Green Science Portfolio 2017
By Kate Convertito
Table of Contents:
- Survey Graph Conclusion
- Experiment Presentation
- Quiz: Scientific Method
- Density Lab Report
- Density Quiz
- Scientific Method Presentation
- Phase Change of Water Lab
- Phase Change Lab Correct
- Quiz: Phase Changes
- Boiling Point and Elevation Presentation
- Mass% Practice
- Quiz: Classifying Matter
- Quiz: Solubility
- #3 Activity: Conservation of Mass
- Isotope Essay
- Chemical Formulas I and II Lab
- Chemistry I Review
- Atomic Structure: Google Form (Jan.5)
- Velocity Project
- Velocity Worksheet Word Problems
- Acceleration Worksheet
- Quiz: Motion
- GPE Project
- KE Project
- Inclined Plane Project
- Quiz: Inclined Plane
Survey Graph Conclusion
The purpose of this survey was to find out what elementary
school did the most students in our class come from. First, I
predicted that Highland would be the most, since they were the
biggest school in the district. Then, I asked the students what
elementary school they went to, and later analyzed the data in a
table and a bar graph. I realized that Highland school had seven
people, while Chapman, Doolittle, and Norton all had five people.
So, in conclusion, Highland school had the most kids in our class,
supporting my hypothesis.
Quiz: Scientific Method
Directions: Read the following description of an experiment and complete the
components of the scientific method.
Experiment: Mr. Smithers believes that a special compound could help his workers
produce more “widgets” in one week. The chemical supply store sent him 3 different
compounds to try on his 100 workers. The following are the chemicals:
A. Sodium chloride
B. Magnesium hydroxide
C. Calcium sulfate
D. Water
*Help Mr. Smithers design an effective experiment and write a conclusion that analyzes
your results.
Problem Statement
What compound helps workers produce the most widgets?
Hypothesis
If you test 4 different types of compounds on workers, then they will produce the most widgets
when they use magnesium hydroxide.
Independent Variable
Sodium Chloride Magnesium Calcium Sulfate Water
Hydroxide
Dependent Variable
How many widgets are produced by the workers
Constants (Pick 2)
Amount of chemicals given to the workers
Control
Workers who drink water
Basic Procedures:
(List 5-8 steps)
1. Measure out 20 sets of 2 g/mL of each chemical
2. Give 20 people each chemical to consume
3. Set a timer for 3 hours
4. During the 3 hours, measure how many widgets each group makes
5. Find the average of how many widgets each person makes
6. Analyze the data to find what group produced the most widgets
Data Table: (Place data table here)
Chemical How many
widgets
produced
Sodium 7
Chloride
9
Magnesium 5
Hydroxide 6
Calcium Sulfate
Water
Graph:
Conclusion:
The purpose of the experiment was to test whether or not certain chemicals
would help workers make more widgets. The hypothesis was that if you test 4 different
types of compounds on workers, then they will produce the most widgets when they use
magnesium hydroxide. First, I measured out 20 sets of 2g/mL of each compound. Then,
groups of 20 people got the chemical, and then were timed for 3 hours to see how many
widgets could be made within the time. The results show that the group who consumed
magnesium hydroxide produced the most widgets, with an average of 9 widgets per
person, while sodium chloride came in second with 7 per person. In addition, people
who consumed calcium sulfate made 5 widgets, and people who drank water produced
6 widgets. In short, after conducting this experiment, a conclusion can be made that
people who consume magnesium hydroxide will make the most widgets, supporting the
hypothesis.
Density Lab Report
Investigation Title: Density Investigation
I. Investigation Design
A. Problem Statement:
What are is density of certain metals?
B. Hypothesis:
If density is known, then different metals could be identified.
C. Independent Variable: x
Levels of IV
Aluminum Brass Copper Zinc Tin
D. Dependent Variable:y
Density
E. Constants: Same form of measurement Same Triple Beam Balance
Same volume of water
F. Control:
Water
G. Materials: (List with numbers)
1. Triple Beam Balance
2. Metals
3. Water
4. Graduated Cylinder
H. Procedures: (List with numbers and details)
1. Take qualitative observations for each metal
2. Weigh each metal to find the mass. Then record mass (in grams)
3. Fill graduated cylinder to 50 mL, then place metal in cylinder. Subtract 50 from the total
amount to find the volume Then record volume (in mL).
4. Divide mass by the volume to find the density of the metal.
II. Data Collection
A. Qualitative Observations:
● All of the different metals looked different
● All of the metals volume after were all close in number
● When aluminum was unknown and known, both of their data was almost exactly the
same
B. Quantitative Observations: (Key data)
● The range of the volume after ranges from 55mL to 61mL.
● The volume of the object ranges from 5cm3 t o 11cm3
● Zinc and tin both had their volume after of 55mL
1. Data Table
Metals Density Real Density
Copper Density Known Unknown
Aluminum
Zinc 8g/c m3 8.4g/c m3 8.9g/cm3
2.7g/cm3 2.73g/cm3 2.7g/cm35
7.3g/cm3 7.4g/cm3 7.1g/c m3
2. Graph
3. Calculations
Show 3 Math Examples
Copper:
D= m
v
27 g
D= 3 cm3
D = 9 g/cm3
Brass:
D= m
v
68.3g
D= 9cm3
D= 7g/cm3
Zinc:
D= m
v
D= 14
5
D= 2.8g/cm3
III. Data Analysis/Conclusion
The purpose of our experiment was to find the density of unknown metals. The
hypothesis of the experiment was that If density is known, then different metals could be
identified. The independent variables of the experiment were aluminum, brass, copper, zinc,
and tin, and the dependent variable was the density. Our experiment procedure was first, we
took \qualitative observations for each metal, then weighed each metal to find the mass and
recorded the mass (in grams). After that, we found the volume of each metal, and then divided
the mass by the volume to find the density. After analyzing the data and comparing the known
metal’s density to the unknown metal’s density, we could easily identify the metals.
IV. Research and Applications
One major ways people use and interpret density is in the medical field, where they
could diagnose several illnesses and diseases looking at you bone density. According to the
Mayo Clinic1 , getting a bone density test could tell you if you have osteoporosis or not, which is
“a disease that causes bones to become more fragile and likely to break if you have a lower
bone density; which shows how bone density can contribute to major health issues. One way
doctors can test your bone density is with a bone density scan. This can catch osteoporosis
early, before you break your bones from a fall and make it worse. The National Osteoporosis
Foundation2 states that “A bone density test is the only test that can detect osteoporosis before
a broken bone occurs” In short, density plays a key role in bone health and could influence bone
diseases, such as osteoporosis.
V. References and Citations
1. Staff, By Mayo Clinic. "Bone Density Test." - Mayo Clinic. N.p., 21 Aug. 2014. Web. 26 Sept.
2016.
2. "Bone Density Exam/Testing - National Osteoporosis Foundation." National Osteoporosis
Foundation. N.p., n.d. Web. 27 Sept. 2016.
Density Quiz
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= v
d
M= 79
6.4
M= 12.3g
2. An irregularly shaped stone was lowered into a graduated cylinder
holding a volume of water equal to 50.0mL. The height of the water
rose to 68 mL. If the mass of the stone was 125.0g, what was its
density?
D= m
v
D= 125
68
D= 1.838g/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
V= m V= m
d d
V= 350 V= 530
19.32 10.5
V= 18.11 V= 50.48
- Silver would have more volume since it has a bigger mass and a
smaller density
4. Explain why the Titanic sank after hitting the iceberg. Use data to
explain your answer.
- The Titanic sank after hitting the iceberg because since water
has a density of 1, it was able to fill the entire ship with water
after it hit the iceberg, and then since it was submerged with
water, the ship became too heavy and then sank.
Scientific Method Presentation
Phase Change of Water Lab
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 during 2 points of the experiment;
first when the ice was still unfreezing and also when the water was boiling
(around 103 degrees). The water stayed at these temperatures because this is
when the freezing point and the boiling point occurred, which takes longer than
increasing temperatures from other starting points. So, these stayed the same
because it takes longer to unfreeze something from the freezing point because it
requires more energy. In addition, it also takes longer to increase heat from the
boiling point of water because it takes more energy to turn the water into vapor
after it is boiling.
2. How would the graph be different if we tried this experiment with Gold?
Explain:
This experiment would be different if we tried to heat up gold
because it would require more energy. Since the boiling point of gold is 2,700
degrees (celsius), it would take longer to melt a solid block of gold. In short, the
experiment would be different because it would take longer to melt it from a solid
and would require more heat energy.
3. What is the role of energy during the phase changes?
Energy played a key role during the phase changes because during
the duration of the experiment, the total amount of calories (from 0 degrees to 103
degrees) took about 1030 calories of energy to have it heat up, showing that
energy was the force that made the water heat up. In short, energy played a huge
role during our phase change experiment and was the reason that the water
heated up.
4. Describe the motion of the molecules throughout the experiment. Find
diagrams that show the motion.
The motion of molecules changed constantly during the
experiment as the water heated up. During the beginning of the experiment when
the water was cold, the molecules were more close together, and as the water
heated up, they became more farther spread out, which caused the water to boil.
So, the molecules changed a lot during the experiment after more heat was
applied.
5. How does the Average Kinetic Energy change throughout the experiment?
The average kinetic energy of the water changed throughout the
experiment as the water became hotter. In the beginning, there wasn't a lot of
energy since the water was very cold ( negative 2 degrees), so it had less energy.
But, as the water temperature increased, the amount of kinetic energy increased
in the water. In short, as the water got hotter, the kinetic energy increased.
6. Suppose you had 200 mL of ice in one beaker and 400 mL of ice in another
beaker. Compare and explain the following in the beakers after they have
reached the boiling point:
A. Heat Energy: The 200 mL has 20000 calories of energy, while the 400mL
has 40000 calories of energy.
B. Temperature: They would both be at 100 degrees celsius (boiling point)
C. Average Kinetic Energy: Would both be at 100 degrees celsius ( the boiling
point)
D. Specific Heat: 200 mL would have 20000 calories of heat; 400mL would
have 40000 calories of energy.
E. Latent Heat: The latent heat of both the 200mL and 400mL beakers would
both be 100 degrees (the point they would turn from a solid into a vapor).
Quiz: Phase Changes
Hypothesis: If aluminum and gold are tested for their heat energy, then gold would have a larger
heat energy.
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:
Type of Metal
Dependent Variable:
Heat energy
Constant:
Mass (65 grams)
Control:
Water (find the heat energy of water then compare to the metals)
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 Energy
Fusion Pt. (C) Heat (cal)
(cal/g) (cal/gC)
Aluminum 65 g 95 660 2467 2500 0.21 177684 cal
Gold 65 g 15 1063 2800 377 0.03 27552.85
calories
*SHOW ALL MATH STEPS
Math Steps (____ out of 4)
A. Aluminum
H=Mass * Heat of Fusion
H= 65g * 95 cal/g
H= 6175 calories
H= Mass * Change in Temperature * SH
H=65g * 660(C) * 0.21(cal/gC)
H= 9009 calories
H= Mass * Heat of Vaporization
H= 65g * 2500cal/gC
H=162500 calories
Total Heat Energy= 177684 calories
B. Gold
H=Mass * Heat of Fusion
H= 65g * 15g/cal
H= 975 calories
H= Mass * Change in Temperature * SH
H= 65g * 1063 * 0.03
H= 2072.85 calories
H= Mass * Heat of Vaporization
H= 65g * 377(cal/g)
H= 24505 calories
Total Heat Energy= 27552.85 calories
Write a Conclusion (____ out of 4):
The purpose of the experiment was to find out whether aluminum or gold had the
greater heat energy. The hypothesis of the experiment was that if the heat energy of
aluminum and gold is known, then gold would have a greater heat energy. The
independent variable of the experiment is the two types of metals, and the dependent
variable is the amount of heat energy. After calculating the metal’s mass, heat of fusion,
change in temperature, and heat of vaporization; it was found that the heat energy of
aluminum is 177684 calories, while the heat energy of gold is 27552.85 calories. After
analyzing the data, it can be inferred that the heat energy of aluminum is greater than
gold. This does not support the hypothesis because the heat energy of aluminum is
greater, while the hypothesis said that gold would have a greater heat energy. One thing
that I would change about the experiment to make it more accurate would be to add a
control group of water and find the heat of vaporization of water to show the difference of
heat energy between water and different metals. In short, after heat energy was found,
aluminum had a greater amount of heat energy, therefore not supporting the hypothesis.
Questions:
1. How are Heat and Temperature different for the following pictures of boiling w ater?
Explain: (Hint: Use the Heat equation)
Heat and temperature are different for these two types of boiling water because
even though they are the same temperature, the picture of the ocean would have more
heat because its mass is greater. For example, if you were to jump into both of these
waters, the ocean would burn so much because it has so much more mass, while the
beaker would only burn a little. So, the two different pictures of boiling water are different
because the picture of the ocean contains more heat than the other image since its mass
is greater.
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.
The difference between the specific heat of water and gold are different because it
takes more energy to heat up gold than water. For example, the water requires one
calorie per gram to heat up the water by one degree. But, the specific heat of gold means
that it requires 0.03 calories per gram to heat up the gold by one degree. In short, the
specific heat of gold and water are different because the different substances require
more/less energy to heat up from one another.
Boiling Point and Elevation Presentation
Mass% Practice
1. A scientist recorded the following data about a sample of rocks and sand:
37 grams of Large Rocks 75 grams of Fine Grained Sand
59 grams of Small Rocks 5 grams of Salt
125 grams of Coarse Grained Sand 25 grams of Copper (Cu)
2. Determine the % of each component in this Heterogeneous Mixture and construct a pie
chart showing your results.
3. Data Table:
Material Mass Percent
Large Rocks 37 11.3%
Small Rocks 59 18%
Coarse Grained Sand 125 38.3%
Fine Grained Sand 75 23%
Salt 5 1.5%
Copper 25 7.9%
Total 326 100%
4. Pie Chart:
5. Math Examples
Example for Small Rocks:
59¨326 *100 = 18%
____________________________________________________________________________
1. A second scientist recorded the following data about a different sample of rocks and
sand:
48 grams of Large Rocks 175 grams of Fine Grained Sand
78 grams of Small Rocks 2 grams of Salt
56 grams of Coarse Grained Sand 17 grams of Copper (Cu)
2. Determine the % of each component in this Heterogeneous Mixture and construct a pie
chart showing your results.
3. Data Table:
Material Mass (g) Percent
Sand 175 46.6
Salt 2 0.5
Copper 17 4.5
Large Rocks 48 12.8
Small Rocks 78 20.7
Coarse Grained Sand 56 14.9
Total 376 100
4. Pie Chart:
5. Math Examples
Example for Sand:
175¨376*100= 46.6%
___________________________________________________________________________
1. A third scientist received a 250 gram sample of Silver Nitrate - AgNO3
Material Mass (g) Percent
Sand 175 27.9
Salt 2 0.3
Copper 17 2.7
Large Rocks 48 7.7
Small Rocks 78 12.5
Coarse Grained 56 8.9
Sand
Silver Nitrate 250 40
Total 626 100
2. Chart for Mass % of a Compound
Questions:
1. How are the samples from these scientists different?
The samples from these scientists are different because they are compound mixtures,
which means that they aren’t the same percent of materials.
2. How are Compounds different from Heterogeneous Mixtures? Provide evidence.
Compounds are different from heterogeneous mixtures because compounds consist of
pure substances, while heterogeneous mixtures consist of mixed materials.
Quiz: Classifying Matter
I. Directions: I dentify the following as either a Heterogeneous Mixture, Homogeneous Mixture,
Element or Compound. Write the following letters in Column B for your choices:
A. Heterogeneous
B. Homogeneous
C. Element
D. Compound
Column A Column B
Salad A
Copper C
Lemonade B
Rocks, sand, gravel A
Salt Water B
Gold C
Sodium Chloride (NaCl) D
Air D
K2S O4 D
Twix, snickers, pretzels, popcorn A
II. Directions: Determine the Mass % of each mixture and construct the appropriate graphs.
Mixture A Mass (g) %
Large Rocks 125 51.9
Small Rocks 75 31.1
Coarse Sand 32 13.3
Iron 9 3.7
Total Mass: 241g
Mixture B Mass (g) %
Large Rocks 205 52.7
Small Rocks 58 14.9
Coarse Sand 97 24.9
Iron 29 7.5
Total Mass:
389
Calculation Examples (Provide 2 Examples showing how you determined the Mass %)
1. Iron:
Percent= M ass * 100
T otal
29
Percent= 389 * 100
Percent= 7.5%
2. Small Rocks
Percent= M ass * 100
T otal
58
Percent= 389 * 100
Percent= 14.9%
Graphs:
Mixture A
Mixture B
Part III. Determine the Mass % of Elements in each Compound:
K2 SO4 - Potassium Sulfate
K2= 39(2)= 78
S = 32(1)= 32
O4= 16(4)= 64
Total Mass Percent= 174g
Percent of K2= 44.8%
Percent of S= 18.3%
Percent of O4 = 36.9%
Na3P O4 - Sodium Phosphate
(Show Math Here)
Na3 = 23(3)= 69
P = 31(1)= 31
O4 = 16(4)= 64
Total Mass Percent= 164g
Percent of Na4= 42.1%
Percent of P= 18.9%
Percent of O4 = 39%
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?
15g/100g
2. What is the Solubility of NH4 Cl at 70 C?
60g/100g
3. What Temperature would 80 grams of KNO3 completely dissolve and become saturated?
50 degrees 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’s supersaturated, you would have to take away 25 grams to make it saturated.
5. Suppose you have 120 grams of NaNO3 at 30 C. What could you do to the Beaker to make
the solution Saturated? (Use Data from graph here)
You could also heat up the beaker to 55 degrees so the solution would then be saturated. As
you can tell from the graph, 120 grams of NaNO3 would completely dissolve at 55 degrees
and would be saturated, whereas when NaNO3 is only heated up to 30 C, it is supersaturated.
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?
This solution would be unsaturated, you can add 15 grams o f KNO3 to make the solution
saturated.
7. Suppose you have 70 grams of KNO3 at 60 C. What could you do to the Beaker to make the
solution Saturated? (Use Data from graph here).
You can also decrease the temperature to 45 degrees to make the solution saturated. As you
can tell from the graph, the saturation point of 70 grams of KNO3 is at 45 degrees. So, by
decreasing the temperature, it would then make the solution saturated.
II. Soluble vs. Insoluble
Directions: Use your Solubility Rules Chart to determine if the following compounds are Soluble
or Insoluble.
Compound Soluble or Insoluble Identify the Rule # Used
Sodium chloride Soluble #3
Silver nitrate Insoluble #4
Ammonium nitrate Soluble #1
Calcium carbonate Insoluble #8
Zinc sulfide Insoluble #7
AgCl Insoluble #4
Na2S O4 Soluble #5
Calcium phosphate Insoluble #6
PbBr2 Insoluble #3
III. Use your Solubility Rules to Determine how the beaker would look in the following chemical
reactions:
Reaction #1
Potassium Chloride + Silver Nitrate → Potassium Nitrate + Silver Chloride
Ions
K+1Cl- 1 + Ag+1NO3 -
+ Ag+1C l-1
Reaction
K+ 1N O3 - → K NO3- + AgCl
Reaction #2
Lithium Phosphate + Calcium Sulfate → Lithium Sulfate + Calcium Phosphate
Ions + Ca2+SO42 -
Li+ 1PO43 -
Reaction + Ca2+PO43 → L iSO42- + CaPo2
Li+1S O4 2 -
IV. Conclusion:
Write a conclusion explaining the results of one of the reaction. You should focus on the
appearance of the final beaker. Your conclusion should also discuss the % of Oxygen between
2 of the compounds in the same reaction.
For reaction #2, the end result of the what the compounds would look like in the
beaker would be that there would be some ions at the bottom of the beaker, but some
would have dissolved. For example, lithium sulfate is soluble, according to the solubility
rules (rule number 5), but the reaction for calcium phosphate would be insoluble, since
phosphates are mainly insoluble (rule number 10). So, the beaker would have dissolved
compounds such as lithium sulfate that would be dissolved, but since phosphate is
insoluble, there would be stuff at the bottom of the beaker, since it is not able to dissolve.
In addition, while comparing the first and second reaction, the percent oxygen of the
different reactions are pretty similar since the first equation’s percent oxygen is about
45% oxygen, while the second reaction is about the same number. In short, reaction #2
would not completely dissolve in water and has about the same oxygen percent as
reaction number one.
V. What is wrong with the following formula: (PO4 ) 2 Na
The main thing that is wrong with the formula, (PO4)2 Na is that the positive
ion is not first. Since sodium (Na) is the positive ion because it has the positive
charge, it should be put first in the formula, while (PO4)2 should be put after. So,
the formula should look like Na(PO4) 2 instead.
