Full Portfolio

Atomic Structure Project
Portfolio

Due: Friday 1/25/19

Directions:​ Complete the requirements below that relate to atomic structure and the periodic
table.
Vocabulary - Define and make a Quizlet (h​ ttps://quizlet.com/_5xmmml)​

Atom - the smallest Neutron - A Atomic Mass - The Atomic Radius -
particle of an element subatomic particle average mass of all one-half the distance
that still retains the that has no charge the isotopes of an between the nuclei of
;roperties of the and that is found in element identical atoms that
element the nucleus of an are bonded together
atom

Nucleus - A part of Electron - A Isotope - Atoms of Family - in
the cell containing subatomic particle the same element classification, group
DNA and RNA and that has a negative that have different of similar genera
responsible for charge numbers of neutrons
growth and
reproduction

Proton - A subatomic Atomic number - the Periodic Table - A Period - A horizontal
particle that has a number of protons in table that classifies row of elements in
positive charge and the nucleus of an elements by their the periodic table
that is found in the atom physical and
nucleus of an atom chemical properties;
rows are called
periods; columns are
called groups;

Alkali Metals - Group Alkaline Earth - Halogens - Contains Noble Gases - the
1, 1 electron in outer Group 2… nonmetals, 7 valence elements in Group 8A
level, very reactive, electrons in it's of the periodic table
soft, silver, shiny, low outermost energy
density; Lithium, level. Very reactive
Sodium, Potassium,
Rubidium, Cesium,
Francium

Oxidation numbers-
Positive or negative
number that indicates
how many electrons
an atom has gained,
lost, or shared to
become stable

Reading​: h​ ttps://www.livescience.com/37206-atom-definition.html
*Use this site for notes

1. Cover Page:​ Atomic Structure and Periodic Table

2. History of the Atom
Link: ​https://www.youtube.com/watch?v=NSAgLvKOPLQ&t=490s
Link2:
What were the contributions of each of these scientists to the discovery of the atom?

a. Dalton
Dalton’s contribution to the scienticfic world was creating the Atomic

Theory. The atomic theory explains that, “​ Elements are made of extremely 
small particles called atoms. Atoms of a given element are identical in 
size, mass and other properties; atoms of different elements differ in 
size, mass and other properties. Atoms cannot be subdivided, created 
or destroyed.” Therefore, all matter is made of atoms, atoms are 
indestructible, all atoms in an element are identical in mass and 
properties, compounds are formed by a combination of two or more 
kinds of atoms and a chemical reaction is a rearrangement of 
atoms.This theory explains the attributes of atoms, such as the things 
that are identical and the different properties. Dalton’s theory helped 
scientists to figure out how atoms work and how chemical reactions 
happen.  

 

 

b. Thomson - V​ ideo
Thomson’s contribution to the scientific world was that he helped
to develop the Atomic Theory by discovering the electrons. In 1897,
Thomson discovered the electron by experimenting with a Crookes, or a
cathode ray, tube. Thomson then realized that the accepted model of
an atom did not include negative or positive charged particles. He then
decided to use plum pudding as a model or example. He had used the
pudding to represent the atom and the raisins were the positive ions.
Thomson's model of the atom did explain some of the electrical
properties of the atom due to the electrons but not all we need to know
about the atom.

c. Rutherford
Ernest Rutherford, a former student of Thomson, proved
Thomson's plum pudding model to be wrong. Rutherford did a
series of experiments using particles. These experiments were
performed when Rutherford aimed particles at solid things such
as foil. Rutherford soon found out that although most of the alpha
particles passed unaffected through the foil, a small number of
particles were deflected by the foil, and a few came straight back.
Rutherford then concluded that the atom consisted of a small and
dense positively charged nucleus in the center of the atom with
negatively charged electrons surrounding it. The discovery of the
nucleus became what Rutherford was known for.

D. Bohr
In 1913 Bohr proposed his shell model of the atom to explain
how electrons can have orbits around the nucleus. The motion of
the electrons in the Rutherford model was unstable because, any
charged particle moving on a curved path releases radiation; thus,
the electrons would lose energy. To fix the stable atom problem,
Bohr modified the Rutherford model by requiring that the electrons
move in orbits of a specific size and energy. The energy of an
electron depends on the size of the orbit and is lower for smaller orbits. The atom will be
completely stable in the state with the smallest orbit.
3. Structure of the Atom
Video
Video2

a. Nucleus, protons, neutrons, electrons
Atoms are made of extremely tiny particles called

protons, neutrons, and electrons. Protons and neutrons are
in the center of the atom, making up the nucleus. The
charge of the proton and electron are opposite charges.
Since opposite charges attract, protons and electrons

attract each other. Electrons are the particles orbiting the nucleus. This contributes to the
atomic number of the atom and helps to balance the atom. The electrons have no
charge.

