Green Team Science portfolio 2017 - Google Docs

Green Team Science Portfolio 2017

Survey Graph Conclusion

1. Data Table

Core Classes Responses

LA 1

Science 5

SS 8

Math 11

2. Graph

3. Write a short conclusion of 5 sentences
The purpose of this graph was to show how students were more interested in some

classes than others. As the graph shows, Language Arts was the least popular subject and Math
was the most popular. Science had 5 votes, and Social Studies had 8 votes, both in between the
1 vote for Language Arts and the 11 votes for Math. Social Studies was close to math, with only 3
votes difference between both Math and Science, while Language arts only had one vote. In
conclusion, Math is the most popular subject and Language Arts is the least popular.











QUIZ: Scientific Method

Directions: Read the following description of an experiment and complete the
components of the scientific method.

Experiment: Mr. Smithers believes that a special compound could help his workers
produce more “widgets” in one week. The chemical supply store sent him 3 different
compounds to try on his 100 workers. The following are the chemicals:

A. Sodium chloride
B. Magnesium hydroxide
C. Calcium sulfate
D. Water

*Help Mr. Smithers design an effective experiment and write a conclusion that analyzes
your results.

Problem Statement
What compound helps workers produce the most “widgets”?

Hypothesis
If the Magnesium hydroxide is tested, then It will help produce the most “widgets”.

Independent Variable

Sodium chloride Magnesium hydroxide Calcium sulfate Water

Dependent Variable
Amount of “widgets” produced

Constants (Pick 2)
Same amount of workers in each group (100) Same time alloted (1 week)

Control
Water

Basic Procedures:
(List 5-8 steps)

Think of a question
Hypothesize
Plan an experiment
Collect data
Analyze data
Communicate results

Data Table: (Place data table here)

“Widgets”
Chemicals used produced

Sodium chloride 1,513

Magnesium 2,228
hydroxide

Calcium 1,784
sulfate

Water 1,919

Graph: (Place graph here)

Conclusion:
In conclusion, my hypothesis was proven and Magnesium hydroxide is the most useful
compound. As the data shows Magnesium hydroxide workers produced 2,228 “widgets” while
the closest one water only produced 1,919 “widgets”. After that, Calcium sulfate only produced
1,784 “widgets” and Sodium chloride produced 1,513 “widgets”. This shows that Magnesium
hydroxide was the most useful and that Sodium chloride is the least useful. Water is more useful
than Calcium sulfate, which are more useful than Sodium chloride, but less useful than
Magnesium hydroxide.

Density QUIZ

1.The scientist collected an object with a density of 6.4 g/cm3 and a

volume of 79 cm3. What is the mass of this object?

M =D•V

M = 6.4 g/cm3 • 79 cm3

M = 505.6 g

2.An irregularly shaped stone was lowered into a graduated cylinder

holding a volume of water equal to 50.0mL. The height of the water

rose to 68 mL. If the mass of the stone was 125.0g, what was its

density?

D = M
V
125 g
D = 18 mL

D = 9.944 g/cm3

3.A scientist had 350.0 grams of Gold (Au) and a 530.0 gram sample of

Silver on the lab table. Which metal would have a greater volume

(cm3)? Explain. *Show all work.

Gold Density:19.32 Silver Density:10.49

V = M V = M
D D
V = 530 g
V = 350g 10.49 g/cm3
19.32 g/cm3

V = 18.12 cm3 V = 50.52 cm3

4. Explain why the Titanic sank after hitting the iceberg. Use data to
explain your answer.
The Titanic sank when it hit the iceberg. It sank because initially it had a
lower density than the water around it. But after the iceberg hit it, the ship
started to fill with water. Then the ship was more dense than the water it
was floating in. This meant that the Titanic would sink. In conclusion, the
Titanic sank because it hit an iceberg, filled with water, became too dense,
and sank.

3. Activity: Phase Change of Water

Directions:
● Melt the ice water and record the temperatures every 30 seconds until you reach the
boiling point of water.
● Record the temperatures on the following data table:
Construct a graph of your results. *Use Link on Classroom
● Respond to the Critical Thinking Questions

Graph:

Critical Thinking Questions:

1. When did the temperatures stay the same on the graph? Why did the
temperatures stay the same at 2 points during the lab?
The heat was being used to separate the water molecules.

2. How would the graph be different if we tried this experiment with Gold?
Explain:
Gold would have a different specific heat and a different melting point. It

would be harder to do the experiment because it would take a long time to
vaporize gold.

3. What is the role of energy during the phase changes?

Energy in the form of heat is used to help states of matter change phase by
pushing them apart.

4. Describe the motion of the molecules throughout the experiment. Find
diagrams that show the motion.

5. How does the Average Kinetic Energy change throughout the experiment?
The average kinetic energy goes up and stagnates at certain points

because when water reached certain points, it melted and vaporized
6. Suppose you had 200 mL of ice in one beaker and 400 mL of ice in another
beaker. Compare and explain the following in the beakers after they have
reached the boiling point:
A. Heat Energy
The 400 ml block of ice requires more heat energy because it has a larger

mass.
B. Temperature
Both have the same temperature because they are at the boiling point.
C. Average Kinetic Energy
Both have the same average kinetic energy because they are at the same

temperature.
D. Specific Heat
Both have the same Specific Heat because they are both water.
E. Latent Heat

The 400ml block has a higher Latent Heat because it takes more energy to heat it up.

QUIZ: Phase Changes

Directions: Analyze the following data table with data collected by a scientist that wanted to
study how Heat Energy affects the Phase Changes of 2 different metals. Respond to the
questions below and perform all necessary calculations.

Data Table:

Metal Mass Heat of Melting Boiling Heat of Specific Heat
Fusion Pt. (C) Pt. (C) Vaporization
(cal/g) Heat Energy
(cal/g)
(cal/gC) (cal)

Aluminum 65 g 95 660 2467 2500 0.21

Gold 65 g 15 1063 2800 377 0.03

Scientific Method (___ out of 4)
Independent Variable:

Metal used.

