Science Portfolio 2018

b. Alkaline Earth Metals
- They have a charge of +2
- Are found in the seconds column of the periodic table
- Are not found free in nature

c. Halogens
- All -1
- Halogen means salt former and exist in solid/liquid/gas

d. Noble Gases
- 0 charge
- Have the max number of electrons possible on the outer shell.
6. Choose an article to read from site and summarize:
https://www.livescience.com/37206-atom-definition.html
PROTONS:
Protons are positively charged particles that define what an element is. The proton
number in an atom doubles as the atomic number of the element. It also determines
the chemical behavior of the element. A proton is made up of 3 quarks. Two of them
are positive, 1 is negative, and they are held together by massless subatomic particles
called gluons.

Activity: Which Fossil is Older?

Film:
https://www.bing.com/videos/search?q=radiometric+dating&&view=detail&mid=0913F60FB719
BC5912690913F60FB719BC591269&&FORM=VDRVRV
Film #2:
https://www.bing.com/videos/search?q=radiometric+dating&&view=detail&mid=33AAFAE1F005
C0E7E25833AAFAE1F005C0E7E258&&FORM=VDRVRV

Take notes:
- Layers of deposits build, older sediments are compressed into rock
- The organisms form fossils within the rock
- The younger the rock, the higher it is in the rock layer
- Scientists use the breakdown of substances in rock to measure geological time
- In the process of radiation isotopes decay into different isotopes that create elements
that are not radioactive.
- Isotopes decay by half lifes
- Isotopes with shorter half lives decay more significantly in a shorter time
- Radiometric dating is a method for determining ages of fossils using radioactive isotopes
-

Isotope #1

0 100

2300 50

4600 25

6900 12.5

9200 6.25

11,500 3.125

13,800 1.06

16,100 .5

18,400 .25

20,700 .125

23,000 0

Isotope #2 100
0 50
25
1500 12.5
3000 6.25
4500 3.125
6000 1.06
7500 .5
9000 .25
10,500 .125
12,000 0
13,500
15,000 2

Graphs:
1



QUIZ:​ Isotopes

Name: Daniela Petronio Date: ​February 6, 2017

Directions​ construct a graph that will help you determine the age of fossils.

I​ sotope A Percent Isotope
Years

0 100

5730 50

11,460 25

17,190 12.5

22,920 6.25

28,650 3.125

34,380 1.06

40,110 .5

45,840 .25

51,570 .125

57,300 0

Hint: Remember to add gridlines

Graph: ​(place graph here)

Questions: (Use your graph above to answer the questions below)
1. How old is the following fossil?
Fossil A - 73% of Isotope A remaining

About 3500 years old
2. How old is the following fossil?
Fossil B - 15% of Isotope A remaining

About 15000 years old
3. What percentage of Isotope A is remaining if the fossil is 1200 years old?
(Use your graph)
About 22%

Average Atomic Mass Calculations
1. Naturally occurring chlorine that is put in pools is 75.53 percent 35Cl (mass = 34.969
amu) and 24.47 percent 37Cl (mass = 36.966 amu). Calculate the average atomic mass
of chlorine.

35 x .7553 = 26.412
+

37 x .2447 = 9.0455
----------------
35.4575 = Average Atomic Mass

2. Calculate the atomic mass of silicon. The three silicon isotopes have atomic masses and
relative abundances of 27.9769 amu (92.2297%), 28.9765 amu (4.6832%) and 29.9738
amu (3.0872%).

27.9769 x .922297 = 25.80301094
+

28.9765 x .046832 = 1.357027448

29.9738 x .030872 = 0.924245936
-------------------
28.08428432 = Average Atomic Mass

Writing:
Use one of the examples above to discuss how you determine the number of neutrons for each
isotope. You also need to discuss how the %abundance contributed to the Average Atomic
Mass of the element. (HINT: Think of the M&M Lab!)

In the isotope above, I calculated the number of neutrons in silicon by subtracting the
atomic number from the atomic mass. The atomic mass of silicon is 28.085. Therefore,
when you subtract its atomic number, (14,) the answer comes to about 14. This means
that there are at least 14 neutrons in each isotope. The % abundance contributes to the
average atomic mass of the element because in order to find the average atomic mass,
you need to know how many you are dealing with. In the M&M lab, we needed to know
how many pretzel and regular M&Ms we had so we could weigh them properly. In the
example above, we had to find the average atomic mass of 3 isotopes. We needed to
calculate the atomic mass by the relative % abundance to find the answer to each
isotope. For example, 27.9769 x .922297 = 25.80301094 was one of the atomic masses.
We added them all together at the end so we had the a​ verage a​ tomic mass.

​Average Atomic Mass Calculations

1. Naturally occurring chlorine that is put in pools is 75.53 percent 35Cl (mass = 34.969
amu) and 24.47 percent 37Cl (mass = 36.966 amu). Calculate the average atomic mass
of chlorine.

35 x .7553 = 26.412
+

37 x .2447 = 9.0455
----------------
35.4575 = Average Atomic Mass

2. Calculate the atomic mass of silicon. The three silicon isotopes have atomic masses and
relative abundances of 27.9769 amu (92.2297%), 28.9765 amu (4.6832%) and 29.9738
amu (3.0872%).

27.9769 x .922297 = 25.80301094
+

28.9765 x .046832 = 1.357027448

29.9738 x .030872 = 0.924245936
-------------------
28.08428432 = Average Atomic Mass

Writing:
Use one of the examples above to discuss how you determine the number of neutrons for each
isotope. You also need to discuss how the %abundance contributed to the Average Atomic
Mass of the element. (HINT: Think of the M&M Lab!)

In the isotope above, I calculated the number of neutrons in silicon by subtracting the
atomic number from the atomic mass. The atomic mass of silicon is 28.085. Therefore,
when you subtract its atomic number, (14,) the answer comes to about 14. This means
that there are at least 14 neutrons in each isotope. The % abundance contributes to the
average atomic mass of the element because in order to find the average atomic mass,
you need to know how many you are dealing with. In the M&M lab, we needed to know
how many pretzel and regular M&Ms we had so we could weigh them properly. In the
example above, we had to find the average atomic mass of 3 isotopes. We needed to
calculate the atomic mass by the relative % abundance to find the answer to each

isotope. For example, 27.9769 x .922297 = 25.80301094 was one of the atomic masses.
We added them all together at the end so we had the ​average ​atomic mass.

Law of Conservation of Mass Presentation



Hallway Velocity Story:

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) Time (sec.) Velocity (m/s)
V= 3.75/3 = 1.3
Walking: Classroom to locker #902 3.75 m 3 sec V= 7.4/5 = 1.5
V= 5/5 = 1
Hopping: Locker 902 to Water 7.4 m 5 sec V= 11/3.2 = 3.4
Fountain
V= 14/12 = 1.2
Skipping: Water fountain to end of 5 m 5 sec V= 6/6.5 = 0.9
the ramp

Jogging (from end of ramp to top 11 m 3.2 sec
of ramp) - turn to left (where
science post is located on the wall)

Crawling: from poster to locker 11 m 12 sec
1314

Cartwheeling: From locker 1314 to 6 m 6.5 sec
Heart Smart poster in front room

150
Graph:​ (X-axis is Time; y axis is Distance)

Velocity Project 2018:

1. Define the following terms and include pictures if possible:

Motion- Speed- Position-

-​the action or process of - ​the rate at which - ​a place where someone

moving or being moved. someone or something is or something is located or

able to move or operate. has been put

Distance- Acceleration- Terminal Velocity-

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

Time- Initial Velocity- Displacement-
- t​ he moving of something
- t​ he indefinite continued - t​ he velocity of the object
progress of existence and from its place or position.
events in the past, present, before acceleration causes
and future regarded as a
whole. a change

Velocity- Final Velocity- Key Metric units

- the speed of something - velocity at the final point - Meters
in a given direction and time - Liters
- Celcius
- Kilograms
- Seconds

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

Speed is how fast something moves. Velocity is the speed in a certain direction.

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:
New York City, NY to Orlando, FL - 1728 kilo

A. Fastest Runner

Usain Bolt- 45 km/h
1728 km/45 km = 3​ 8.4 hours

B. Model T Ford

Top speed- 72 km/h
1728 km/72 km = 2​ 4 hours

C. Hindenburg

Top speed- 135 km/h
1728 km/135 km = 1​ 2.8 hours

D. Tesla top speed

Top speed- 250 km/h
1728 km/250 km = 6​ .9 hours

E. Fastest train

Fastest train = China’s Fuxing bullet train
Top speed- 350 km/h
1728 km/350 km = 4​ .9 hours

F. F35 Fighter Jet

Top speed- 1930 km/h
1728 km/1930 km = ​.8 hours

G. Vehicle of your choice

R.M.S Titanic
Top speed- 42..84
1728 km/42.84 km = 4​ 0.3 hours

*Provide a map showing your cities

*Show Detailed Math Steps

4. What would like to see in this city when you arrive? What tourist attraction?
What restaurant would you like to visit in this city? Provide pictures
What is the basic history of
this city?

Visiting- Orlando, FL

Places to visit-
1.) Disney World

- Visit all 4 parks
- Stay in a resort
- Eat at the Be Our Guest
restaurant
- Get a Dole Whip
- Ride all of the new attractions
- Visit the new Avatar world

2.) U​ niversal Studios
- Visit The Wizarding World of Harry Potter
- Ride Harry Potter and the Forbidden Journey
- Go on the Studio Tour

5. Determine and graph an 18% 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

Fastest Runner- Usain Bolt
38.4 x .18 + 38.4 = 45.312
1728 km/45.312 = ​38.12 hours

Model T. Ford
24 x .18 + 24 = 28.32
1728 km/28.32 = ​61 hours

Hindenburg
12.8 x .18 + 12.8 = 15.1
1728 km/15.1 km = 1​ 14 hours

Tesla Top Speed

6.9 x .18 + 6.9 = 8.1
1728 km/8.1 km = ​212.3 hours

Fastest train- the Fuxing bullet train Name: Daniela Petronio
Date: February 21, 2018 Period: S4
Velocity Worksheet:

Unit 1: Uniform Motion
Worksheet 8

Speed and Velocity Problems

Distance = Velocity x Time
Velocity = Distance / Time
Time = Distance / Velocity

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 V=D/T
V = 100 / 4 V = 50 / 2
V = 25 m/s V = 25 m/s

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=VxT
D = 60 x 4
D = 240 mph

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

V=D/T
V = 200 / 25
V = 8 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
×​ 10​15​ m.

D=VxT
D = (3 x 10⁸ m/s) x (3.15 x 10⁷)
D = 9.5 x 101​ 5

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.

V=D/T
V = 406 / 7
V = 58 km/h ---> V = 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.

T=D/V
T = 3240 / 720
T = 4.5

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.

D=VxT

D = (3 x 108​ ​m = 1.5 x 101​ 1​m

D = 1.5 ×​ ​ 10​8

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?

T=D/V

T = 100m / 97.2 m/s
T = 1.02 seconds

More 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?

D=TxV
D = 340 x 2.6
D = 884 m

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?

Fiddle Isle = John Henry =

(mi/s)V = 1.5 / 143 (mi/s)V = 1.5 / 143

(mi/s)V = 0.01 m/s (mi/s)V = 0.01 m/s
Fiddle Isle = 0.01 mi/s ​ J​ ohn Henry = 0.01 mi/s

Fiddle Isle = John Henry =

(mi/h)V = 1.5 / .04 (mi/h)V = 1.5 / .04

(mi/h)V = 37.5 mi/h (mi/h)V = 37.5 mi/h
Fiddle Isle = 37.5 mi/h​ ​John Henry = 37.5 mi/h

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?

(mi/min)V = 1 / 3.81 (mi/h)V = 1 / 0.0635

(mi/min)V = .26 (mi/h)V = 15.7 mi/h

He runs ​.26 miles per minute​ ​He runs 15.7 miles per hour

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

hallway 1- late again?
T = 35 / 3.5
T = 10 s​ hallway 2- hallway 3-

T = 48 / 1.2 T = 60 / 5 ​total time = 62 seconds
T​ = 40​ s ​T = 12 s​

She is 2 seconds late to French class

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 ×​ ​ 10​8​ m/s. What was the distance between the astronomers and
the moon?

D=VxT
D = (3 x 10​8)​ x 1.26
D = 3.78 x 108​ m​
D = 378,000,000m

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?

(old speed limit) T = D / V (new speed limit) T = D / V

(old speed limit) T = 215 / 88.5 (new speed limit) T = 215 / 104.6

(old speed limit) T = 2.43 hours (new speed limit) T = 2.1 hours

​The new highway speed limit will save .33 hours driving from Portland to

Bangor

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 r​ abbit 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?

T = D/V

Tortoise
T = 1000 / .2 = 5​ 000 seconds

Rabbit
V = 200 / 2 = 1​ 00 = first segment
V = 1.3 hours x 3600 sec/hr = ​4680 = middle section
V = 800 / 3 = ​266.7 = last segment

5047 seconds

The tortoise won the race by 47 seconds

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?

V = 100 / 10.4 T=D/V

V = 9.62 = Dr. Rice T = 25 / 10 = 2.5 = Paz first time

T = 50 / 9.5 = 5.3 = Paz second time
​ T = 25 / 11.1 = 2.25 = Paz third time

Paz total time = 10.05 Rice total time = 10.4

​ Rice has to grade physics labs for the next month

Potential Energy Project
Due: Friday 3/17

Define and make note cards or QUIZLET for the following words:

Energy: Joules: Chemical Potential Law of Conservation
Energy: of Energy:
The strength and the SI unit of work or
vitality needed energy, equal to the The energy stored states that the total
required for work done by a force in the chemical energy of an
sustained physical of one newton when bonds of a isolated system
or mental activity its point of substance remains constant —
application moves it is said to be
one meter in the conserved over
direction of action of time.
the force, equivalent
to one 3600th of a
watt-hour.