b. Atomic Mass
Atomic Mass is the mass of an atom of a

chemical element expressed in amu (atomic mass
units). It is also the same number as the number of
protons and neutrons in the atom or to the average
number allowing for abundance of different
isotopes.

c. Charge
The electron always has a negative charge. The

proton always has a positive charge. If the charge of an
entire atom is zero, or neutral, there are equal numbers of
positive and negative charges. Neutral atoms have
equal numbers of both electrons and protons.

d. Valence Electrons
A valence electron is an outer orbit of electron

that is associated with an atom, and that can participate
in chemical bonds. In a single covalent bond, both
atoms in the bonds contribute one valence electron in
order to form a shared pair.
***Use models to explain the difference between:
Sodium Chloride​ and M​ agnesium Chloride o​ r ​Sodium sulfide​ and C​ alcium Sulfide or
Calcium phosphide and lithium phosphide
4. Isotopes
Link: ​https://phet.colorado.edu/en/simulation/isotopes-and-atomic-mass

a. Provide Examples (screenshots from simulation)



b. How are isotopes used to find the age of fossils?
Relative dating is used to determine a fossils

approximate age by comparing it to similar rocks and
fossils of known ages. Absolute dating is used to
determine an age of a fossil by using radiometric dating
to measure the decay of it’s isotopes, either within the
fossil or more often the rocks that are near it or around
it.
5. Families of the Periodic Table
*Describe the life of Mendeleev and how he created the Periodic Table.
Dmitry Ivanovich Mendeleyev, born January 27 , 1834, in Tobolsk, Siberia,
Russian Empire. He was a Russian chemist who developed the periodic classification of
the elements. Mendeleev found that, when all the known chemical elements were
arranged in order of increasing atomic weight, the resulting table displayed a reocurring
pattern of properties within groups of elements. In his version of the periodic table of
1871, he left gaps in places where he believed unknown elements would find their place.
He later died January 20, 1907.
*What makes the elements the similar in each family?
a. Alkali Metals
The alkali metals, found in group 1 of the periodic table (formerly known as group IA),
are very reactive metals that do not occur freely in nature. These metals have only one electron
in their outer shell.
b. Alkaline Earth Metals
The members of the alkaline earth metals include: beryllium, magnesium, calcium,
strontium, barium and radium. While not as reactive as the alkali metals, this family knows how
to make bonds very easily. Each of them has two electrons in their outer shell.
c. Halogens
Group 17 of the periodic table of elements (halogens) , including fluorine, chlorine,
bromine, iodine, and astatine. The halogens are diatomic and tend to form salts.
d. Noble Gases
The noble gases are the chemical elements in group 18 of the periodic table. They are
the most stable due to having the maximum number of valence electrons their outer shell can
hold. This colunm contains helium, neon, argon, krypton, xenon, and radon.
6. Choose an article to read from site and summarize:
https://www.livescience.com/37206-atom-definition.html
This article explains how the nucleus, protons, nuetrons and electrons. The article that
was interesting to me was the article about the nucleus. It was discovered in 1911 by Ernest
Rutherford. James Chadwick, a British physicist and student of Rutherford, was able to confirm
this discovery in 1932. All the mass of the atom is in the nucleus. The protons and neutrons
that make up the nucleus are approximately the same mass. The nucleus is also held together
by the "strong force.” This force between the protons and neutrons overcomes the repulsive
electrical force that would, according to the rules of electricity, push the protons apart otherwise.
Some atomic nucleus` are unstable because the binding force varies for different atoms based

on the size of the nucleus. These atoms will then decay into other elements, such as carbon-14
decaying into nitrogen-14.

7. What are some trends in the periodic table as you move from left to right and top to bottom?
Use evidence (graphs) from the graphing activity.
In our science class, we have been learning about atomic structure. In this unit, we learned that
the atomic structure is made up by atomic radius and ionization energy.
Atomic Radius is when there is a one-half distance between the nucleus of identical atoms that
are bonded together. Ionization energy is energy required to remove an electron from a atom or
ion. These two are similar because, as the ionization energy increases, the atomic radius
decreases and this is also the case when you move left and right or up and down on the
periodic table.
An example of this could be Lithium and Fluorine. These two elements are both located on the
second horizontal line on the periodic table. Another example that can be used is Sodium and
Argon. Bother these elements are located on the third horizontal line on the periodic table.
Previously mentioned, when the ionization energy increases, the atomic radius decreases and
this is the case when moving left to right on the periodic table. There are also horizontal lines
called periods on the periodic table. These lines consist of elements which share no chemical
properties and they are not similar
An example that can be used is Lithium and Sodium. Lithium and sodium are located with the
alkali metals on the periodic table. Another example that can be used is magnesium and
calcium and these two elements are located with the alkaline earth metals on the periodic table.
The periodic table consists of 4 families. Some examples of periodic table families are the alkali
metals and these metals have a positive charge of one. Another example, is the alkaline earth
metals and these metals have a positive charge of two. Halogens have a negative charge of 2
and noble gases have a negative charge of one. As stated in the previous paragraphs, these
two are similar, so as ionization energy increases, atomic radius decreases and this is also the
case when you move down the periodic table.

