to where you live. Applying for testing closer to home will take more time than registering for the SAT at an already designated testing center because filling out a paper version of the registration form often takes more time than filling it out online, and you must also write a letter explaining your situation and why you qualify for testing closer to home. Delayed Response Most of the time, when you register for the SAT, you will know pretty much immediately if you will be able to take the test on a certain date and where you will be taking it.When you apply for testing closer to home, you will have to wait several weeks to hear back from the College Board to learn if they accepted your request and, if so, where your testing center will be. This delay can be stressful, and it can also make planning other parts of your schedule difficult until you receive confirmation from the College Board. May Not Make Traveling to the Test Center Easier If they approve your request, the College Board will choose where your new testing center will be. This location will be closer to you, but that does not automatically mean it will be easier to get to. Even if it’s closer, your new testing center may be in an area without public transportation, suffer from bad traffic, or have other transportation difficulties.Closer does not automatically mean easier to get to! So, Should You Apply for Testing Closer to Home? As you now know, there are both positive and negative benefits to applying for the College Board’s testing closer to home accommodation. So how do you know if it’s right for you? Ask yourself the following questions to help you decide: Do You Meet the Eligibility Requirements? The first step in determining whether you should apply for testing closer to home is to make sure you are eligible.Is your closest testing center more than 75 miles/120 kilometers from where you live? Are you living in a country other than India or Pakistan? If taking the test internationally, are you applying for a test date between November and March? If you meet all these requirements, read on to help make your decision. Do You Have Enough Time to Apply? If taking the test in the United States, you will need to apply at least a month before the date you’d like to take the SAT.If taking the test abroad, you will need to apply at least two months in advance. Before you start applying for testing closer to home, make sure your request will arrive by the deadline. Do you have enough time to request testing closer to home? How Difficult Will It Be to Get to YourCurrent Test Center? This is the most important consideration.The testing closer to home accommodation requires additional time and effort to apply, and you want to make sure this extra work is worth it.Find where you closest current testing center would beand ask yourself: How far is this testing center from me? Do I know how to get there or know someone who does? Would I be able to get there on test day? How? Is carpooling an option? (Maybe you have a friend taking the SAT who can drive you) If you’re not sure how difficult it would be for you to get to the current closest test center, you can have a practice run where you pick a day to travel there and see how difficult and time-consuming it would be. How Do You Feel About Taking the Test With Fewer Students? There is no guarantee as to how many people you will take the SAT with if you apply for and are approved for testing closer to home. However, it will likely be fewer than if you were taking the test at a standard testing center, and there is also a chance that you will be the only test taker in the room. Some people think this is a benefit because they find the noises others make, like rustling papers or scuffing their feet, distracting.Others may feel uncomfortable or pressured if they are the only person in the room with a proctor for several hours.Consider how you would feel about this before applying. Final Decision If after analyzing your current options you feel that you either cannot travel to the closest testing center or getting there would require a lot of extra time, effort, or stress, and you meet the eligibility requirements, then you should apply for testing closer to home Summary Testing closer to home is a special accommodation offered by the College Board for SAT test takers who do not live close to an already established test center. It is available for people who live more than 75 miles/120 kilometers from a test center. Both domestic and international test takers can apply, but it is not available in India or Pakistan. You should apply for this accommodation if traveling to the current closest testing center is impossible or would require a great deal of time and effort. For more information and to apply, go to the College Board’s website on testing closer to home What's Next? Do you have other questions about registering for the SAT? Read our complete guide to SAT registration, with pictures. Make sure you know what to expect on test day, including how long the SAT takes and rules you must follow. Wondering about other SAT accommodations? Find all the information you need to know about them in our guide! Studying for the SAT? Check out our ultimate guide to SAT prep for all the information you need to get a great SAT score. Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: