2017 Green Science Portfolio
Directions: Open google Classroom and past the pages from the following projects into this
document. Each assignment should begin on a NEW PAGE! I am excited to see all of your
work in one document! It should look really impressive because you have all worked extremely
hard this year!
Table of Contents:
1. Title Page
2. Survey Graph Conclusion
3. Experiment Presentation
4. Quiz: Scientific Method
5. Density Lab Report
6. Density Quiz
7. Scientific Method Presentation
8. Phase Change of Water Lab
9. Phase Change Lab Correct
10. Quiz: Phase Changes
11. Boiling Point and Elevation Presentation
12. Mass% Practice
13. Quiz: Classifying Matter
14. Quiz: Solubility
15. #3 Activity: Conservation of Mass
16. Isotope Essay
17. Chemical Formulas I and II Lab
18. Chemistry I Review
19. Atomic Structure: Google Form (Jan.5)
20. Velocity Project
21. Velocity Worksheet Word Problems
22. Acceleration Worksheet
23. Quiz: Motion
24. GPE Project
25. KE Project
26. Inclined Plane Project
27. Quiz: Inclined Plane
28. More to follow….
Survey Graph Conclusion
1. Data Table
2. Graph
3. Write a short conclusion of 5 sentences
Season - x Responses - y
Fall 4
Spring 5
Winter 8
Summer 6
In Conclusion, this survey showed that most people prefered winter over summer, spring, and
fall. Summer was the second most prefered season, and fall was the least. Spring was in the
middle. I hypothesis was wrong becaus e i estimat ed that summer would be the most prefered
season, but it turned out that winter was. I can infer that winter got the most votes because of
sledding and playing in the snow, and fall got the least because of school.
‘
Paper Towel Experiment
Problem Statement:
Which paper towel brand can absorb the most water out of 150 ml.
Hypothesis:
We think that the if the Bounty brand is tested, then it will absorb the most amount
of water.
Independent Variable:
Bounty, Viva, Stop & Shop, School
Dependent Variable:
150 ml of water
Control:
School Paper Towels
Constants:
Amount of water
Size of paper towel
Data Table:
Brand Trial 1 Trial 2
Stop and Shop 20 ml 24 ml
Viva 15 ml 19 ml
Bounty 23 ml 24 ml
School 1-2 ml 1 ml
Graph:
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
Different Chemicals will affect how many widgets workers can make.
Hypothesis
If Sodium Chloride, Magnesium Hydroxide, Calcium Sulfate, and Water are tested on
workers, the workers with Calcium Sulfate will make the most widgets because Calcium is
good for your bones and for concentration.
Independent Variable
Different Chemicals Sodium Chloride Magnesium Calcium Sulfate
Hydroxide
Dependent Variable Amount of Chemicals
How Many Widgets are Made
Constants (Pick 2)
Amount of Workers
Control
Water
Basic Procedures:
(List 5-8 steps)
1. Separate Workers Into Groups
2. Give Workers Chemicals
3. Let Them Work
4. Gather Data
5. Come To A Conclusion
Data Table: (Place data table here)
Chemicals Widgets Made
Used
Sodium 502
Chloride
Magnesium 467
Hydroxide
Calcium Sulfate 304
Water 100
Graph: (Place graph here)
Conclusion: In Conclusion, the Calcium Sulfate did the best out of the 4. My hypothesis was
incorrect because I predicted that the Calcium Sulfate would provoke the workers to make more
widgets, but Sodium Chloride actually did better. The graph shows that Sodium Chloride had
the Most widgets, and following up closely came Magnesium Hydroxide, Then the Calcium
Sulfate, and lastly, water.
Density Lab Report Rewrite - Due Friday
Directions: Analyze the following data and write a conclusion paragraph.
Data Table Density (g/cm3)
9.12
Known - Day 1 2.78
Metal 11.89
Copper 7.13
Aluminum
Lead
Zinc
Unknown - Day 2
Metal Density (g/cm3)
12.34
A 7.56
B 5.32
C 2.65
D
Make a Graph:
Conclusion:
*Use transition words (Therefore, however, In conclusion…)
1. Purpose of experiment
2. Hypothesis correct?
3. Describe data that supports your hypothesis - Are you able to identify 3 unknowns? Use
evidence from the data table.