Dependent Variable:
Heat energy required to vaporize each metal.

Constant:
Both are heated up the same way and there is the same amount of each substance.

Control:

Aluminum

Calculate Heat Energy: * SH

Apply the following Equations:
Heat = Mass * Heat of Fusion
Heat = Mass * Change in Temperature
Heat = Mass * Heat of Vaporization

Data Table:

Metal Mass Heat of Melting Boiling Heat of Specific Heat
Fusion Pt. (C) Pt. (C) Vaporization
(cal/g) Heat Energy
(cal/g)
(cal/gC) (cal)

Aluminum 65 g 95 660 2467 2500 0.21 193340.
55

Gold 65 g 15 1063 2800 377 0.03 26267

*SHOW ALL MATH STEPS * SH
Math Steps (____ out of 4)
A. Aluminum

Heat = Mass * Heat of Fusion
Heat= 65g • 95cal/g

Heat= 6175 calories
Heat = Mass * Change in Temperature
Heat= 65g • (2467C − 660C) • .21cal/gC

Heat=24665.55 calories
Heat = Mass * Heat of Vaporization
Heat= 65g • 2500cal/g

Heat=162500 calories
Heat=193340.55 calories

B. Gold * SH
Heat = Mass * Heat of Fusion
Heat= 65g • 15cal/g

Heat=975 calories
Heat = Mass * Change in Temperature
Heat= 65g • (2800C − 1063C) • 0.03cal/gC

Heat=3387.15 calories
Heat = Mass * Heat of Vaporization
Heat= 65g • 337cal/g

Heat=21905 calories
Heat=26267.15 calories

Graph your results (____ out of 4):

Write a Conclusion (____ out of 4):
In conclusion, the aluminum required more energy to heat up than the gold did. The gold
required 26267 calories to heat, while the aluminum required 193340.55 calories to heat.
The purpose of the experiment was to see how heat energy affected different metals
differently. Aluminum had a higher specific heat and needed more energy because of it,
even though gold melted at a higher temperature. Both metals had the same mass.

Questions:

1. How are Heat and Temperature different for the following pictures of boiling water?

Explain: (Hint: Use the Heat equation)
Heat=MassError • S pecif ic H eat or the Heat equation shows that the heat energy is different.
This is because the water in the beaker has a small amount of mass and the ocean is larger,
with a larger mass, it takes more heat energy to heat up.

2. Water has a Specific Heat of 1.0 cal/gC and Gold has a Specific Heat of 0.03 cal/gC.
Use the data to explain the difference between their numbers.
Water has a specific heat of 1.0 calories/gC meaning it takes 1 calorie to raise 1 gram of
water one degree Celsius. Gold has .03cal/gC meaning that it takes .03 calories to heat 1
gram of gold 1 degree Celsius.

Activity: Mass % Practice with Mixtures and Compounds

1. A scientist recorded the following data about a sample of rocks and sand:

37 grams of Large Rocks 75 grams of Fine Grained Sand
59 grams of Small Rocks 5 grams of Salt
125 grams of Coarse Grained Sand 25 grams of Copper (Cu)

2. Determine the % of each component in this Heterogeneous Mixture and construct a
pie chart showing your results.

3. Data Table:

Part of %
mixture

Large Rocks 11.30%
18.10%
Small Rocks
38.30%
Coarse
Grained Sand

Fine Grain 23%
Sand 1.50%
Salt 7.70%
Copper

4. Pie Chart:

5. Math Examples
37+59+125+75+5+25=326g
37/326x100=11.3%
59/326x100=18.1%
125/326x100=38.3%
75/326x100=23%
5/326x100=1.5%
25/326x100=7.7%

1. A second scientist recorded the following data about a different sample of rocks and
sand:

48 grams of Large Rocks 175 grams of Fine Grained Sand
78 grams of Small Rocks 2 grams of Salt
56 grams of Coarse Grained Sand 17 grams of Copper (Cu)

2. Determine the % of each component in this Heterogeneous Mixture and construct a
pie chart showing your results.

3. Data Table:

Component % 12.80%
20.70%
Large Rocks
14.90%
Small Rocks
47%
Coarse 0.50%
Grained 4.50%
Sand

Fine Grained
Sand

Salt

Copper

4. Pie Chart:

5. Math Examples

48+78+56+175+2+17=376
48/376x100=12.8%
78/376x100=20.7%
56/376x100=14.9%
175/376x100=46.5%
2/376x100=0.5%
17/376x100=4.5%

A third scientist received a 250 gram sample of Silver Nitrate - AgNO3

2. Chart for Mass % of a Compound

Component %
Ag
N 20.00%
O 20.00%
60.00%

Questions:
1. How are the samples from these scientists different?
2 are mixtures, and 1 is a compound.

2. How are Compounds different from Heterogeneous Mixtures? Provide evidence.
Compounds are not easily separated, Mixtures are. For example, it is hard to take the Ag out of
silver nitrate, but you can take salt out of the mixtures.

QUIZ: Classifying Matter

I. Directions: Identify the following as either a Heterogeneous Mixture, Homogeneous Mixture,

Element or Compound. Write the following letters in Column B for your choices:

A. Heterogeneous

B. Homogeneous

C. Element

D. Compound

Column A Column B

Salad A

Copper C

Lemonade B
Rocks, sand, gravel A
Salt Water B
Gold C
Sodium Chloride (NaCl) D
Air B
K2SO4 D
Twix, snickers, pretzels, popcorn A

II. Directions: Determine the Mass % of each mixture and construct the appropriate graphs.

Mixture A Mass (g) %

Large Rocks 125 51.9%

Small Rocks 75 31.1%

Coarse Sand 32 13.3%

Iron 9 3.7%

Mixture B Mass (g) %
Large Rocks 205 52.7%
Small Rocks 58 14.9%
Coarse Sand 97 24.9%
Iron 29 7.5%

Calculation Examples (Provide 2 Examples showing how you determined the Mass %)
125/241 x 100
.519 x 100
=51.9%
75/241
31.1 x 100
=31.1%
Graphs:

Mixture A
Mixture B
Part III. Determine the Mass % of Elements in each Compound:

K2SO4 - Potassium Sulfate
(Show Math Here)
K(2)39 78/174 x 100=44.8%
S(1)32 32/174 x 100=18.4%
O(4)16 64/174 x 100=36.8%

174 amu

Na3PO4 - Sodium Phosphate
(Show Math Here)
Na(3)23 69/164 x 100=42.1%
P(1)31 31/164 x 100=18.9%
O(4)16 64/164 x 100=39%

164 amu

IV. Conclusion: Explain the difference between Mixtures and Compounds using data. Compare
the pie charts.
The difference between Mixtures and Compounds is that Mixtures can have different
compositions, while Compounds can’t. For example, Mixture A had more Small Rocks, but less
Iron than Mixture B. This is a contrast to the Compound Na3PO4, which always has 3 Sodium
atoms, 1 Phosphorus atom, and 4 Oxygen atoms. If there was 100 different samples of Na3PO4,
they would always have the same composition. However, if there were 100 different samples of
the Rock, Iron, and Sand Mixture, it would most likely be different. In conclusion, the difference
between Mixtures and Compounds is that Compounds have the same composition in every
sample, while Mixtures have no definite composition.

Bonus:
Explain how you separated the Salt from the Sand. Use as much new vocabulary as you can.
The Salt was separated from the Sand by the use of Water or a solvent, to create a solution. The
Water passed through the Sand and the Salt was picked up. But the Salt or solute, dissolved into
the Water to create a solution. The solution was a homogeneous mixture, as the Salt was fully
dissolved into the water. Then, when the Water evaporated, the Salt was left.

QUIZ: Solubility
Directions: Use the Solubility Graph to answer the following questions.
Graph

I. Solubility Graph

Questions:
1. What is the Solubility of KClO3 at 40 C?
The solubility of KCIO3 at 40 C is 15.
2. What is the Solubility of NH4Cl at 70 C?
The solubility of NH4Cl at 70 C is 60.
3. What Temperature would 80 grams of KNO3 completely dissolve and become saturated?
At 80 grams, it would take 50 C to dissolve the KNO3
4. Suppose you have 120 grams of NaNO3 at 30 C. Is the solution Unsaturated, Saturated or
Supersaturated and how many grams can you add/or take away to make it Saturated?
The solution is Unsaturated, and you would need to take away about 25 grams to make it
Saturated
5. Suppose you have 120 grams of NaNO3 at 30 C. What could you do to the Beaker to make
the solution Saturated? (Use Data from graph here)

You could heat the beaker up 25 C to make the solution Saturated because at about 55 C, 120
grams of NaNO3 becomes the most soluble.

6. Suppose you have 70 grams of KNO3 at 60 C. Is the solution Unsaturated, Saturated or
SuperSaturated and how many grams can you add/or take away to make it Saturated?

The KNO3 is Unsaturated. You could add about 30 grams to make it Saturated.

7. Suppose you have 70 grams of KNO3 at 60 C. What could you do to the Beaker to make the
solution Saturated? (Use Data from graph here).

You could let the beaker cool by about 15 C to make the solution Saturated because at about
45 C, 70 grams of KNO3 becomes the most soluble.

II. Soluble vs. Insoluble
Directions: Use your Solubility Rules Chart to determine if the following compounds are Soluble
or Insoluble.

Compound Soluble or Insoluble Identify the Rule # Used

Sodium chloride Soluble 1

Silver nitrate Soluble 2/4

Ammonium nitrate Soluble 1/4

Calcium carbonate Insoluble 8

Zinc sulfide Insoluble 7
AgCl Insoluble 4
Soluble 1
Na2SO4 Insoluble 10
Calcium phosphate Insoluble 3

PbBr2

III. Use your Solubility Rules to Determine how the beaker would look in the following chemical
reactions:

Reaction #1

Potassium Chloride + Silver Nitrate → Potassium Nitrate + Silver Chloride

Ions

K+1Cl-1 + Ag+1NO3-1 -----> K+1NO -1 + Ag+1Cl-1
3

Reaction

KCL + AgNO3 -----> KNO3 +AgCl

SS SI

Reaction #2

Lithium Phosphate + Calcium Sulfate ---> Lithium Sulfate + Calcium Phosphate

Ions

Li+1PO4-3 + Ca+2SO4-2 -------> Li+1SO4--2+Ca+2PO -3
4

Reaction

Li3PO4+ CaSO4 -----> Li2SO4 + Ca3(PO4)2

SS SI

Li(1) 7
P(1) 31
O (4) 64

102
64/102 x 100
62.7
Ca(1) 40
S(1) 32
O(4) 64

136
64/136x 100

IV. Conclusion:
Write a conclusion explaining the results of one of the reaction. You should focus on the
appearance of the final beaker. Your conclusion should also discuss the % of Oxygen between 2
of the compounds in the same reaction.
The results of the reaction between Lithium Phosphate and Calcium Sulfate is that the Lithium
and the Sulfate dissolve, while the Calcium and Phosphate do not. This leaves the Calcium
Phosphate at the bottom of the beaker. The percentage of oxygen in Lithium Phosphate is
62.7%, in Calcium Sulfate it is 47.1%, in Lithium Sulfate it is 62.1%, and Calcium Phosphate is
47.4% oxygen. Lithium Phosphate had the most oxygen compared to the rest, and Calcium
Sulfate had the least. Initially, the Lithium Phosphate and Calcium Sulfate were soluble and
dissolved into Li+s, PO4-3s, Ca+2s, and SO4-2s. Then, the Lithium reacted to the the Sulfate and
created Lithium Sulfate, which became dissolved. However, the Calcium Phosphate was not
soluble and sunk to the bottom. In conclusion, the beaker would have Lithium Sulfate dissolved,
while Calcium Phosphate is at the bottom.

V. What is wrong with the following formula: (PO4)2Na
In this formula, matter was created. There are now 2 PO4 atoms for the 1 Na atom. Matter
can not be created or destroyed. The way to fix it would to put a two before the Na. The
formula is also written as Phosphate Sodium instead of Sodium Phosphate. If it was
rewritten as Na(PO4)2, it would make more sense.

#3 Activity: Conservation of Mass Investigation

Question:

Are the masses of baking soda and vinegar conserved when I mix them together in an open system?

Background:

Scientific observations reveal that matter cannot be created or destroyed. Since the late
1700’s, chemists have used this observation to help them understand what happens during a chemical
reaction. Originally, for example, scientists observed the products of burning substances and concluded
that everything burnable contained a material called “flame stuff,” which was lost in the fire and ashes.
One scientist found that the ashes sometimes had more than the original substance. Did the burning create
matter? He correctly hypothesized that the burning substance combined with a reactant in the air.
Experiments showed that the reactant was oxygen. In this experiment you will attempt to show that the
mass of the reactants in a chemical reaction equals the total mass of the products.

Problem Statement:
What is the relationship between the mass of the reactants and the mass of the products in the following
chemical equation?
Hypothesis:

Reaction:

___CH3COOH + ___NaHCO3 → ___NaOOCCH3 + ___H20 + ___CO2

(Acetic acid) (Sodium bicarbonate) (Sodium acetate) (water) (carbon dioxide)

58.7 g 5g 61.8 g 5g
4
12 3

Formula weights

Reactants Products

Procedures:

1. Obtain the mass of the empty flask. Record 
2. Obtain the mass of the empty balloon. Record
3. Place 60 ml of acetic acid in the flask. (Use graduated cylinder)
4. Determine the mass of the acetic acid by obtaining the mass of the flask and acid

together and subtracting the original mass. Record

5. Using techniques learned during previous lessons, place 5 grams of Sodium bicarbonate

in the balloon.

6. Secure balloon containing the Sodium bicarbonate over the flask opening and mix the two

substances.

7. After the products have formed, remove the balloon and tie it off safely.
8. Measure the mass of the glass flask. RECORD #3 Sodium Acetate and Water
9. Subtract #3 from the Mass of the Reactants (1 +2). This is the mass of the CO2 in the

balloon.

10. Try to find the mass of the CO2 in the balloon on the balance.
11. How does the mass of the CO2 differ using the 2 different methods? Why are they

different?

12. Perform the %error calculation.

Chart: Mass
Object 2.5g
Empty tray 5g
Baking soda
1.8g
Balloon 117.6g
Empty flask 58.7g
vinegar 3
Carbon Dioxide 179.4
Flask with solution 61.8
solution 64.8 63.7

Error calculation:
((massproducts - massreactants) / massreactants) * 100 = % error

((64.8 g - 63.7 g) / 63.7 g) * 100 = 1.7% % error

Critical Thinking Questions

1. Identify the Reactants
2. Identify the Products
3. Why were no new elements produced?
4. Construct a graph showing the mass of the elements on the reactants and products.
5. Write a conclusion based on the Law of Conservation of Mass. Use evidence from the lab in

the form of actual Mass (grams) and molecular mass (amu).

● Purpose
● Hypothesis correct?
● Data for support
● Improvements to lab
● In conclusion
● Use transition words

Fossil A
40% of Betancourtium remaining About 3000 years old

Fossil B
35% of Cabrerianite remaining About 2400

Fossil A Betancourtium is older than Fossil B, Cabrerianite. Fossil A has 40% of it Carbon-14
left, while Fossil B has 35% of its Carbon-14 left. Even though there is less Carbon-14 in the
Cabrerianite, the fossil has a shorter half-life, at 1500 years compared to Betancourtium’s
half-life of 2300 years. The method of dating is probably Carbon dating due to the time periods of
the fossils. In conclusion, Fossil A is older than Fossil B by about 600 years according to the
radiometric dating.

The purpose of the experiment was to show how chemical reactions are balanced and how the
ratio of a chemical directly relates to how much of the precipitate is left at the bottom, along with
determining the purpose . The independent variable of the experiment was the number of drops
of Cu and OH put into the petri dish. The dependent variable is the amount of precipitate is left at
the bottom. If copper is increased, then the precipitate will also increase.

Velocity Project

Due: Friday February 17

1. Define the following terms:

Motion- Speed-the rate at which  Position-
the action or process of
moving or of changing someone or something is  place where someone or 
place or position; able to move or operate. something is located or has 
movement. been put.

Distance-an amount of  Acceleration- Terminal Velocity-

space between two things or  a vehicle's capacity to gain  1. the constant speed 
that a freely falling 
people. speed within a short time. object eventually 
reaches when the 
resistance of the 
medium through 
which it is falling 
prevents further 
acceleration. 

 

Time-an amount of space  Initial Velocity- Displacement-

between two things or  the initial velocity is the  the moving of something 
people. velocity at beginning of  from its place or position.
your experiment.

Velocity-the speed of  Final Velocity- Key Metric units-
Meters
something in a given  the nal velocity is the  Kilometers
direction. velocity at the nal point  Seconds
of time Hours

2. What is the difference between Speed and Velocity? Explain using an example
in your own words.
Speed does not take a direction, while velocity is only one directions.
3. Pick 2 cities (minimum 500 miles apart) in the United States or world and
construct a data table and graph showing the amount of hours that it would take
to travel between the 2 cities with the following modes of transportation:

A. Fastest Runner
B. Model T Ford
C. Hindenberg
D. Tesla top speed
E. Fastest train
F. F35 Fighter Jet
G. Vehicle of your choice
*Provide a map showing your cities

*Show Detailed Math Steps

H.

Distance between North and South Pole=18,500 km

Tesla

T=Error

T= 18,500 km
250 km/h

T=74 hours

F35 Fighter Jet

T=Error

T= 18,500 km
1930 km/h

T= 9.59 hours

Sonic the Hedgehog

T=Error

T= 18500 km
4828 km/h

T=3.83

4. What would like to see in this city when you arrive? What tourist attraction?

What would you like to eat in this city? What is the basic history of this city?

I would like to see the penguins and polar bears in the North and South Poles.

Narwhals, owls, and other arctic animals would be cool to see.

5. Determine and graph an 18% increase in Velocity for each vehicle - Show how
the Times would be affected by the increase in speed.
*Include pictures and brief description of each mode of transportation
250 x 1.18= 295 62.71
1930 x 1.18=2277.4 8.12
4828 x 1.18=5697.04 3.24

An electric car that is very than expensive

A military plane built for speed

A video game character who is a hedgehog and has super speed

6. Use a math calculation to show how long it would take the F35 Fighter Jet to get

to 1930= 1.93 x 10^3

A. Sun 9.3^7 1.08 x 106 5.59585492228 x 10^8 hours
1.93 x 103

B. Saturn 1.2 x 109 2.316 x 10^6 hours
1.93 x 103

C. Neptune 4.3 x 109 4.83615797 x 10^5 hours
1.93 x 103

(Use scientific notation)

Unit 1: Uniform Motion Name: Medha Illindala, Gustavo Da Silva, Adam Opin, and Caroline

Stevens on Date: February 22, 2016 Period: Science 3

Worksheet 8

Speed and Velocity Problems

1. What is the average speed of a cheetah that sprints 100 m in 4 s? How about if it sprints 50 m
in 2 s?

V=D/ T. 100 m = .1 KM. 1 second = .001111 hours. .1/.00111=90 kmph. 100m/4sec=50m/2sec. 90 kmph.
2. If a car moves with an average speed of 60 km/hr for an hour, it will travel a distance of 60 km.
How far will it travel if it continues this average rate for 4 hrs?

D=VT. 60*4=240 miles.
3. A runner makes one lap around a 200 m track in a time of 25.0 s. What was the runner's
average speed? Answer: 8.0 m/s

4. Light and radio waves travel through a vacuum in a straight line at a speed of very nearly 3.00 ×
108 m/s. How far is light year (the distance light travels in a year)? Answer: 9.50 × 1015 m.

5. A motorist travels 406 km during a 7.0 hr period. What was the average speed in km/hr and
m/s? Answers: 58 km/hr, 16 m/s.

6. A bullet is shot from a rifle with a speed of 720 m/s. What time is required for the bullet to
strike a target 3240 m away? Answer: 4.5 s.

7. Light from the sun reaches the earth in 8.3 minutes. The speed of light is 3.0 × 108 m/s. In

kilometers, how far is the earth from the sun? Answer: 1.5 × 108 km.

8. *An auto travels at a rate of 25 km/hr for 4 minutes, then at 50 km/hr for 8 minutes, and finally
at 20 km/hr for 2 minutes. Find the total distance covered in km and the average speed for the
complete trip in m/s. Answers: 9 km, 10.7 m/s.

9. *If you traveled one mile at a speed of 100 miles per hour and another mile at a speed of 1 mile
per hour, your average speed would not be (100 mph + 1 mph)/2 or 50.5 mph. What would
be your average speed? (Hint: What is the total distance and total time?) Answer: 1.98 mph.

10. *What is your average speed in each of these cases?
a. You run 100 m at a speed of 5.0 m/s and then you walk 100 m at a speed of 1.0 m/s.
b. You run for 100 s at a speed of 5.0 m/s and then you walk for 100 s at a speed of 1.0
m/s. Answers: 1.7 m/s, 3.0 m/s.

11. *A race car driver must average 200 km/hr for four laps to qualify for a race. Because of
engine trouble, the car averages only 170 km/hr over the first two laps. What average speed
must be maintained for the last two laps?

12. *A car traveling 90 km/hr is 100 m behind a truck traveling 50 km/hr. How long will it take the
car to reach the truck?

13. The peregrine falcon is the world's fastest known bird and has been clocked diving downward
toward its prey at constant vertical velocity of 97.2 m/s. If the falcon dives straight down from a
height of 100. m, how much time does this give a rabbit below to consider his next move as the
falcon begins his descent?

M ore Speed and Velocity Problems

14. Hans stands at the rim of the Grand Canyon and yodels down to the bottom. He hears his
yodel back from the canyon floor 5.20 s later. Assume that the speed of sound in air is 340.0
m/s. How deep is the canyon?

15. The horse racing record for a 1.50 mi. track is shared by two horses: Fiddle Isle, who ran the
race in 143 s on March 21, 1970, and John Henry, who ran the same distance in an equal time
on March 16, 1980. What were the horses' average speeds in:
a. mi/s?
b. mi/hr?

16. For a long time it was the dream of many runners to break the "4-minute mile." Now quite a
few runners have achieved what once seemed an impossible goal. On July 2, 1988, Steve
Cram of Great Britain ran a mile in 3.81 min. During this amazing run, what was Steve Cram's
average speed in:
a. mi/min?
b. mi/hr?

17. It is now 10:29 a.m., but when the bell rings at 10:30 a.m. Suzette will be late for French class

for the third time this week. She must get from one side of the school to the other by hurrying

down three different hallways. She runs down the first hallway, a distance of 35.0 m, at a speed

of 3.50 m/s. The second hallway is filled with students, and she covers its 48.0 m length at an

average speed of 1.20 m/s. The final hallway is empty, and Suzette sprints its 60.0 m length at a

speed of 5.00 m/s.

a. Does Suzette make it to class on time or does she get detention for being late

again?

b. Draw a distance vs. time graph of the situation. (Assume constant speeds for

each hallway.)