Periodic Table Trends

Skill: Analyzing data
Due:​ Wednesday Part 7 on Atom Project
Directions:​ Construct 2 graphs related to trends found on the Periodic Table. ​Use the data
from the graph and the vocabulary below to explain a relationship between Atomic Structure
and the Periodic Table
- Get smaller as you go left and bigger when you go down
- The pull get stronger as you move left or right
*Use at least 3 transition words (However, Therefore,…)​Highlight the words
*Use Diagrams of the elements and their atomic structure
*Use the following vocabulary: (highlight some of the vocabulary words)
● Atomic Radius
● Ionization Energy
● Opposite charges attract
● Valence Electrons (1-8) Na has 1 valence electron
● Nucleus
● Charge (+1, +2, +3, -3, -2, -1)
● Proton, Neutron, Electron
● Alkali, Alkaline Earth, Halogens, Noble Gases
● Energy levels (1 ring, 2 rings, 3 rings)

USE the Following Outline

Conclusion: (You should have 8-10 sentences in each body paragraph)
I. Topic Sentence (Atomic Radius and Ionization Energy)

A. Topic Sentence for Body Paragraph - Left to Right on Periodic Table
a. period

B. Topic Sentence for Body paragraph - Top to Bottom on Periodic Table
a. Family

C. Transition sentence
II. Topic Sentence - Left to right on Periodic Table

A. Explain Atomic Radius and Ionization Energy
B. Trend for Atomic Radius (Lithium and Fluorine) Left to Right
C. Trend for Atomic Radius (Sodium and Argon) Left to Right
D. Use data from table
E. How does the radius relate to the Ionization Energy?
III. Topic Sentence - Top to Bottom on Periodic Table
A. Trend for Atomic Radius (Lithium and Sodium) Top to Bottom
B. Trend for Atomic Radius (Magnesium and Calcium) Top to Bottom
C. How does the radius relate to the Ionization Energy as you move down the Periodic

Table?
D. Use data from Table
E. Conclusion Sentence

In our science class, we have been learning about atomic structure. In this unit, we
learned that the atomic structure is made up by atomic radius and ionization energy.
Atomic Radius is when there is a one-half distance between the nucleus of identical atoms that
are bonded together. Ionization energy is energy required to remove an electron from a atom or
ion. These two are similar because, as the ionization energy increases, the atomic radius
decreases and this is also the case when you move left and right or up and down on the
periodic table.

An example of this could be Lithium and Fluorine. These two elements are both located
on the second horizontal line on the periodic table. Another example that can be used is Sodium
and Argon. Bother these elements are located on the third horizontal line on the periodic table.
Previously mentioned, when the ionization energy increases, the atomic radius decreases and
this is the case when moving left to right on the periodic table. There are also horizontal lines
called periods on the periodic table. These lines consist of elements which share no chemical
properties and they are not similar

An example that can be used is Lithium and Sodium. Lithium and sodium are located
with the alkali metals on the periodic table. Another example that can be used is magnesium
and calcium and these two elements are located with the alkaline earth metals on the periodic
table. The periodic table consists of 4 families. Some examples of periodic table families are the
alkali metals and these metals have a positive charge of one. Another example, is the alkaline
earth metals and these metals have a positive charge of two. Halogens have a negative charge
of 2 and noble gases have a negative charge of one. As stated in the previous paragraphs,
these two are similar, so as ionization energy increases, atomic radius decreases and this is
also the case when you move down the periodic table.

QUIZ: Motion

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 sec
A = 6.57 m

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

V2 = v1 + (a*T)
V2 = 0 m/s + (18.0 m.s2 * 5 sec)
V2 = 90 m/s

3. A cyclist accelerates at a rate of 16.0 m/s​2​. 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/16.0 m/s​2
T = 3.0625 seconds

Make Drawings of Each Problem

3. 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 6.5 seconds 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?

D = V*T

D = (3 x 108​ ​m/s)(3.25 sec)

D = 9.75 x 10​8 ​meters

D = 950000000 m

*Is this distance correct? Research the distance to the moon.

4. 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.

Segment 1 Segment 2 Segment 3 Does she make it to
T = D/V T = D/V T = D/V class?
T = 65 m/5.2 m/s T = 32 m/1.46 m/s T = 60 m/7.3 m/s
T = 338 s T = 21.92 s T = 8.22 s No

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

5. 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?

Tortoise Hare part 1 Hare sleeping Hare part 3
T = D/V T = D/V T = 1.2 hr * 3600 sec. T = D/V
T = 1000 m/0.35 m/s T = 200 m/1.85 m/s T = 4320 seconds T = 800 m/4.2 m/s
T = 2857 s T = 108 s T = 19.047 s

What is the Acceleration of the Cart on the Ramp? D​ etermine the Angle of the Ramp (A​).

Angle Chart: h​ ttps://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 250 m 10 sec. 25 m 250 m 5 sec. 50 m 25 m

100 m 250 m 5 sec. 50 m 250 m 2 sec. 125 m 75 m
Graph:
X-axis = Angle
Y-axis = acceleration

Conclusion:

Purpose of experiment, hypothesis, brief description of experiment, data evidence to support
hypothesis, conclusion

EXTRA CREDIT:
Light from another star in the galaxy reaches the earth in 46 minutes. The speed of light is 3.0 ×​
10​8​ m/s. In ​kilometers​, how far is the earth from the star?

Answer must be in scientific notation
D = V*T
D = (3.0x10​8​m/s)(46 min - change to second)
D = _________ meters and then change to km

QUIZ: Motion

Name:​ ________________________ Date:​ _________
Class: ___________

Formulas:

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

1. What is the Acceleration of the Cart on the Ramp? ​Determine the Angle of the Ramp (A)​ .

Angle Chart: h​ ttps://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 Angle Dist. 1 Time Velocity Time 2 Velocity
Ramp 1 1 Dist. 2 2 Acceleration

(Opposite)

125 m 66.66
6 600 m 12 sec. 50 m/sec 600 m 9 sec. m/sec 1.45 m/sec

250 m 12 600 m 8 sec. 75 m/sec 600 m 2 sec. 300 m/sec 112.5 m/sec

Use a2​ +​ b​2​ = c2​ t​ o determine the length of side b

Graph:

X-axis = Angle

Y-axis = acceleration

Conclusion:
Purpose of experiment, hypothesis, brief description of experiment, data evidence to
support hypothesis, conclusion

The purpose of this experiment was to see how fast a car would go when put on a ramp.
My hyposthesis for this experiment was that the higher the ramp, the faster the car would
accelerate in speed. A ring stand had been set up at our table and we had rested the ramp on it.
Each time we had tested the car for it’s velocity, time and distance, we had recorded this data.
This data would later go into a graph. After multiple attempt we sat down and started doing the
math to find the velocity and accelerations. Once we had finished that we put the information
into the graph. During the first attempt, the ramp was 125 meters on the opposing side. The total
distance was 600 m and the first distance was half of the ramp and this was about 12 seconds.
The velocity later turned out to be 50 m/sec. This data had caused the acceleration of the 125
meter tall ramp to be about 1.45 ,eters per second. When we testeed the second distance, the car
had traveled the whole entire length of the ramp. The distance was still 600 m and the time was 9
seconds. Therefore, the velocity was 66.66 m/sec. To futher back up out hypothesis with data, we
then tested a different height, 250 m on the opposing side. The distance had stayed the same at

600 m. but the time had totaled up to about 8 seconds. This caused the velocity to be about 75
m/sec. Next, we had tested the second distance which was the length of the entire ramp. The time
had came out to be approximately 2 seconds and the velocity was about 300 m/sec. The
accelerataion came out to being about 112.5 meters per second. In conclusion, our hypothesis,
which stated that the higher the ramp, the faster the car would accelerate in speed, had been
proven to be true with this experiment.

EXTRA CREDIT:
Light from another star in the galaxy reaches the earth in 32 minutes. The speed of
light is 3​ .0 ×​ ​ 108​ ​ meters/second​. In ​kilometers​, how far is the earth from the star?
(Hint: Convert to seconds)(Hint 2: Think about meters to kilometers)
Answer must be in scientific notation













Velocity Project 2019

Due: ​Friday March 8, 2019

1. Define the following terms and include pictures if possible:
***MAKE A QUIZLET: ​https://quizlet.com/_66uq2v

Motion - An object's Speed - The distance an Position - the location of an
change in position relative object travels per unit of object.
to a reference point. time.

Distance - The length of a Acceleration - The rate at Terminal Velocity - The
path between two points. which velocity changes. constant velocity of a
falling object when the
force of air resistance is
equal in magnitude and
opposite in direction to the
force of gravity.

Time - the unit of Initial Velocity - the starting Displacement - Distance
measurement for the velocity. and direction of an object's
duration of a certain time change in position from the
period. starting point.

Velocity - speed in a given Final Velocity - velocity of Key Metric units - A
quantifiable measurement
direction. an object at the end of a

time interval.

.

2. What is the difference between Speed and Velocity? Explain using an example
in your own words.

3.Reading:
A. Science Textbook:
1. Read Chapter 2: Motion pg. 38-58
Directions: M​ ake teacher-like questions and have a partner answer your
questions. (Answers to questions must be found from the reading.)
- What is the equation to find Velocity?
- What is an example of “potential energy”
- How is velocity achieved?
- What is velocity?
- Why do we use velocity?
-
​B. Read Article: ​Crashing Jumping Falling
1. Directions: Make 10-12 Teacher-Like questions and have a partner answer your
questions. (Answers to questions must be found from the reading.)