#3 Activity: Conservation of Mass
Object Mass
Flask 108.5g
Balloon 2g
Blue container 2.5g
Graduated cylinder 48.5g
Cylinder with 60ml 55.5g
Blue container with 11g
baking soda
Baking soda 8g
Flask with vinegar 167g
Vinegar 58.5g
160g
Flask + baking
soda + vinegar + 50g
balloon
CO2
100
Isotope Essay 50
25
12.5
Betancourtium Isotope 6.25
0 3.125
1.06
2300 .5
4600 .25
6900 .125
9200 0
11,500
13,800
16,100
18,400
20,700
23,000
Cabrerianite 100
0 50
25
1500 12.5
3000 6.25
4500
6000
7500 3.125
9000 1.06
10,500
12,000 .5
13,500 .25
15,000 .125
0
Graphs:
Betancourtium:
Cabrerianite:
Write an Essay that explains which fossil is older:
Fossil A
40% of Betancourtium remaining
About 3000 years
Fossil B
35% of Cabrerianite remaining
About 2300 years
Essay
The purpose of the experiment was to determine which fossil is older,
betancourtium or cabrerianite. After composing data tables for each fossil, we were able
to find a correlation between the percent of the isotope left and the years old the fossils
are. Then, we used the data from the table to create a line graph for each of the fossils,
thus being able to find the fossils ages if there were 40% of betancourtium remaining in
fossil A and 35% of cabrerianite remaining in fossil B. Finally, using the line on the
graph, it was then found that fossil A is about 3000 years old, and fossil B is about 2300
years old. In short, after using data from the table and the graph, you can tell that the
data clearly states that fossil A is older!
Velocity Project
Motion- Act of moving Speed- The rate at which Position- A place where
something something is able to move something or someone is
located
Distance- The space
between something Acceleration- The ability to Terminal Velocity- The
gain speed maximum velocity that a
Time- Events in the past, free falling object can
present, and future reach
Velocity- momentum of Initial Velocity- The velocity Displacement- Movement
something
at the beginning of the of something from its place
experiment
Final Velocity- The velocity Key Metric units:
at the end of a experiment -Millimeter
-Centimeter
-Meter
-Kilometer
-Hectometer
2. What is the difference between Speed and Velocity? Explain using an example
in your own words.
- The difference between speed and velocity is that speed is the distance that
something has moved, where velocity is the amount traveled in a given amount
of time. For example, if you were to experiment with a car, you would say that for
speed, it traveled 25 miles, but that the velocity is 25 miles/hr.
3. Pick 2 cities (minimum 500 miles apart) in the United States or world and
construct a data table and graph showing the amount of hours that it would take
to travel between the 2 cities with the following modes of transportation:
A. Fastest Runner
B. Model T Ford
C. Hindenberg
D. Tesla top speed
E. Fastest train
F. F35 Fighter Jet
G. Vehicle of your choice
*Provide a map showing your cities
Paris to Rome= 882.1 Miles
*Show Detailed Math Steps
Tesla Top Speed:
T= distance T= 882.1 T= 5 .69 Hours
speed 155 * 1
Fastest Train (Maglev Bullet Train= 374 mph)
T= distance T = 882.1 T = 2.35 Hours
speed 374 * 1
Fastest Runner (Usain Bolt=28 mph)
T= distance T = 882.1 T = 3 1.5 Hours
speed 28* 1
Chart:
Type of
transportation Miles per hour Time
Fastest runner 28 31.5
Tesla top 155 5.69
speed 2.35
Fastest train 374
Graph:
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?
- When I arrive at Rome, I would like to visit the Pantheon and also visit ancient
Roman amphitheater
- The basic history of the city is that from 735 BC to 476 CE it was part of the
Roman Empire
- Some cultural aspects of Rome is that this city is very famous for their authentic
Italian food and gorgeous architecture.
- Picture:
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
Tesla Top Speed (155*1.18=182.9)
T= distance T= 882.1 T= 4.83 Hours
speed 182.9
● So, an 18% increase to the speed of a Tesla would reduce travel time by
almost an hour, since the previous time was 5.69
● 2016 Tesla Model S P90D can reach speeds up to 155 mph, with an 18%
increase it would then reach 182.9 mph
● Picture:
Fastest Train (Maglev Bullet Train= 374 mph *1.18= 4 41.32 mph)
T= distance T = 882.1 T= 1 .99 Hours
speed 441.32
● An 18% increase in the train’s speed reduces travel time by 0.36 mph
● The Maglev Bullet Train is a magnetic levitation train that is the 3rd type of
magnetic levitation train to be created. It operates in Shanghai, China.