18. During an Apollo moon landing, reflecting panels were placed on the moon. This allowed
earth-based astronomers to shoot laser beams at the moon's surface to determine its distance.
The reflected laser beam was observed 2.52 s after the laser pulse was sent. The speed of light
is 3.0 × 108 m/s. What was the distance between the astronomers and the moon?

19. For many years, the posted highway speed limit was 88.5 km/hr (55 mi/hr) but in recent years
some rural stretches of highway have increased their speed limit to 104.6 km/hr (65 mi/hr). In
Maine, the distance from Portland to Bangor is 215 km. How much time can be saved in
making this trip at the new speed limit?

20. The tortoise and the hare are in a road race to defend the honor of their breed. The tortoise
crawls the entire 1000. m distance at a speed of 0.2000 m/s while the rabbit runs the first 200.0
m at 2.000 m/s The rabbit then stops to take a nap for 1.300 hr and awakens to finish the last
800.0 m with an average speed of 3.000 m/s. Who wins the race and by how much time?

21. Two physics professors challenge each other to a 100. m race across the football field. The
loser will grade the winner's physics labs for one month. Dr. Rice runs the race in 10.40 s. Dr.
De La Paz runs the first 25.0 m with an average speed of 10.0 m/s, the next 50.0 m with an
average speed of 9.50 m/s, and the last 25.0 m with an average speed of 11.1 m/s. Who gets
stuck grading physics labs for the next month?

Acceleration Worksheet. Name: Caroline. Gus, Medha,
Date: ______________
and Adam

14.2 Acceleration

Acceleration is the rate of change in the speed of an object. To determine the rate of acceleration, you
use the formula below. The units for acceleration are meters per second per second or m/s2.

A positive value for acceleration shows speeding up, and negative value for acceleration shows slowing
down. Slowing down is also called deceleration.

The acceleration formula can be rearranged to solve for other variables such as final speed (v2) and
time (t).

EXAMPLES

1. A skater increases her velocity from 2.0 m/s to 10.0 m/s in 3.0 seconds. What is the skater’s
acceleration?

Looking for Solution
Acceleration of the skater

The acceleration of the skater is 2.7 meters per second
per second.

Given
Beginning speed = 2.0 m/s
Final speed = 10.0 m/s
Change in time = 3 seconds

Relationship

2. A car accelerates at a rate of 3.0 m/s2. If its original speed is 8.0 m/s, how many seconds will it take the
car to reach a final speed of 25.0 m/s?

Looking for Solution
The time to reach the final speed.

`

The time for the car to reach its final speed is 5.7
seconds.

Given
Beginning speed = 8.0 m/s; Final speed = 25.0 m/s
Acceleration = 3.0 m/s2
Relationship

1. While traveling along a highway a driver slows from 24 m/s to 15 m/s in 12 seconds. What is the
automobile’s acceleration? (Remember that a negative value indicates a slowing down or deceleration.)

A = (V2 - V1)/T2

A = (15 m/s - 24 m/s)/12 Sec.

A = -9 m/s/12 sec.

A = -0.75 m/s

2. A parachute on a racing dragster opens and changes the speed of the car from 85 m/s to 45 m/s in a
period of 4.5 seconds. What is the acceleration of the dragster?

(45-85)/4.5 = -40/4.5=-8.889

3. The table below includes data for a ball rolling down a hill. Fill in the missing data values in the table and
determine the acceleration of the rolling ball.

Time (seconds) Speed (km/h)

0 (start) 0 (start)

23

46

69

8 12

10 15

Acceleration = ___________________________

4-6/12

4. A car traveling at a speed of 30.0 m/s encounters an emergency and comes to a complete stop. How
much time will it take for the car to stop if it decelerates at -4.0 m/s2?

-4=30-0/t=-4t=30, t=-30/4 t=7.5

5. If a car can go from 0 to 60 mi/hr in 8.0 seconds, what would be its final speed after 5.0 seconds if its
starting speed were 50 mi/hr?

A=(V2-V1)/t .76666666666.V2= 50 +(7.5 x 5)

A=(60-0)/8
A=7.5 m/s

6. A cart rolling down an incline for 5.0 seconds has an acceleration of 4.0 m/s2. If the cart has a
beginning speed of 2.0 m/s, what is its final speed?

4=(t2-2)/5, 20=t2-2, t2=22.

7. A helicopter’s speed increases from 25 m/s to 60 m/s in 5 seconds. What is the acceleration of this
helicopter?
a=v−u
● v=60
● u=25
● t=5
a=60−255=355=7ms−2

8. As she climbs a hill, a cyclist slows down from 25 mi/hr to 6 mi/hr in 10 seconds. What is her
deceleration?
Deceleration = (25-6)/10
= 1.9 mi/hr/s

9. A motorcycle traveling at 25 m/s accelerates at a rate of 7.0 m/s2 for 6.0 seconds. What is the final
speed of the motorcycle?

v2= v1 + (a x t)
v2=25 m/s + (70 m/s2 x 6 sec)
V2=445 m/s2

10. A car starting from rest accelerates at a rate of 8.0 m/s/s. What is its final speed at the end of 4.0
seconds?

V2 = v1 + (a x t)

11. After traveling for 6.0 seconds, a runner reaches a speed of 10 m/s. What is the runner’s acceleration?
a = V2 - V1 / T2
a = 10 - 0 / 6
a = 10 / 6
a = 1.67 m/s
a=

12. A cyclist accelerates at a rate of 7.0 m/s2. How long will it take the cyclist to reach a speed of 18 m/s?

V2=V1+ (a x t)
18 m/s=0 m/s +(7.0 m/s2 x t/s)
18m/s=7.0t
18/7=7t/7

13. A skateboarder traveling at 7.0 meters per second rolls to a stop at the top of a ramp in 3.0 seconds.
What is the skateboarder’s acceleration?