Kinetic Energy: Kilojoules: Elastic Potential Gravity:
Energy:
Energy that a body A unit of measure the force that
possesses by virtue of energy, in the Potential energy attracts a body
of being in motion same way that stored as a result of toward the center
kilometres measure deformation of an of the earth, or
distance elastic object, such toward any other
as the stretching of physical body
a spring. having mass

Potential Energy: Gravitational Mechanical Energy:
Potential Energy:
the energy the sum of
possessed by a the energy an potential energy
body by virtue of object has due to and kinetic energy.
its position relative its position above
to others, stresses Earth,
within itself,
electric charge, and
other factors

Gravitational Potential Energy

Determine the Gravitational Potential Energy (GPE) of 3 different masses (g) at 3 different
heights.
3 objects: ​You, African Elephant, Chevy Camaro (research the masses)
*2.2 lbs = 1 kg

Me:
120 lbs- 54.4 kg
Height- 20 m

GPE = m x g x h
GPE = 120 lbs x 9.8j x 20 m

GPE = 23520 joules

African Elephant:
1300 lbs- 589.5 kgs
Height- 50 m

GPE = m x g x h
GPE = 1300 lbs x 9.8j x 50 m
GPE = 637000 joules

Chevy Camaro:
3339 lbs- 1514.5
Height- 100 m

GPE = m x g x h
GPE = 3339 lbs x 9.8j x 100 m
GPE = 3272220 joules

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

Object Mass Gravity Height GPE
9.8 joules 20 m
Me 54.4 kg 9.8 joules 50 m 23520 m/s
637000 m/s
African 589.5 kg 9.8 joules 100 m
Elephant 3272220 m/s

Chevy Camaro 1514.5 kg

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:
Tatooine - 17% greater than Earth’s Gravity
Coruscant - 39% less than Earth’s Gravity
Naboo - 82% greater than Earth’s Gravity

*Use the height of your favorite Roller Coaster. You will use this to figure out the

Velocity at the bottom of the hill on the Star Wars Planets.

Calculations:
Choose 3 planets from the Star Wars Universe and use 3 different
Examples:

A. Star Wars Planet #1
Naboo:
GPE= m​ ass * acceleration due to gravity * height of object
GPE= 1,671 kg * 11.47 m/s2​ ​ * 18.29 m
GPE= 350,552.91 Joules

B. Star Wars Planet #2:
Coruscant:
GPE= m​ ass * acceleration due to gravity * height of object
GPE= 1,671 kg * 5.98 m/s​2​ * 18.29 m
GPE= 182,764.29 Joules
C. Star Wars Planet #3:
Tatooine:
GPE= ​mass * acceleration due to gravity * height of object
GPE= 1,671 kg * 17.84 m/s2​ ​ * 18.29 m
GPE= 545,236.61 Joules 

Data Table:

Naboo

Object 1 mass gravity H1 = Space Mountain GPE (joules)
Chevy Camaro (kg)

1,671 kg 11.47 m/s​2 18.29 m 350,552.91 joules

Coruscant

Object 2  mass gravity H2 = Space Mountain GPE (joules)
(kg)

Chevy Camaro  1,671 kg 5.98 m/s2​ 18.29 182,764.29 joules

Tatooine mass gravity H1 = Space Mountain GPE (joules)
(kg)
Object 3
Chevy Camaro 1,671 kg 17.84 m/s2​ 18.29 545,236.61 joules

Use the formula: GPE = mass * acceleration due to gravity (Earth is 9.8 m/s2) * height of object

Graph:

X - axis: Planet
Y -axis: Potential Energy

Scenario:​ You are an engineer for a major engineering firm that will design the lift motor and
safety restraints for the next roller coaster on the planet Naboo in Star Wars. Naboo has a
gravity equal to ​64% greater than Earth’s. T​ he Star Wars Theme Park needs to provide you
with the velocity of the roller coaster on this planet to help you with your design. Your roller
coaster will be called the Millenium Falcon and will have a heigh​ t of 83 m. ​ YOur roller coaster
will “The Falcon” will have a mass o​f 3,400 kg.​ You will need to compare the needs for safety
on Earth to the needs on Naboo. Explain your reasoning for the changes on Naboo.

Naboo:​

Directions:​ Provide a data table showing the comparisons between the Millenium Falcon Roller
Coaster on Earth and Naboo. Describe the types of restraints that you would need on the faster
coaster.

Calculations:
Determine the Velocity of the Roller Coaster on both planets

Earth Naboo
9.8 m/s2​ ​ * 1.64 = _______
GPE = mgh
GPE = 3400 kg * 9.8 m/s2​ ​ * 83 m GPE = mgh
GPE = use this answer below for KE GPE = 3400 kg *_____ * 83 m

KE = 0.5 mV​2 GPE = J
Use answer from above = 0.5 (3400)V2​
_____ = 1700 V2​ KE = 0.5 mV​2
Divide by 1700 _____ = 1700 V2​
Divide by 1700
Square root of both sides Square root of both sides
_____ = V
_____ = V

​ ​QUIZ: GPE/KE

Scenario:​ You are an engineer for a major engineering firm that will design the lift motor and
safety restraints for the next roller coaster on the planet Hoth in Star Wars. H​ oth has a gravity
equal to 37% greater than Earth’s.​ The Star Wars Theme Park needs to provide you with the
velocity of the roller coaster on this planet to help you with your design. Your roller coaster will
be called the M​ illenium Falcon and will have a height of 125 m​. Your roller coaster will “The
Falcon” will have a m​ ass of 7000 kg​. You will need to compare the needs for safety on Earth to
the needs on Hoth. Explain your reasoning for the changes on Hoth.