4. 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:
**From Hartford CT to Sydney Australia
Starfish
T = d/v
T = 1609504934 cm/900 cm
T = ​1788338 hrs

Sailfish
T = d/v
T = 10001 mi/68 mi
T = 1688 hrs

Rocket
T = d/v
T = 10001 mi/17460 mi
T = 0.6 hrs

Motorcycle
T = d/v
T = 10001 mi/188 mi
T = ​53 hrs

Sailboat
T = d/v
T = 10001 mi/5 mi
T = 2000 hrs

Bike
T = d/v
T = 10001 mi/15 mi
T = 667 hrs

Peregrine Falcon
T = d/v
T = 10001 mi/200 mi
T = 50 hrs

*Provide a map showing your cities
*Show Detailed Math Steps

5. Questions about your City:
What would like to see in this city when you arrive?
I would like to see the the Darling Harbor. This is located in New South Wales, Sydney,
Australia. This is the largest recreational place in Sydney australia. In addition to that, i

would like to see the S​ ydney Harbour Bridge. This bridge was built in 1932 and is over
3770 feet long and 440 feet tall.

What tourist attraction (s) would you like to see?
The tourist attraction I would most want to see is the Sydney opera house. This opera
house is located in ​Bennelong Point, Sydney, Australia and was founded in 1959. The opera

house is the 20th century most known building. Another tourist attraction i would like to see is
the Taronga Zoo, Sydney Australia. This zoo is home to over hundreds of animals including
koalas, giraffes, bears and other exotic animals.

What restaurant would you like to visit in this city? Provide pictures
A restaurant I would love to visit in Sydney Australia is the Catalina Restaurant. This
restaurant is on a water front and has a beautiful view of the Sydney Harbor. They serve
many seafood dishes along with many other fan favorites. Catalina Restaurant has
many functions along with special events and parties.

What is the basic history of this city? Government history?
Sydney was founded in 1788 when a ship had arrived in Australia from England. The
first colonists landed in what is known as Port Jackson today in January of 1788..

Sydney was named after Thomas Townshend also known as Lord Sydney. In​ 1900,
Sydney became a state capital, when New South Wales voted to join the Australian
Federation. ​Since then, Sydney australia has grown to become what it is today. .

Famous people from your city?
Some famous people from Sydney Austrailia include Keith Urban, Ben Lee and Yvonne
Strahovski. Many of these people are either singers or actors or even both.

6. Determine and graph an 38% increase in Velocity for each vehicle - Show how
the Times would be affected by the increase in speed. Show a double bar graph
with the 2 different times for each vehicle.
*Include pictures and brief description of each mode of transportation
Starfish - one of the slowest animals in the known world
1788338*38=67956844
67956844/100 = 6​ 79568.44
1788338- 6​ 79568.44=​ ​1108796.56 hrs
Sailfish - the fastest sea animal in the known world
1688*38 = 64144
64144/100=641.44
1688-641.44 = ​1046.56 hrs
Rocket - a vehicle used when sending a spacecraft to space
0.6*38=22.8
22.8/100 = 0.228
0.6-0.228 = 0​ .372 hrs
Motorcycle - a gas powered bike with more qualitites or more attributes
53*38 = 2014
2014/100 = 20.14
53- 20.14 = 3​ 2.86 hrs

Sailboat - a basic boat used to sail short distances or for research
2000*38 = 76000
76000/100 = 760
2000-760= ​1240 hrs
Bike - a normal two wheel bicycle
667*38 = 25346
25346/100 = 253.46
667 - 253.46 = ​413.54 hrs
Peregrine Falcon - The fastest bird in the known world
50*38 = 1900
1900/100 = 19
50-19 = 3​ 1 hours

7. Use a math calculation to show how long it would take the F 35 Fighter Jet to
get to

A. Sun

T = D/V
T = 93,000,000 mi/1200
T = 77500 hrs

B. Saturn
T = D/V
T = 886000000 mi/1200
T= 738333.3333 hrs

C. Neptune
T = D/v
T = 29000000000/1200
T = 24166666.67 hrs

D. Nearest star to our solar system
T = D/v
T = 2.528e+13/1200
T = 21066666666.7 hrs

8. Velocity Story: C​ reate a ​graph and story s​ howing your motion. The story should
be creative and detailed using actual velocity data.