Article Reflection:

https://www.sciencenews.org/article/gravity-waves-black-holes-verify-einsteins-prediction?tgt=nr
Write a 5 sentence reflection related to the article. Use evidence from the article.

QUIZ: Motion

3.9/3.9/3

Name: ________________________ Date:
___________

Formulas:

A= v2 −v1 V2 = V1 + (a * T) T= V2−V1
T2 a

1. After traveling for 14.0 seconds, a bicyclist reaches a speed of 89 m/s. What is the runner’s
acceleration?

A= v2−v1
T2

A= 89 m/s −0 m /s
14 s

A=6.4 m/s2

2. A car starting from rest accelerates at a rate of 18.0 m/s/s. What is its final speed at the end of 5.0
seconds?

V2= V1 + (a x t)

V2= 0 m/s + (18 m/s2 x 5 s)

V2=90 m/s

3. A cyclist accelerates at a rate of 16.0 m/s2. How long will it take the cyclist to reach a speed of 49
m/s?

T= v2 − v1
a

T= 49 m/s − 0 m/s
16 m/s/s

T=3.1 s

4. Hans stands at the rim of the Grand Canyon and yodels down to the bottom. He hears his yodel
back from the canyon floor 5.9 s later. Assume that the speed of sound in air is 740.0 m/s. How
deep is the canyon?

D=V x T
D= 740 m/s x 2.95
D=2183 meters
5. The horse travelled 2.59 miles in 384 seconds. What was the speed of the horse in:

a. Miles per second
V=D/T
V=2.59 mi/384 s
V=0.00674 mi/s

b. Miles per hour
0.00674/3600=1.875
V=D/T
V=2.59 mi/1.875 s
V=1.4 mi/h

6. It is now 10:29 a.m., but when the bell rings at 10:30 a.m. Suzette will be late for French class for the
third time this week. She must get from one side of the school to the other by hurrying down three
different hallways. She runs down the first hallway, a distance of 65.0 m, at a speed of 5.2 m/s. The
second hallway is filled with students, and she covers its 32.0 m length at an average speed of 1.46
m/s. The final hallway is empty, and Suzette sprints its 60.0 m length at a speed of 7.3 m/s.
a. Does Suzette make it to class on time or does she get detention for being late again?
T=D/V
T=65m/5.2m/s
T=12.5 s

T=D/V
T=32m/1.46m/s
T=21.9 s

T=D/V

T=60m/7.3m/s
T=8.2 s

8.2 s + 21.9 s+ 12.5 s= 42.6 s
She is on time, with 17.4 seconds to spare.
b. Draw a distance vs. time graph of the situation. (Assume constant speeds for each hallway.)

7. The tortoise and the hare are in a road race to defend the honor of their breed. The tortoise crawls
the entire 1000. m distance at a speed of 0.35 m/s while the rabbit runs the first 200.0 m at 1.85 m/s
The rabbit then stops to take a nap for 1.200 hr and awakens to finish the last 800.0 m with an
average speed of 4.2 m/s. Who wins the race and by how much time?
T=D/V
T=1000m/0.35 m/s
T=2857.14 s
It is impossible for the rabbit to win as he slept for more time than it took the Tortoise to win the

race

8. What is the Acceleration of the Cart on the Ramp? Determine the Angle of the Ramp (A). (about 33
degrees)

Angle Chart: https://drive.google.com/open?id=0B4RmhXJlHvo1YXZhcDNMSDNSMXc

Which Angle had the greatest Acceleration? Write a Conclusion based on your findings. Create a
Graph if you have time.

Height of

Ramp Velocity Velocity
2 Acceleration
(Opposite) Dist. 1 Time 1 1 Dist. 2 Time 2

50 m 45 m 9 sec. 5 m/s 45 m 3 sec. 15 m/s 3.3 m/s2

50 m 60 m 15 sec. 4 m/s 60 m 10 sec. 6 m/s 0.2 m/s2
Graph:

Conclusion:

The Angle of Ramp 1 is about 33° . This was found by calculating the sine as opposite over
hypotenuse. The sine was then converted into an angle. Ramp 1 had a higher acceleration, along with
having less distance compared to Ramp 2. Ramp 2 has an angle of about 24.5 ° , explaining the lower
acceleration. In conclusion, The angle of the ramp has a huge impact on the acceleration of the cart.

Potential Energy Project
Due: Friday 3/17

Define and make note cards for the following words:

Energy Joules Chemical Potential Law of Conservation

the property of  the SI unit of work or  Energy of Energy
matter and radiation 
that is manifest as a  energy, equal to the  In thermodynamics,  In physics, the law 
capacity to perform  work done by a force  chemical potential,  of conservation of 
work (such as  of one newton when  also known as  energy states that 
causing motion or  its point of  the total energy of 
the interaction of  partial molar free  an isolated system 
molecules). application moves  energy, is a form of  remains 
one meter in the  constant—it is said 
direction of action of  potential energy 
that can be 

the force, equivalent  absorbed or  to be conserved 
to one 3600th of a  released during a  over time. Energy 
watt-hour. chemical reaction  can neither be 
or phase transition. created nor 
destroyed; rather, it 
transforms from 
one form to 
another.

Kinetic Energy Kilojoules Elastic Potential Gravity

is the energy of Energy as  Energy the force that 
motion. attracts a body 
kilojoules. A  is the energy stored toward the center of 
the earth, or toward 
kilojoule is a unit of  in elastic materials any other physical 
measure of energy,  as the result of their body having mass.
in the same way  stretching or
compressing.
that kilometres 

measure distance. 

Food energy can 

also be measured in 

terms of the 

nutritional or 'large' 

Calorie (Cal), which 

has the same 

energy value as 

4.186kilojoules 

(kJ).