Hoth:​
Directions:​ Provide a data table showing the comparisons between the Millenium Falcon Roller
Coaster on Earth and Hoth. Describe the types of restraints that you would need on the faster
coaster.

Calculations:

Earth Hoth

GPE = m x g x h GPE = m x g x h
GPE = 7000 kg x 9.8 m/s2​ ​ x 125 GPE = 7000 kg x (9.8 m/s2​ ​ x 0.37) x 125
GPE = 8575000 joules m
GPE = 7000 kg x 3.626 m/s​2​ x 125 m
GPE = .5mv2​ GPE = 3172750 joules
8575000 j = .5(7000 m)v​2
8575000 j = 3500 m v​2 GPE = .5mv2​
2450 j = v​2 3172750 j = .5(7000 m)v​2
49.5 m/s = v 3172750 j = 3500 v2​
906.5 = v2​
30.1 m/s = v

Data Table: Earth Hoth
7000 kg 7000 kg
Mass (kilograms) 125 m 125 m
Height (meters) 9.8 m/s2​ 3.626m/s​2
Gravity (m/s​2)​ 49.5 m/s 30.1 m/s
Velocity (m/s)

Graph:

Conclusion:

I have come to the conclusion that the Millennium Falcon roller coaster would travel
19.4 m/s faster on Earth than Planet Hoth. In this scenario, the Millennium Falcon ride
would be in need of some new precautions to ensure our rides safety. We would need to
include in the new ride over-the-shoulder seat belts as well as harnesses that go over
the chest rather than a lap bar. We would also like to put in a new feature on the ride; a
Virtual Reality setting. We could give the rides the option to use VR headsets to make
them feel like they are shooting through time on one of the fastest spaceships in the
galaxy. My team of engineers will work tirelessly so that the riders on this new roller
coaster will feel safer, and at the same time get an out-of-this-world experience like
nothing before.
Extra Problems:

1. The Millenium Falcon Roller Coaster has a mass of 3200 kg on Planet Tatooine.
The height of the roller coaster is 15 m which results in a Potential Energy of
800,000 J. What is the gravity on Planet Tatooine?

GPE = m x g x h
800,000 j = g x 3200 kg x 15 m
g = 16.6 m/s​2

The gravity on Planet Tatooine is 16.6 m/s​2

2. The Tie Fighter Roller Coaster has a height of 150 m. on Planet Hoth. Hoth has a
gravity of 5.2 m/s​2​. This roller coaster has a Potential Energy of 600,000 J. What is the
mass of the Tie Fighter?

GPE = m x g x h
600,000 j = 5.2 m/s2​ ​x 150 m x m
600,000 j = 780 x m
769.23 = m

The Tie Fighter is 769.23 kg

Simple Machines Group Presentation:



Inclined Plane Quiz Review:

Directions: ​Analyze the Inclined Plane Data Table that is shared on
Classroom and determine which machine has the greatest Actual
Mechanical Advantage (AMA).
Problem Statement:
How does the angle of an inclined plane affect the Mechanical
Advantage? Is there a machine that is impossible? Explain using
data.

Hypothesis: (​ Use proper form!)

The higher the angle of the inclined plane, the smaller the mechanical advantage. If a
machine has a mechanical advantage higher than 100%, then the machine is
impossible

Diagrams of Inclined Planes:​ (Use DRAWING - Label Diagrams)

Angle Chart: h​ ttps://drive.google.com/open?id=0B4RmhXJlHvo1YXZhcDNMSDNSMXc

Calculations (​ Examples):

IMA AMA Efficiency
Efficiency
IMA AMA

Data Table:

Link:
https://docs.google.com/spreadsheets/d/1xleZY6wDjnYV4to26sP-PMk
yGpLQM6bERhfS8owi1Oc/edit#gid=1590054886

Inclined Plane Quiz:

QUIZ: Inclined Plane
QUIZ: ​Wednesday and Thursday

Directions: A​ nalyze the Inclined Plane Data Table that is shared on
Classroom and determine which machine has the greatest Actual
Mechanical Advantage (AMA).
Problem Statement:

How does the angle of an inclined plane affect the Mechanical
Advantage? Is there a machine that is impossible? Explain using
data.

Hypothesis: (​ Use proper form!)

The higher the angle of the inclined plane, the smaller the mechanical advantage. If
the machine has an advantage higher than 100%, then that machine is impossible.