4. Which trial would you repeat? Why?
5. What would you improve in this lab?
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=VxD M=79 cm3 x 6.4 g/cm3 505.6 mL
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 D= 125 g 10.42 g/cm3
V 12 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 Silver
M
V= M V= D 530 g
V= D 350 g V= 10.5 g/cm3
19.32 g/cm3
V= 5 0.48
V= 1 8.11
No, the two metals will not have the same volume
because the two volumes ended up different after I
finished the equation.
4. Explain why the Titanic sank after hitting the iceberg. Use data to
explain your answer.
When the Titanic hit the iceberg, it ripped a hole in the hull. The boat had
mostly air as it’s volume, and air isn’t very dense, so when water started
flowing into the hole, the volume was made up of mostly water. Water has
the same density of water, so it 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:
C onstruct a graph of your results. *U se 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 temperature stayed the same as a solid, and a gas
2. How would the graph be different if we tried this experiment with Gold?
Explain:
The graph would need to be much larger because to put gold through the
phase changes you need much more heat and time.
3. What is the role of energy during the phase changes?
The role of energy is heat.
4. Describe the motion of the molecules throughout the experiment. Find
diagrams that show the motion.
The molecules are spreading out and are able to move more freely.
5. How does the Average Kinetic Energy change throughout the experiment?
The Kinetic energy changes throughout this experiment because the cells
move around more when that are becoming liquid and then eventually gas
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: you would need double the heat energy in order for them to
become gas at the same time
B. Temperature: The temperature will be the same
C. Average Kinetic Energy: The average kinetic energy will be the same
D. Specific Heat: The Specific heat will be the same
E. Latent Heat
QUIZ: Phase Changes
Directions: A nalyze 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 Heat Energy
(cal/g) (cal/gC) (cal)
(cal/g)
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:
The different metals
Dependent Variable:
Heat energy
Constant:
Mass
Control:
Aluminum
Calculate Heat Energy: * SH
Apply the following Equations: Boiling Heat of
Heat = Mass * Heat of Fusion Pt. (C) Vaporization
Heat = Mass * Change in Temperature
Heat = Mass * Heat of Vaporization (cal/g)
Data Table:
Metal Mass Heat of Melting Specific Heat
Fusion Pt. (C) 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
*SHOW ALL MATH STEPS
Math Steps (____ out of 4)
A. Aluminum
Heat = Mass * Heat of Fusion
Heat = 65g * 95 cal/g
Heat = 4,225 Cal/g
Heat = Mass * Change in Temperature * Specific Heat
Heat = 65g * 1807 oC * 0.21 cal/g
Heat = 24,665.55 cal/gC
Heat = Mass * Heat of Vaporization
Heat = 65g * 2500 cal/g
Heat = 162,500 cal/g
B. Gold
Heat = Mass * Heat of Fusion
Heat = 65g * 15 cal/g
Heat = 975 cal/g
Heat = Mass * Change in Temperature * Specific heat
Heat = 65g * 1737 o C * 0.03 cal/g
Heat = 3,387.15 cal/gC
Heat = Mass * Heat of Vaporization
Heat = 65g * 377 cal/g
Heat = 24,505 cal/g
Graph your results (____ out of 4):
Write a Conclusion (____ out of 4):
Questions:
1. How are Heat and Temperature different for the following pictures of boiling water?
Explain: (Hint: Use the Heat equation)
Heat and Temperature are different for the two pictures of boiling water because the
ocean is using more heat energy to boil
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.
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 d
Rocks, sand, gravel a
Salt Water d
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) %
241 125 51.87%
Large Rocks
Small Rocks 75 31.12%
Coarse Sand 32 13.28%
Iron 9 3.73%
Mixture B Mass (g) %
389 205 52.70%
Large Rocks
58 14.91%
Small Rocks 97 24.94%
29 7.46%
Coarse Sand
Iron
Calculation Examples ( Provide 2 Examples showing how you determined the Mass %)
Graphs:
Mixture A
Mixture B
Part III. Determine the Mass % of Elements in each Compound:
K2SO4 - Potassium Sulfate
(Show Math Here)
Potassium = 39.0983 g/mol
Sulfur = 32.06 g/mol
Potassium Sulfate = 71.1583
Mass = M olar mass of the Element × 100%
M olar mass of the Compound
Mass = 39.0983 g/mol × 100%
71.1583 g/mol
Mass % of Potassium = 54.95%
Mass % of Sulfur = 45.05%
Na3P O4 - Sodium Phosphate
(Show Math Here)
Sodium = 68.97 g/mol
Phosphorus = 30.973 g/mol
Oxygen = 63.996 g/mol
Sodium Phosphate = 163.939 g/mol
Mass = M olar mass of the Element × 100%
M olar mass of the Compound
Mass = 68.97 g/mol × 100%
163.939 g/mol
Mass of Sodium = 41.89%
Mass =
M olar mass of the Element × 100%
M olar mass of the Compound
Mass = 30.973 g/mol × 100%
163.939 g/mol
Mass of Sodium = 41.89%
Mass of Phosphorus = 18.93%
Mass of Oxygen = 39.18%
IV. Conclusion: Explain the difference between Mixtures and Compounds using data. Compare
the pie charts.
In conclusion, Mixtures and compounds are two very different things. A compound is
formed when two or more elements chemically react with each other to form chemical bonds
between their atoms, while a mixture occurs when two or more different substances are mixed
together but are not combined chemically. In mixture A, large rocks was the largest with 51.87%
which was similar to mixture B, with 52.70% large rocks. In both of the mixtures, large rocks had
the highest percentage. On the other hand, mixture A had 31.12% being the second most, an
mixture B had 14.91% being the second least. Lastly, They both had the least amount of Iron. In
mixture a, they had 3.73%, and in mixture B, they had 7.46%. The compounds, (K2SO4 and
Na3 P O4 ) were different from the mixtures because we can’t separate the atoms from each other.
In compound A, Potassium had the most at 54.95% and sulfur had the least at 45.05%. In
compound B, Sodium had the most at 41.89%, Oxygen was in the middle at 18.93%, and
Phosphorus had the least with 18.93%. In conclusion, Mixtures and compounds are very
different things.
Bonus:
Explain how you separated the Salt from the Sand. Use as much new vocabulary as you can.
In a previous lab, we made a heterogeneous mixture and had to separate large rocks, from
small rocks, from sand... and so on. After we separated all of these substances, we had to
separate salt from the sand. So we put sand and water onto a coffee filter and let it drip into a
beaker, Then, we boiled the water in the beaker until there was nothing left but sand.
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?
15 or 16
2. What is the Solubility of NH4C l at 70 C?
60
3. What Temperature would 80 grams of KNO3 completely dissolve and become saturated?
50 o C
4. Suppose you have 120 grams of NaNO3 a t 30 C. Is the solution Unsaturated, Saturated or
Supersaturated and how many grams can you add/or take away to make it Saturated?
It is supersaturated so take away 25 grams
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)
Dec rease temperature
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?
It is unsaturated so add 3 grams
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).
Increase temperature
II. Soluble vs. Insoluble
Directions: U se 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 Rule #1
Silver nitrate Soluble Rule #4
Ammonium nitrate Soluble Rule # 1
Calcium carbonate Insoluble Rule # 8
Zinc sulfide Insoluble (Highly) Rule # 7
AgCl Insoluble Rule # 4
Soluble Rule # 1
Na2SO4 Insoluble Rule # 10
Calcium phosphate Insoluble Rule # 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+ 1 Cl-1 + Ag+ 1 NO3 - 1 → K+1 NO3 - 1 + Ag+1 Cl-1
Reaction
KCl + AgNO3 → KNO3 + AgCl
SSS I
Reaction #2
Lithium Phosphate + Calcium Sulfate → Lithium Sulfate + Calcium
Phosphate
Ions + Ca+2 SO4-2 → Li+1 SO4 - 2 + Ca+2 PO4- 3
Li+ 1 PO4- 2 CaSO4 → Li2SO4 + Ca3 ( PO4 )2
Reaction SS I
Li2P O4 +
I
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 bet ween
2 of the compounds in the same reaction.
In conclusion, the compounds Potassium Chloride and Silver Nitrate are both soluble.
Therefore, when they were put into the beaker, the ions separated and created a chemical
reaction that combined two new compounds. These were Potassium Nitrate and Silver Chloride.
V. W hat is wrong with the following formula: (PO4 )2Na
PO4 has a negative charge. Therefore, Na should be put first.
#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: I f the balloon is placed over the beaker with vinegar and baking soda in it, than it
will inflate with carbon dioxide because when vinegar and baking soda are mixed, it will release
carbon dioxide which will go into the balloon and inflate it.
Reaction: + ___CO2
___CH3 COOH + ___NaHCO3 → ___NaOOCCH3 + ___H2 0 (carbon dioxide)
(Acetic acid) (Sodium bicarbonate) (Sodium acetate) (water) _____ g
4
____ g ____g ________________ g
12 3
Formula weights
Reactants Products
Carbon (3) 12 -36 Sodium (1)- 23
Hydrogen (5) 1- 5 Oxygen (5)- 16-
Oxygen (5) 16- 80 Carbon (5)-12 -
Sodium (1) 23 -23 Hydrogen (5)-1-
144 amu 144 amu
Procedures:
1. Obtain the mass of the empty flask. R ecord
108.1g
2. Obtain the mass of the empty balloon. R ecord
2g
Place 60 ml of acetic acid in the flask. (Use graduated cylinder)
3. Determine the mass of the acetic acid by obtaining the mass of the flask and acid
together and subtracting the original mass. R ecord
4. Using techniques learned during previous lessons, place 5 grams of Sodium bicarbonate
in the balloon.
5. Secure balloon containing the Sodium bicarbonate over the flask opening and mix the
two substances.
6. After the products have formed, remove the balloon and tie it off safely.
7. Measure the mass of the glass flask. RECORD #3 Sodium Acetate and Water
8. Subtract #3 from the Mass of the Reactants (1 +2). This is the mass of the CO2 in the
balloon.
9. Try to find the mass of the CO2 in the balloon on the balance.
10. How does the mass of the CO2 differ using the 2 different methods? Why are they
different?
11. Perform the %error calculation.
Chart:
Object Mass
balloon 2g
flask 108.1g
Blue Container 2.5g
171.2g
Flask with baking
soda and vinegar 2.3g
Balloon with CO2
Error calculation:
((massp roducts - massreactants) / massreactants) * 100 = % error
((______ g - _____ g) / ______ g) * 100 = _______ % error
Critical Thinking Questions
Velocity Project
Due: Friday February 17
1. Define the following terms:
Motion - The action or Speed - The rate at which Position - Something’s
process of being moved someone or something is location
able to move or operate
Terminal Velocity - The
Distance - The amount of Acceleration - A vehicle’s highest speed something
space between two things capacity to gain speed can go
or people within a certain time
Displacement - The
Time - The indefinite Initial Velocity - The moving of something from
continued process of velocity to begin with - at a certain position
existence and events in the the beginning of the
past, present and future experiment Key Metric units - The unit
regarded as a whole used to measure velocity
Velocity - The speed of Final Velocity - The
something in a given velocity after the
direction experiment
2. What is the difference between Speed and Velocity? Explain using an example
in your own words.
Speed is the speed something can go, but velocity is the speed something can go
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:
Hartford to Hong Kong
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 - Ferrari 458
*Provide a map showing your cities
*Show Detailed Math Steps
Fastest Runner
T= d
s
T= 7,977
27.44
T= 290.7 hrs
Ferrari 458
T= d
s
7,977
T= 210
T= 37.9 hrs
F35 Fighter Jet
T= d
s
7,977
T= 1,199
T= 6.6 hrs
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 really want to eat legitimate Asian food, I would like to see the city and the big
towers, It is a city in China which is widely known throughout the world.
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
Usain Bolt is currently The Ferrari 458 The F35 Fighter Jet
the fastest runner in Is an Italian supercar Is a military jet with
the world. He is from which has a top speed a top speed of 1,199
Jamaica and of 210 mph mph
participates
in the Olympics
Fastest Runner: Ferrari 458: F35 Fighter Jet:
S= 32.4 mph S= 247.8 mph S= 1414.8 mph
Graph:
https://docs.google.com/spreadsheets/d/1IKcxF_PZ62m5MkbXQWPeOP75E2X-LKOu
M8ZyBDi5RCQ/edit#gid=0
6. Use a math calculation to show how long it would take the F35 Fighter Jet to
get to
A. Sun
B. Saturn
C. Neptune
(Use scientific notation)
The Sun
T= d
s
92,955,828
T= 1,199
T= 77,527.7965 hrs
T= 7.753 × 104 h rs
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
Acceleration Worksheet. Name:
Date: ______________
_________________________
44
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 d eceleration.
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 = -.75
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?
A = (V2-V1)/T2
A = (45 m/s - 85 m/s) /4.5
A = -40 m/s/4.5 seconds
A = -8.9 m/s
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 =
A = (V2 - V1)/T
A=(
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 deccelerates at -4.0 m/s2?
T = (V2 - V1)/A
T = (30)/-4
T = -7.5 Seconds
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?
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?
7. A helicopter’s speed increases from 25 m/s to 60 m/s in 5 seconds. What is the acceleration of
this helicopter?
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?
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?
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?
11. After traveling for 6.0 seconds, a runner reaches a speed of 10 m/s. What is the runner’s
acceleration?
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?
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=n
r
Write a 5 sentence reflection related to the article. Use evidence from the article.
Potential Energy Project
Due: Friday 3/17
Define and make note cards for the following words:
Energy: t he strength Joules: t he SI unit of Chemical Potential Law of Conservation
and vitality required work or energy, equal
for sustained to the work done by a Energy: In of Energy: In
physical or mental force of one newton thermodynamics, physics, the law of
activity. when its point of chemical potential, conservation of
application moves also known as energy states that
one meter in the partial molar free the total energy of
direction of action of energy, is a form of an isolated system
the force, equivalent potential energy remains
to one 3600th of a that can be constant—it is said
watt-hour. absorbed or to be conserved
released during a over time. Energy
chemical r eaction can neither be
or phase transition. created nor
destroyed; rather, it
transforms from
one form to
another.
Kinetic Energy: Kilojoules: A Elastic Potential Gravity: t he force that
kilojoule is a unit of attracts a body
energy that a body measure of energy, Energy: Elastic toward the center of
possesses by virtue in the same way potential energy is the earth, or toward
of being in motion. that kilometres Potential energy any other physical
measure distance. stored as a result of body having mass.
Food energy can deformation of an For most purposes
also be measured elastic object, such Newton's laws of
in terms of the as the stretching of gravity apply, with
nutritional or 'large' a spring. It is equal minor modifications
Calorie (Cal), which to the work done to to take the general
has the same stretch the spring, theory of relativity
which depends into account.
energy value as upon the spring
4.186 kilojoules constant k as well
(kJ). ... as the distance
4.184k ilojoules = stretched.
4,184 joules = 1
Calorie = 1
kilocalorie = 1,000
calories.
Potential Energy: t he Gravitational Mechanical Energy:
energy possessed by
a body by virtue of its Potential Energy: As I said before,
position relative to mechanical energy
others, stresses According to is the
within itself, electric Georgia State energypossessed
charge, and other University, by an object due to
factors. gravitational its movement or
potential energy is position. ...
the energy an Mechanical energy
object possesses can take the form
because of its of either kinetic
position in a energy, which is
gravitational field. energy due to an
This is most object's motion, or
commonly in potential e nergy,
reference to an which is
object near the storede nergy due
surface of the to an object's
Earth, where the position.
gravitational
acceleration is
assumed to be
constant at about
9.8 m/s2.
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, gallon of milk, television (research the masses)
* 2.2 lbs = 1 kg
Data Table:
Me PEg=mgh
M=52 kg PEg=52 (9.8) (3.0)
H=3 PEg=1,528.8 J
Gallon of Milk
M=3.78 PEg=mgh
H=3.0 PEg=3.78 (9.8) (3.0)
PEg=111.1 J
Television
M=20 kg PEg=mgh
H=3.0 PEg=20 (9.8) (3.0)
PEg=588 J
Your data table will need: Object, mass, gravity, height, GPE
Videos: h ttp://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:
“Kotulskian” - 17% greater than Earth’s Gravity
“Danuzzitopia” - 39% less than Earth’s Gravity
“Carlucciville” - 82% greater than Earth’s G0ravity
“Cheshire” - 63% less than Earth’s Gravity
Calculations:
Planet Goffinian:
9.8(1+.17) = 11.5
PEg=mgh
PEg=52kg * 11.5m/s2 * 3m
PEg=1794 J
Planet Cabrerian:
9.8(1-.63) = 3.6
Planet Biondi: 9.8(1-.39) = 6
Planet Guralnick: 9.8(1+.82) = 17.3
Change the names below
A. Planet Goffinian:
9.8(1+.17) = 11.5
PEg=mgh
PEg=52kg * 11.5m/s2 * 3m
PEg=1794 J
B. Planet Cabrerian:
9.8(1-.63) = 3.6
C. Planet Biondi:
9.8(1-.39) = 6
D. Planet Guralnick:
9.8(1+.82) = 17.3
Data Table:
Planets Mass Height Gravity GPE
6 11.5 3132.6
Planet Goffin 45.4 6 6 1634.4
6 17.3 4712.52
Planet Biondi 45.4 6 3.6 980.64
Planet Cabrera 45.4
Planet Guralnick 45.4
Graph:
Critical Thinking Questions:
1. What factors affect Gravitational Potential Energy?
- The factors that affect GPE, are: earth's gravity, the weight of the object, and the height
of the object’s MGH.
2. Why did the GPE change on the other planets?
- Because the gravity on the other planets aren’t the same as the gravity on earth, but the
object stays the same
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 furthest on the planet guralnick because of the less
GPE
4. How does GPE relate to Chemical Potential Energy?
-
5. How do Energy companies use GPE to generate Electrical Energy? Give an example
6. What happens to the GPE when the object falls to the ground? Describe the Energy
transformations along the way. Use a diagram.
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 EnerKinetic 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 how changing the angle of a ramp affects Kinetic
Energy?
2. What is the velocity of a roller coaster at the bottom of the hill?
Hypothesis:
The velocity of the roller coaster will be greatest at the bottom of the hill because the kinetic
energy will be greater at that time.
Independent Variable:
Height of the hill
Dependent Variable:
Velocity
*Use the following angles: 8, 18, 280
Angle 8
Height = 122cm · .13917
Height = .1698 m
GPE = MGH
GPE = KE
MGH = .5(m)v2
37.9g (9.8 m/s)(.1698 m) = .5 (37.9g) v2
63.07 = 18.95 v2
V = 63.07 ÷ 18.95 v2
V = √2 3.33
V Final = .57 m/s
V Average = D/T
V Average = 1.22 m / 1.8sec
V Average = .68 m/s
Angle 18
Height = 122cm · .30902
Height = .3770m
GPE = MGH
GPE = KE
MGH=KE
MGH= .5(m)v2
37.9g(9.8 m/s)(.3770 m) = .5 (37.9g) v2
140.03 = 18.95 v2
V = 140.03g ÷ 18.95
V = √2 7.4
V = 2.72 m/s
V Average = D / T
V Average = 1.22 m /
Angle 28
Height = 122cm · .46947
Height = .5728 m
MGH=KE
MGH= .5(m)v2
37.9g(9.8m/s)(.5728 m) = .5(37.9g) v2
212.75g = 18.95 v2
V = 212.75 ÷ 18.95
V = √2 11.23
V = 3.35 m/s
Example: Suppose you want to make a ramp with a 23 degree angle. Look up 23
degrees on the Angle Chart and find the sine (decimal).
Sin 23 = 0.39
Substitute Sin 23 with 0.39
0.39 = opposite
hypotenuse
0.39 = opposite (height of ramp)
180 cm
solve for opposite (height of ramp)
*A ngle Chart
*Include diagrams of the 3 Angles
*Include math examples for determining the angles and KE.
Video Resources:
1. How to solve KE problems: h ttps://www.youtube.com/watch?v=tryiwu4RhSM
2. PE/KE: https://www.youtube.com/watch?v=Je8nT93dxGg
3. PE/KE: h ttps://www.youtube.com/watch?v=BSWl_Zj-CZs
4. PE/KE: https://www.youtube.com/watch?v=7K4V0NvUxRg
Data Analysis - Write your data analysis paragraph here
When an object falls to the ground on planet earth, its gravitational
potential energy increases at a rate of 9.8 m/s2 until it hits the ground.
When this happens, the object’s GPE turns into Kinetic Energy (KE).
During this experiment, we tested this by rolling a toy car down a wooden
ramps with growing angles. Using an angle of 8o , after careful calculation,
the velocity of the car at the end of the ramp was 18.1 cm/s Using an
angle of 18o , the velocity of the car at the end of the ramp was 26.6 cm/s.
Lastly, at an angle of 28o the velocity of the car at the end of the ramp
was 32.9 cm/s. We lacked precision in measuring the height of the ramp
which lead to some mildly inaccurate testing. Next time we will be sure to
be more precise in our measuring techniques. In conclusion, we can tell
that as the angle increases, the final velocity increases too.
Data Analysis Rubric (Self Evaluate) 3 4
Lab Rubric - Data Analysis Sections
12
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
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.
Self Evaluate Self Evaluate Score (1-4)
Category
3
Scientific Method
4
-Hypothesis 4
-Identify the variables 3
Math Examples 4
-Angle steps shown
-KE steps shown
Graph
-Accurate
-Informative
Data Analysis
-Hypothesis correct?
-Support for hypothesis
-Transition words
Reading
Comprehension
-Article questions
Article: E veryday Energy
Read the article and answer the questions.
FINAL PART - Roller Coaster Physics
Objective:
1. When energy is transformed, the total amount of energy stays constant (is conserved).
2. Work is done to lift an object, giving it gravitational potential energy (weight x height). The
gravitational potential energy of an object moving down a hill is transformed into kinetic
energy as it moves, reaching maximum kinetic energy at the bottom of the hill.
Determine the velocity of a full roller coaster of riders at the bottom of the largest hill. You can
use the following roller coasters:
Watch these Videos for help:
http://www.youtube.com/watch?v=Je8nT93dxGg
http://www.youtube.com/watch?v=iYEWIuQBVyg
Use either:
GPEt op = KEbottom
1. Cyclone - Coney Island
Height of largest hill -
Mass of Coaster/number of riders -
Velocity at Bottom of Hill in m/s -
2. Pick your own coaster
Height of largest hill
Mass of Coaster/number of riders
Velocity at Bottom of Hill in m/s -
*Write about your results in a paragraph.
More resources:
http://www.youtube.com/watch?v=BSWl_Zj-CZs
Kinetic and Potential Energy
http://www.youtube.com/watch?v=7K4V0NvUxRg
Kinetic and Potential Energy
http://www.youtube.com/watch?v=btLU2lb3-xs
Bill Nye
http://www.youtube.com/watch?v=-dpBVtAbKJU
Roller Coasters
http://www.youtube.com/watch?v=iYEWIuQBVyg
gy 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 how changing the angle of a ramp affects Kinetic
Energy?
2. What is the velocity of a roller coaster at the bottom of the hill?
Hypothesis:
The velocity of the roller coaster will be greatest at the bottom of the hill because the kinetic
energy will be greater at that time.