Potential Energy Gravitational Potential Mechanical Energy

is the stored energy Energy sum of kinetic and 
of position potential energy in 
possessed by an = mgh, where m is  an object that is 
object. the mass in  used to do work
kilograms, g is the 
acceleration due to 
gravity (9.8 on 
Earth), and h is the 
height above the 
ground in meters.

Resource: http://www.physicsclassroom.com/class/energy/Lesson-1/Potential-Energy

Gravitational Potential Energy

Determine the Gravitational Potential Energy (GPE) of 3 different masses (g) at 3
different heights.
3 objects: You,(68038.9 g) gallon of milk,(3900.89 g) television (20000 g)(research the masses)

* 2.2 lbs = 1 kg

Mgh 
Pe=mgh 
PE=68038.9 g(9.8 m/s/s)(10 m)0 
PE=6667812.2  
PE=68038.9 g (9.8 m/s/s) (5 m) 
PE=3333906.1j 
PE=68038.9 g (9.8 m/s/s) (15 m) 
PE=10001718.3 j 
PE=3900.89 g(9.8 m/s/s)(10 m) 
PE=382287.22 j 
PE=3900.89 g(9.8 m/s/s)(5 m) 
PE=191143.61j 
PE=3900.89 g(9.8 m/s/s)(15 m) 
PE=57340.83 j 
PE=20000 g(9.8 m/s/s)(10 m) 
PE=1960000 j 
PE=20000 g(9.8 m/s/s)(15 m) 
PE=2940000 j 
PE=20000 g(9.8 m/s/s)(5 m) 
PE=980000 j 
 

Data Table:

Object Mass Gravity Height
9.8 m/s/s 5m
Me 68038.9 g 9.8 10 m
9.8 15 m
68038.9 g 9.8 5m
9.8 10 m
68038.9 g 9.8 15 m
9.8 5m
Gallon of Milk 3900.89 g 9.8 10 m
3900.89 g 9.8 15 m

3900.89 g

Television 20000 g

20000 g

20000 g

Your data table will need: Object, mass, gravity, height, GPE

Videos: http://www.youtube.com/watch?v=x5JeLiSBqQY
*Video shows you how to use the GPE equation.

Determine the GPE of one of the masses on the following planets:
“Goffinian” - 17% greater than Earth’s Gravity
G=9.8 m/s/s(1.17)m/s/s
G=11.466m/s/s
“Cabrerian” - 39% less than Earth’s Gravity
G=9.8m/s/s(0.61)m/s/s
G=5.978m/s/s
“Biondi” - 82% greater than Earth’s Gravity
G=9.8(1.82)m/s/s
G=17.836m/s/s
“Guarlnick” - 63% less than Earth’s Gravity
G=9.8 x (0.37)m/s/s
G=3.626m/s/s

Calculations:
Change the names below

A. Planet Goffinian:
PE=mgh
PE=20000 g(11.466 m/s/s)(10 m)
PE=2293200 j
B. Planet Cabrerian:
PE=mgh
PE=20000 g(5.987 m/s/s)(10 m)
PE=1197400 j
C. Planet Biondi:
PE=mgh
PE=20000 g(17.836m/s/s)(10 m)
PE=3567200 j
D. Planet Guralnick:

PE=mgh
PE=20000 g(3.626m/s/s)(10 m)

PE=725200 j

Data Table:

Object Planet Gravity Mass Height GPE
Earth 9.8 m/s/s 20000 g 10 m
Gallon of 382287.22 j
Milk

Goffinian 11.466 m/s/s 20000 g 10 m 2293200 j
Cabrerian 5.987 m/s/s 20000 g 10 m 1197400 j
Biondi 17.836m/s/s 20000 g 10 m 3567200 j
Guralnick 3.626 m/s/s 20000 g 10 m 725200 j

Graph:

Critical Thinking Questions:
1. What factors affect Gravitational Potential Energy?

` Height, Mass, and Gravity affect Gravitational Potential Energy.
2. Why did the GPE change on the other planets?
The GPE changed due to the different gravities affecting the energy requires. For

example, on a planet with a lower gravity than Earth, it takes substantially less energy to move
an object. However, on a planet with a greater gravity, the amount of energy is increased.

3. Which planet would you be able to hit a golf ball further? Explain using data.
You would be able to hit a golf ball farther on Guralnick and Cabrerian due to the less

gravity on these planets. Once the energy is transferred into the golf ball, the ball will go farther
due to the gravity not pulling it downwards. If a golf ball is 1 kg, then it would take less energy to
hit the golf ball 10 meters on the planets with less gravity than the ones with more. GPE=Mgh
GPE=1000g(9.8 m/s/s)(10 m) GPE=98000 GPE=1000g(3.626 m/s/s)(10 m) GPE=36260

4. How does GPE relate to Chemical Potential Energy?
GPE is energy stored due gravity, however, CPE is the potential energy during a

chemical reaction. They are both potential energy.
5. How do Energy companies use GPE to generate Electrical Energy? Give an example
Energy Companies use a really heavy weight to convert GPE to Electrical energy. For

example, GravityLight has designed a small generator that operates on gravity.
6. What happens to the GPE when the object falls to the ground? Describe the Energy
transformations along the way. Use a diagram.
The GPE turns into Kinetic Energy as it falls. It starts out with the energy as GPE and the

energy transfers into Kinetic energy as it falls.

Worksheet 1:
http://glencoe.mheducation.com/sites/0078600510/student_view0/unit1/chapter4/math_practice_2.html
Worksheet 2: http://go.hrw.com/resources/go_sc/ssp/HK1MSW65.PDF

Kinetic Energy Project

Objective: 7.1.b. Energy can be stored in many forms and can be

transformed into the energy of motion.

Problem Statement:

1. Design an experiment to test howchanging the angle of a ramp affects Kinetic
Energy?