Diagrams of Inclined Planes:​ (Use DRAWING - Label Diagrams)

Angle = 13 degrees Angle = 9 degrees Angle = 18 degrees

Angle Chart: h​ ttps://drive.google.com/open?id=0B4RmhXJlHvo1YXZhcDNMSDNSMXc

Calculations ​(Examples):

AMA = Output Force/Input Efficiency = Work
output/work input x 100
IMA = Input Distance/OutputForce (Effort) Efficiency = 840j/1200j x
100 = 70
Distance AMA = 12n / 4n = 3n

IMA = 300m / 70m = 4.29

IMA = Input AMA = Output Force/Input Efficiency = Work
Distance/Output Distance Force (Effort) output/work input x 100
IMA = 200m / 70m = 2.8 AMA = 12n / 6n =2n Efficiency = 840j/800j x
100 = 105
IMPOSSIBLE

Data Table: ​(Located on Google Classroom)

Output Output Output Input Input Input Efficie
Force (N) Dist. (m)
Trial Work (J) Force Dist. Work IMA AMA ncy
70
Angle = 12 70 840 4 300 1200 4.29 3 70
13
70
Angle = 12 840 6 200 1200 2.8 2 70
9 840 8 100 800

Angle = 12 105 -
18 impos
1.43 1.5 sible

Graph:​ ​(Angle and Mechanical Advantage)

Conclusion:

I have consistently gotten 4s on my writing

Option #1 Write a Conclusion.
***Your conclusion must also address which machine would be impossible
and why?

1. Discuss purpose
2. Restate hypothesis - angle and mechanical advantage
3. Data to support hypothesis
4. Is there a machine that is impossible? Explain using research on

the Law of Conservation of Energy (Support with research - Use
Explore Tool research - INLINE CITATIONS )1
5. Use this source to explain the relationship of this machine to
Newton’s First Law of Motion.

TEXTBOOK REVIEW pg. 152-153 (1-28) Study these
Rubric

Lab Rubric - Data Analysis Sections

1 234

Data/ ____Data is poorly ____Data is ____Data is ___Data is clearly
Observations organized or missing represented in a represented in the and accurately
altogether. table or graph, but table or graph with represented in a
No mention of it is incomplete or minor errors. More table or graph.
observations there are major complete discussion Observations
errors. Some of observations. include discussion
discussion of of both qualitative
observations and quantitative
observations.

Conclusion/ ____No conclusion is ____Somewhat ____Adequately ____Clearly explains
Analysis written in this report or it explains whether or explains whether or whether or not the
is very brief. No data is not the hypothesis not the hypothesis hypothesis was
cited. was supported. was supported. supported. Data
____No analysis is ____ Possible Data is cited to was cited to support

1 "Introduction to mechanical advantage (video) | Khan Academy."
https://www.khanacademy.org/science/physics/work-and-energy/mechanical-advantage/v/introduction-to-
mechanical-advantage​. Accessed 9 Apr. 2018.

included or it is extremely sources of error are support hypothesis. the hypothesis.
brief no sources of error somewhat ____Possible ____Possible
are explained. explained. sources of error are sources of error are
____No discussion of ____ No discussion adequately clearly explained.
patterns or trends in the of patterns or explained.
data trends ____Some ____Trends and
discussion of Patterns in the data
patterns or trend in are clearly
the data discussed.

Inclin Name:
ed ______
Plane ______
Data ______
Table ______
______
______
_

Output Output Output Input Input Input Efficie
Force (N) Dist. (m)
Trial Work (J) Force Dist. Work IMA AMA ncy
70
Angle = 12 70 840 4 300 1200 4.29 3 70
13
70
Angle = 12 840 6 200 1200 2.8 2 70
9 840 8 100 800

Angle = 12 105 -
18 impos
1.43 1.5 sible

Tree Height Practice 1:

Activity:​ Tree Height Practice

Determine the height of the trees in the following examples. You will also need to calculate the
IMA and AMA using the given information.

Make Diagrams and calculate in Notebook first

Example 1: A student walked 43 meters away from the tree and measured the angle through
the clinometer to the top of the tree to be 18 degrees.

1. What is the height of the tree?
13.51 meters

2. What is the Input Distance to the top of the tree?
45.07 meters

3. What is the IMA?
3.33 meters

4. The AMA is 27% less than the IMA. What is the AMA?
3.03

5. The Output Force is 350 N.
6. What is the Input Force?

Heat Project:

Thermal (Heat) Energy Project
Chapter 6 (pg. 156-180)
DUE: Friday May 16th

1. Vocabulary - Define and make note cards or quizlet

Conduction- Heat- Insulator- Calorie-
unit of energy
the process by a form of energy a substance that
which heat or associated with the does not readily
electricity is movement of atoms allow the passage
directly transmitted and molecules in of heat or sound.
through a any material.
substance

Convection- Temperature- Second Law of Turbine-
Thermodynamics-
the movement the degree or a machine for
caused within a intensity of heat the branch of producing
fluid by the present in a continuous power
tendency of hotter substance or object, physical science in which a wheel or
and therefore less especially as rotor, typically
dense material to expressed that deals with the fitted with vanes, is
rise according to a made to revolve by
comparative scale relations between a fast-moving flow
and shown by a of water, steam,
thermometer heat and other gas, air, or other
forms of energy  fluid

Radiation- Heat Engine- Specific Heat- Generator-

the emission of a device for the heat required to all of the people
energy as producing motive raise the born and living at
electromagnetic power from heat, temperature of the about the same
waves or as moving such as a gasoline unit mass of a time, regarded
subatomic particles, given substance by collectively.

especially engine or steam a given amount
high-energy engine. (usually one
particles degree).