My dream was interrupted by the sound of my bus passing by and the sound of my
alarm ringing. About 15 minutes later I rubbed my eyes and stared at my phone it read, “7:59.” I
jumped out of bed and quickly got ready for school. My mom heard all the noise coming from
my room and got up knowing that she was going to have to drive me to school for the 30th time
this year. I grabbed my breakfast and waited in the car for my mom. I reached school and got a
pass and raced to my locker before 2nd period started. Soon my water bottle goes dry and I
asked to fill it up at the water fountain. The water fountain was 6 meters away from Mr. Lopez’s
room and it took me 25 seconds to fill up the water bottle and get back to the classroom. Soon
the class was over and I was heading to Mr. Fusari's room which was 36 meters away. It took
about 12 seconds for me to get there and then it took me 20 seconds to realize that I had
forgotten my binder in my locker. I bridgewalked 8 meter for approximately 34 seconds from Mr.
Fusari's room to the beginning of the stairs and then got tired of that. It took me about 2 seconds
to get from a bridge walk to standing up. I decided to run back to my locker that was 25 meters
away from where I was standing. It took me about 8 seconds to get to my locker and about 20
seconds to open it. After frantically searching for my binder I was shocked that my binder wasn’t
in my locker. I quickly remembered that I had left my binder in Ms. Poeltl room the previous day
during homeroom. I decided that I didn’t want to go back to class so I footdanced my way to Ms.
Poeltl room and retrieved my binder. The distance was about 14 meters that had taken 18

seconds to get there and it took you 15 seconds to quickly retrieve your binder. Finally you head
to back to Social Studies and continue your very interesting day.

Velocity Story
(#8 on Velocity Project)

Name: Date:

Directions:​ Work in a group to tell a story of a classmate in motion. You must include 3 turns
(change in direction) and 3 different velocities. Your story must also have an amount of time
where the classmate does not move. What did the person do when they stopped? Where were
they going?

Data Table:

Example: Velocity = Distance/Time
V = 12 m/3 sec
V = 4 m/sec.

Description Distance (m) Stop Time (sec.)
5.05
Walk - Water Fountain 6 15 12.26
34
Karaoke - Mr. Fusaro's Room 36 20 8
18
Bridge Walk to the start of the ramp 8 2

Run to locker 25 20

Foot dance to Ms. Poeltl’s room 14 15

Graph:​ (X-axis is Time; y axis is Distance)
(Hint: You have to constantly add the distance and time for the spreadsheet to make the
graph show the motion.)

Story:
My dream was interrupted by the sound of my bus passing by and the sound of my

alarm ringing. About 15 minutes later I rubbed my eyes and stared at my phone it read, “7:59.” I
jumped out of bed and quickly got ready for school. My mom heard all the noise coming from
my room and got up knowing that she was going to have to drive me to school for the 30th time
this year. I grabbed my breakfast and waited in the car for my mom. I reached school and got
apass and raced to my locker before 2nd period starts. Soon my water bottle goes dry and I
asked to fill it up at the water fountain. The water fountain was 6 meters away from Mr. Lopez’s
room and it took me 25 seconds to fill up the water bottle and get back to the classroom. Soon
the class was over and I was heading to Mr. Fusaro's room which was 36 meters away. It took
about 12 seconds for me to get there and then it took me 20 seconds to realize that I had
forgotten my binder in my locker. I bridgewalked 8 meter for approximately 34 seconds from Mr.
Fusaro's room to the beginning of the stairs and then got tired of that. It took me about 2
seconds to get from a bridge walk to standing up. I decided to run back to my locker that was 25
meters away from where I was standing. It took me about 8 seconds to get to my locker and
about 20 seconds to open it. After frantically searching for my binder I was shocked that my
binder wasn’t in my locker. I quickly remembered that I had left my binder in Ms. Poeltl room the
previous day during homeroom. I decided that I didn’t want to go back to class so I footdanced
my way to Ms. Poeltl room and retrieved my binder. The distance was about 14 meters that had
taken 18 seconds to get there and it took you 15 seconds to quickly retrieve your binder. Finally
you head to back to Social Studies and continue your very interesting day.



 
 

Inclined Plane Project

Due:​ May 8th, 2019

1. Define the following vocabulary: Use pgs. 124 - 153

Simple Machine is Mechanical Work is a​ ctivity Input Force
any of the basic Advantage is t​he ratio involving mental or
mechanical devices of the force produced physical effort done represents the 
for applying a force, by a machine to the in order to achieve a amount of ​force 
such as an inclined force applied to it, purpose or result. that you put into 
plane, wedge, or used in assessing the another object.
lever. performance of a
machine.

 

Compound Machine Ideal Mechanical Power Output Distance acts
Advantage is the ratio is the rate (energy through in a machine.
is a combination of  of distance of the amount per time The work done by a
two or more simple  effort over distance of period) at which work machine as the
machines​.   the load force is done or energy output force acts
converted through the output
distance.

 

Efficiency​ is a  Actual Mechanical Input Distance r​ efers  Output Force  

measure of how  Advantage ​is  to the d​ istance​ over  represents the 

much work or  the​mechanical  which thei​ nput  force​ that a specific 

energy is conserved  advantage  force is applied;  object has as a 
determined by 
in a process output d​ istance  result of the ​input 
physical 
refers to how far  force​.
measurement of 
the load moves.
the input and 

output forces.   

. 

First Class Lever i​ s  Second Class Lever Third Class Lever​ is  Energy​ is the ability 
the one you m ay  the input force is  to do work. ​Energy 
be most familiar  the load is between  inbetween the  comes in different 
with. It uses a  the effort and the  output force and  forms: Heat 
fulcrum in between,  fulcrum.  the fulcrum. (thermal) Light 
and the​applied  (radiant) Motion 
force and load are  (kinetic)
at opposite ends. 

 
 

Block and Tackle Fixed Pulley Movable Pulley i​ s a  Fulcrum is the t​ he 
pulley​ that is free to  point on which a lever 
Pulley​ is a system of  changes the  move up and down,  rests or is supported 
two or more pulleys  direction of the  and is attached to a  and on which it pivots
with a rope or cable  force on a rope or  ceiling or other 
threaded between  belt that moves  object by two 
them, usually used to  along its  lengths of the same 
lift heavy loads.  circumference.  rope.

QUIZLET: (Place link here) ​https://quizlet.com/_6iee5z

2. Textbook Questions:
Directions:​ Read the chapter pg. 124-153 and write 10-12 text dependent questions

1. What is the scientific definition of work?
2. What is the work equation?
3. What is the power equation?
4. What is the power equation for energy transfer
5. Write the mechanical advantage equation.
6. How do you create a pulley system?
7. Define the efficiency equation.
8. What is a first class lever?
9. What is the second class lever?
10. What is the difference between the first and second class lever?
3. Describe the difference between your Ideal Day and an Actual Day:
My ideal day would be not going to school and sleeping, reading and spending time with friends
the whole day. However, my actual day involves going to school and listening to teachers

lecture about lessons.
4. What is the difference between Ideal Mechanical Advantage and Actual Mechanical
Advantage? How is this similar to Question #2?
Ideal Mechanical advantage is how the machine would work in an ideal situation. Actual
Mechanical Advantage is how it actually works, and might not be as successful as the IMA.
5. Why can’t you believe a salesman if they attempt you sell you a machine that is 125%
efficient?

6. E​ xperiment: H​ ow does the angle of an inclined plane affect:
Hypothesis: Angle vs. Mechanical Advantage or Angle vs. Efficiency (Use if...then…)
A. Ideal Mechanical Advantage
If there is a higher angle, there will be a higher ideal mechanical advantage.
B. Actual Mechanical Advantage
If there is a higher angle, there will be a higher mechanical advantage.
C. Efficiency
If there is a lower angle, there will be a higher efficiency.
*Think about the scientific Method
DATA TABLE​ - Use this table to record your lab data

Angle Ideal Mechanical Actual Mechanical Efficiency (%)
Advantage (Input Advantage (Work output/Work
Distance/Output
(Output Force/Input Input)
Distance) Force)

31 1.95 1.52 77%

4 1.6 1.16 228%

40 1.5 1.09 18%

44 1.4 1.53 69%

65 1.1 1.95 85%

***Why is the Actual Mechanical Advantage always less than the Ideal Mechanical

It will always be less than because the IMA is the ideal that people want to use for
the inclined planes. AMA is what the numbers actually are, so it will be less than
the ideal.

Graph:

Conclusion:

*Write your OWN CONCLUSION HERE! Use Data
My hypothesis is that if there is a bigger angle, then there is a higher mechanical

advantage. In our experiment, I had to use the angle to find things like the efficiency, IMA, and
AMA. To prove my hypothesis, I provided some data that I found in my experiment. First, I had
an angle of 4 degrees. The AMA of it was 1.16. Then, we looked at a bigger angle, which was
44 degrees. The AMA of it was 1.53.This shows that the larger the angle, the larger mechanical
advantage.

7. Critical Thinking: Choose a famous skyscraper. This will be your Output Distance.
Use your knowledge of Inclined Planes, Mechanical Advantage, and Efficiency to draw
and label a sketch of all parts of the triangle formed.
Empire State Building - 381 meters
Gravity - 10 m/s​2

https://docs.google.com/presentation/d/1cXsPQyksTL67hedQiKj5cGEcYt-BXtwo3pfybRrMFiA/e
dit

MATH IN THE PRESENTATION ABOVE

Important Info:
A. Ideal Mechanical Advantage: 4.2
B. Actual Mechanical Advantage: 2.7
C. Output Force: 350 kg
Sketch (Use drawing)

8. Complete the Following Worksheet:

Worksheet 2
Effort Force = Input Force
Resistance Force = Output Force



***9. Group: Video 1 Trial of the Lab

Video must demonstrate the experiment and the calculations

* Attach link to video here

https://drive.google.com/file/d/1Vw2k04Ub--tyg63bxOWPNyo-6m5duD

AR/view?ts=5cc89729

10. Describe the Pulley Experiment
Questions:

1. What were the 4 types of pulleys that you constructed?
Single Fixed Pulley, Single Movable Pulley, Single Fixed/Movable Pulley, Double Fixed/Movable
Pulley

2. Describe how the pulleys were similar to the inclined planes.
It is moving something upwards but a lot easier. Like the inclined planes, it moves something
upwards but a lot easier.