Independent Variable:
Height of the hill
Dependent Variable:
Velocity
*Use the following angles: 8, 18, 280
Angle 8
Height = 122cm · .13917
Height = .1698 m
GPE = MGH
GPE = KE
MGH = .5(m)v2
37.9g (9.8 m/s)(.1698 m) = .5 (37.9g)
v2
63.07 = 18.95 v2
V = 63.07 ÷ 18.95 v2
V = √2 3.33
V Final = .57 m/s
V Average = D/T
V Average = 1.22 m / 1.8sec
V Average = .68 m/s
Angle 18
Height = 122cm · .30902
Height = .3770m
GPE = MGH
GPE = KE
MGH=KE
MGH= .5(m)v2
37.9g(9.8 m/s)(.3770 m) = .5 (37.9g) v2
140.03 = 18.95 v2
V = 140.03g ÷ 18.95
V = √2 7.4
V = 2.72 m/s
V Average = D / T
V Average = 1.22 m /
Angle 28
Height = 122cm · .46947
Height = .5728 m
MGH=KE
MGH= .5(m)v2
37.9g(9.8m/s)(.5728 m) = .5(37.9g) v2
212.75g = 18.95 v2
V = 212.75 ÷ 18.95
V = √2 11.23
V = 3.35 m/s
Example: Suppose you want to make a ramp with a 23 degree angle. Look up 23
degrees on the Angle Chart and find the sine (decimal).
Sin 23 = 0.39
Substitute Sin 23 with 0.39
0.39 = opposite
hypotenuse
0.39 = opposite (height of ramp)
180 cm
solve for opposite (height of ramp)
*A ngle Chart
*Include diagrams of the 3 Angles
*Include math examples for determining the angles and KE.
Video Resources:
1. How to solve KE problems: https://www.youtube.com/watch?v=tryiwu4RhSM
2. PE/KE: https://www.youtube.com/watch?v=Je8nT93dxGg
3. PE/KE: h ttps://www.youtube.com/watch?v=BSWl_Zj-CZs
4. PE/KE: h ttps://www.youtube.com/watch?v=7K4V0NvUxRg
Data Analysis - W rite your data analysis paragraph here
When an object falls to the ground on planet earth, its gravitational
potential energy increases at a rate of 9.8 m/s2 until it hits the ground.
When this happens, the object’s GPE turns into Kinetic Energy (KE).
During this experiment, we tested this by rolling a toy car down a wooden
ramps with growing angles. Using an angle of 8o, after careful calculation,
the velocity of the car at the end of the ramp was 18.1 cm/s Using an
angle of 18o , the velocity of the car at the end of the ramp was 26.6 cm/s.
Lastly, at an angle of 28o the velocity of the car at the end of the ramp
was 32.9 cm/s. We lacked precision in measuring the height of the ramp
which lead to some mildly inaccurate testing. Next time we will be sure to
be more precise in our measuring techniques. In conclusion, we can tell
that as the angle increases, the final velocity increases too.
Data Analysis Rubric (Self Evaluate) 3 4
Lab Rubric - Data Analysis Sections
12
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
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.
Self Evaluate Self Evaluate Score (1-4)
Category
3
Scientific Method
4
-Hypothesis 4
-Identify the variables 3
Math Examples 4
-Angle steps shown
-KE steps shown
Graph
-Accurate
-Informative
Data Analysis
-Hypothesis correct?
-Support for hypothesis
-Transition words
Reading
Comprehension
-Article questions
Article: E veryday Energy
Read the article and answer the questions.
FINAL PART - Roller Coaster Physics
Objective:
1. When energy is transformed, the total amount of energy stays constant (is conserved).
2. Work is done to lift an object, giving it gravitational potential energy (weight x height). The
gravitational potential energy of an object moving down a hill is transformed into kinetic
energy as it moves, reaching maximum kinetic energy at the bottom of the hill.
Determine the velocity of a full roller coaster of riders at the bottom of the largest hill. You can
use the following roller coasters:
Watch these Videos for help:
http://www.youtube.com/watch?v=Je8nT93dxGg
http://www.youtube.com/watch?v=iYEWIuQBVyg
Use either:
GPEt op = KEb ottom
1. Cyclone - Coney Island
Height of largest hill -
Mass of Coaster/number of riders -
Velocity at Bottom of Hill in m/s -
2. Pick your own coaster
Height of largest hill
Mass of Coaster/number of riders
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