First Law of Conductor- Kinetic Energy-
Thermodynamics-
an object or type of an object or type of
the branch of material that material that
physical science allows the flow of allows the flow of
that deals with the an electrical an electrical
relations between current in one or current in one or
heat and other more directions. more directions.
forms of energy  

2. Provide a diagram showing molecular motion in Solids, Liquids, and gases.
*How are they different?

● In a SOLID, the molecules are tightly packed together, allowing little to
no movement between particles.

● In a LIQUID, the molecules are looser and are permitted to move freer
within their container.

● In a GAS, the particles are loose in the air and have plenty of room to
move

4. What is the difference between Heat and Temperature? Provide a definition,
picture and video link to help you review.

Heat and temperature are different mainly because temperature is the measure of
average kinetic energy, and heat is how energized the molecules are. Heat is the
transfer of energy from one point to another, so molecules that are being heated start
to shake and vibrate. The measurement of this is average kinetic energy, or
temperature. The difference between the 2 images is that the beaker will reach boiling
point sooner than the ocean will. This is because there is less mass in the beaker. The
molecules will be moving at a very fast rate in both environments, but the beaker will
produce less heat because there is less mass

6. Construct a graph showing the average monthly temperatures in Hartford, CT.,
a city on the equator and a city in the Southern Hemisphere.
Questions:

1. What do you notice about the temperatures?

I noticed that when temperatures were at their lowest in Hartford, the temperatures
were at their highest in Buenos Aires. This is because while we are in the spring season,
the sun is currently facing the northern hemisphere. When the sun faces us, it casts a
shadow over the southern hemisphere. This also occurs when we are in the winter
season, they are in summer. I also noticed the Equadors temps are constant throughout
the year. This is because Quito is right on the equator, and the sun is constantly
heating the countries around the equator at a constant speed

2. How is heat transferred throughout the Earth?

4. How is Steam used to create electricity in Power Plants?
A. Coal Plant

Before the coal is burned, it is pulverized into very fine particles of talcum powder. It is
then mixed with hot air and blown into the firebox of the boiler. Burning in suspension,
the coal/air mixture provides the most complete combustion and maximum heat
possible. The pressure of the steam pushing against a series of giant blades turns the
turbine shaft. The turbine shaft is connected to the shaft of the generator, where
magnets spin within wire coils to produce electricity.

B. Natural Gas Plant

Water is heated, which turns it into steam. The steam is cycled into a steam turbine,
which drives the electrical generator.

C. Nuclear Plant

a nuclear power station uses the fission of uranium nuclei to generate heat. Once this
heat is generated, it cycles into the generator like a natural gas plant would.

D. Where did Fossil Fuels originate?

The 3 major fossil fuels; coal, oil, and natural gas; all originated millions of years ago in
the Carboniferous Period, which is part of the Paleozoic era.

E. What is the difference between Renewable and NonRenewable forms of energy?

Renewable energy is a substance that is constantly cycled over time, and replenishes
naturally over short periods. NonRenewable energy are limited resources and takes
longer to be renewed

Part II - Water, Vinegar and Vegetable Oil
1. Conduct an experiment to determine the Heat Gained by 20 g of each substance
2. You must measure the mass of Orange Juice and Vegetable Oil.
3. Research the Specific Heats of Orange Juice and Vegetable Oil in Calories/g C not in
Joules.
4. Make a data table
5. Construct a 3 Line graph for 2 minutes of data collection - 1 pt every 10 seconds

6. Write a conclusion about your results.

Critical Thinking Questions
1. What happens to the molecules in each of the beakers as heat is added?
2. Which substance showed the greatest temperature change? Least? Use data
3. Which substance does research say should show the greatest temperature increase?
Least? Why? How does this relate to Specific Heat?
4. How does Average Kinetic Energy relate to this experiment?
5. Why is water a great substance to put into a car engine radiator?
Practice Calculation (Taruni has calculations)
1. How much heat was gained by a 50 g sample of Orange Juice that increased its
temperature from 35 C to 75 C?