3. Where are pulleys used in real life?
Elevators use pulleys in order to work.
11. Chapter Review Questions

Checking Concepts pg. 152
1. C
2. B
3. A
4. D
5. A
6. A
7. C
8. C
9. B
10. A

Multiple Choice pg 154
1. A
2. D
3. B
4. B
5. A
6. D
7. C
8. D
9. A

October Sky Research
Videos Playlist

Research the following questions related to the movie, “October Sky”:

1. Who was Wernher Von Braun? What were his contributions to rocketry?
He was the aerospace engineer and space architect for NASA.

2. Why is there a large amount of coal in West Virginia? Where did coal come from?
There was a large amount of coal in West Virginia because of the many . Coal comes from
many plants over time making layers and layers of dead plants which then end up turning into
coal after all the pressure.

3. How is coal different from oil?
Coal can be mined (solid) while oil is drilled from the ground (liquid)

4. How is coal used to produce electricity?
Coal is used to produce energy from first starting out as a thermal energy and then the steam
from that is then use to power a generator which then produces energy.

5. How is coal an example of Chemical Potential Energy?
The coal is made from dead plants therefore it is a form of chemical potential energy. The living
creatures that it was before, stored energy therefore when it is burned the energy is let out.

6. What are the dangers of working in a coal mine?
There are many dangers including getting crushed by falling rocks and breathing in dangerous
fumes including coal dust.

7. Why did coal miners carry canaries into the mine?
The canaries show signs of distress when there were toxic gases like methane or monoxide.

8. How does coal contribute to Global warming? Explain using a diagram.
The more coal we burn the more it affects the ozone layer. Like burning gas wears down the
ozone layer, so does burning coal.

9. Is there technology to make coal “clean”? How does it work?
It’s a machine to lessen the impacts of coal on the environment. It captures the carbon while
being burned so therefore the ozone layer is not constantly wearing down.

oooooooooo

Science Portfolio Reflection
1. What was your favorite science activity or topic this year? Why did you enjoy this

activity? Be specific
I enjoyed doing the changing water and chemical colors experiment because I wasn’t
expecting anything to change in the chemicals.
2. Which topic or skill did you find to be the most challenging? Explain
I found the equations hard to memorize because there were so many of them.
3. Provide an example of 3 types of graphs that were used this year in science? Why did
it make sense to use these graphs for those activities?

The pie graph was used when you wanted to show how was in a specific atom (in percents).

The line graph was used when the temperature of the water increased and or decreased.

The bar graph was used to show the numbers of specific things like heat energy and
substance.

4. What were the key tips you remembered about solving math problems in science this
year? Word problems? Provide an example from this portfolio of a science math
problem that was challenging to solve this year.

I remembered to always remember the units and the formulas because those could
cost you your grade.

5. Which lab conclusion or sample of writing are you most proud of in this portfolio?

The purpose of this experiment was to see how fast a car would go when put on a
ramp. My hyposthesis for this experiment was that the higher the ramp, the faster the
car would accelerate in speed. A ring stand had been set up at our table and we had
rested the ramp on it. Each time we had tested the car for it’s velocity, time and
distance, we had recorded this data. This data would later go into a graph. After
multiple attempt we sat down and started doing the math to find the velocity and
accelerations. Once we had finished that we put the information into the graph. During
the first attempt, the ramp was 125 meters on the opposing side. The total distance was
600 m and the first distance was half of the ramp and this was about 12 seconds. The
velocity later turned out to be 50 m/sec. This data had caused the acceleration of the
125 meter tall ramp to be about 1.45 ,meters per second. When we testeed the second
distance, the car had traveled the whole entire length of the ramp. The distance was
still 600 m and the time was 9 seconds. Therefore, the velocity was 66.66 m/sec. To
futher back up out hypothesis with data, we then tested a different height, 250 m on the
opposing side. The distance had stayed the same at 600 m. but the time had totaled up
to about 8 seconds. This caused the velocity to be about 75 m/sec. Next, we had tested
the second distance which was the length of the entire ramp. The time had came out to
be approximately 2 seconds and the velocity was about 300 m/sec. The accelerataion
came out to being about 112.5 meters per second. In conclusion, our hypothesis, which
stated that the higher the ramp, the faster the car would accelerate in speed, had been
proven to be true with this experiment.

I was proud of this because I had used both numbers and units to describe the
outcome of this experiment and how we did the experiment.

6. What are you excited to learn about in science next year? Do you want to pursue a
career in the sciences? Explain

I’m most excited to learn biology in highschool. I didn’t really want to pursue a science
career but the might e a chance that I just might.