2. How much heat was gained by a 350 g sample of Vegetable oil that increased its
temperature from 24 C to 95 C?

Lopez Lab
Water (32 - 23) Oil (39-23)
http://www.kentchemistry.com/links/Energy/SpecificHeat.htm
Use this to help solve problems

6. Lab Experiment:
*Conduct an experiment that tests 3 different cups for their ability to insulate.
A. Conduct experiment
B. Create Data Table - Include Specific Heat
C. Write short conclusion paragraph that relates your data to research about the
effectiveness of the 3 materials to provide insulation.

Critical Thinking - Choose 2 out of 3 to research
Provide pictures
1. How did NASA protect the astronauts in their space vehicles from the harmful
radiation from space?

According to NASA, they make sure all astronauts have access to radiological support
during the mission, project pre-flight and extra-vehicular activity crew exposures, and
provide radiation instruments to characterize and quantify the radiation inside out
outside the spacecraft to ensure that the level of radiation does not exceed regulations

2. How is your home insulated? Research the “R” value system for insulation.
3. How does the atmosphere act as an insulator?

The atmosphere acts collects heat from the Sun and keeps heat inside the atmosphere.
It keeps the earth's temperature fairly level so that humans don’t freeze or overheat.
This is also called the Greenhouse Effect

7. Lab Experiment: April 28-30
*Conduct an experiment to determine the Specific Heat of 3 different metals.
Specific Heat Lab:

Investigation Title: ​Specific Heat Lab

I. Investigation Design
A. Problem Statement:

Find the specific heat of a metal compared to water

B. Hypothesis: (Hint: Something about comparing metals to water - use increase or decrease)

If the specific heat of a metal is found, then it would be less than the specific heat of the
water, because metals are better conductors of heat than water.

C. Independent Variable: x

Aluminum Zinc

D. Dependent Variable: y
Specific Heat

E. Constants: Volume of beaker Starting temperature of water
Amount of water (mL)

F. Control:
*What substance makes good control in many labs?

Good ‘ol Water

G. Materials: (List with numbers)
1. Triple Balance Beam
2. Calorimeter
3. Glass Beakers
4. Metal Object
5. Thermometer
6. Tongs

H. Procedures: (List with numbers and details)
1. Gather materials.
2. Measure mass of metal on triple beam, and balance to nearest tenth of gram and record.
3. Fill Calorimeter Cup (Foam coffee cup) with exactly 100 grams of water using a
graduated cylinder.
4. Record temperature of water in calorimeter cup to nearest tenth of degree Celsius.
5. Fill glass beaker halfway with hot water and submerge metal in beaker.
6. Leave metal in hot water until the temperature stops rising.
7. Record the hot water temperature after temperature stops rising. - M​ etal Initial Temp​.
8. Use tongs to remove metal from hot water and carefully place into calorimeter cup and
close lid with thermometer placed in spout.
9. Record Final Temperature for Metal and Water after the water temperature stops rising.
10. Perform the calculations using the examples discussed in class - Record Specific Heat
for the metal.

A. Heat Gained Water = mass of water * Change in temp of water * Specific Heat of Water

B. Heat Lost Metal = Mass of metal * Change in Temp of Metal * Specific Heat of Metal

II. Data Collection
A. Qualitative Observations: (Describe the metals using characteristics)
Aluminum:​ Shiny luster, light-silver color, soft and smooth texture
Zinc: ​Shiny luster, bluish-silver, brittle and smooth texture
B. Quantitative Observations: (Key data)
1. Data Table

27.1 - 24.7 = 77.8 - 27.1 =

Aluminum 19.9 100 2.4 50.7 240 240 0.238
Zinc 150 150 0.095
23.6 - 22.1 = 75.8 - 23.6 =

30.1 100 1.5 52.2

2. Graph - Metal and Specific Heat
*Compare your results to Periodic Table (Think about this graph)

3.

Calculations - Show examples of how you solved for specific heat (2 or 3 examples)
Aluminum:
Mass: 19.9 g
Heat Gain = 100 mL × (27.1-24.7) × 1 cal/g
= 100 × 2.4 × 1 cal/g
= 240 cal
Heat Loss = 19.9 g × (77.8 - 27.1) × specific heat
240 = 19.9 g × 50.7 × specific heat
240 = 1008.93 × specific heat
SH = 0.238 cal/g

Real Specific Heat of Aluminum = 0.215 cal/g
% Error:​ ​ 9.7%

Zinc:
Mass: 30.1 g
Heat Gain = 100 mL × (23.6-22.1) × 1 cal/g

= 100 × 1.5 × 1 cal/g
= 150 cal
Heat Loss = 30.1 g × (75.8 - 23.6) × specific heat
150 = 30.1 × 52.2 × specific heat
150 = 1571.22 × specific heat
SH= 0.095 cal/g

Real Specific Heat of Zinc = 0.093 cal/g
% Error: 2.1%

IV. Research
1. How does Specific Heat relate to a real life application?
(Land/Sea Breezes, Cooking, Mercury in Thermometers?, Water in engines, think of others…)
2. Include 2 sources for evidence