● Picture:
Fastest Runner (Usain Bolt=28 mph * 1.18= 3 3.04 mph)
T= distance T = 882.1 T= 2 6.69 Hours
speed 33.04* 1
● An 18% increase would make the speed 33.04 mph, which was originally 28
mph.
● The new travel time would be 26.69 mph, which is 4.81 hours less than the
previous travel time (4.81)
● Usain Bolt is an olympic runner that can go as fast as 28 mph, he has 8 gold
medals in running.
Chart:
Type of
transportation Miles per hour Time
Fastest runner 33.04 26.69
Tesla top 182.9 4.83
speed 1.99
Fastest train 441.32
Graph:
6. Use a math calculation to show how long it would take the F35 Fighter Jet to
get to
F35 Jet= 1199 mph
A. Sun
T= distance T= 9.3 * 10(7) T= 7.76 * 104 H ours
speed 1.1999 * 10(3)
B. Saturn
T= distance T = 8.85 * 10 (8) T= 7.388696 * 105 Hours
speed 1.199 * 10(3)
C. Neptune
T= distance T= 2.700000000 * 10(9) T= 2251876.56 2 .25187656 * 106 Hours
speed 1.199 * 10(3)
(Use scientific notation)
Velocity Worksheet Word Problems
1. What is the average speed of a cheetah that sprints 100 m in 4 s? How about if it sprints
50 m in 2 s?
25 m per 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?
- After 4 hours, the car will travel 240 km
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
200 m /25 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 d istance light travels in a year)? Answer: 9.50
× 101 5 m.
5. A motorist travels 406 km during a 7.0 hr period. What was the average speed in km/hr
and m/s? Answers: 58 km/hr, 16 m/s.
6. A bullet is shot from a rifle with a speed of 720 m/s. What time is required for the bullet
to strike a target 3240 m away?
- 4.5 s.
7. Light from the sun reaches the earth in 8.3 minutes. The speed of light is 3.0 × 108 m/s.
In kilometers, how far is the earth from the sun? Answer: 1.5 × 108 km.
8. *An auto travels at a rate of 25 km/hr for 4 minutes, then at 50 km/hr for 8 minutes, and
finally at 20 km/hr for 2 minutes. Find the total distance covered in km and the average
speed for the complete trip in m/s. Answers: 9 km, 10.7 m/s.
9. *If you traveled one mile at a speed of 100 miles per hour and another mile at a speed of
1 mile per hour, your average speed would not be (100 mph + 1 mph)/2 or 50.5 mph.
What would be your average speed? (Hint: What is the total distance and total time?)
Answer: 1.98 mph.
10. *What is your average speed in each of these cases?
a. You run 100 m at a speed of 5.0 m/s and then you walk 100 m at a speed of 1.0
m/s.
b. You run for 100 s at a speed of 5.0 m/s and then you walk for 100 s at a speed of
1.0 m/s. Answers: 1.7 m/s, 3.0 m/s.
11. *A race car driver must average 200 km/hr for four laps to qualify for a race. Because of
engine trouble, the car averages only 170 km/hr over the first two laps. What average
speed must be maintained for the last two laps?
200 km/hr/170 km/hr =1.2 km/hr
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?
T=D/R T=100 m/ 90 km/hr = 1.1 HR
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?
- About 1.02 s
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?
- 1768 feet
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?
- 1.01 mi/second
b. mi/hr?
- 37 mi/hr
16. For a long time it was the dream of many runners to break the "4-minute mile." Now
quite a few runners have achieved what once seemed an impossible goal. On July 2,
1988, Steve Cram of Great Britain ran a mile in 3.81 min. During this amazing run, what
was Steve Cram's average speed in:
a. mi/min? 1 / 3.81 min
b. mi/hr? 16 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 late
again?
- No, she will be late again
Acceleration Worksheet
While traveling along a highway a driver slows from 24 m/s to 15 m/s in 12 seconds. What is the
automobile’s acceleration? (Remember that a negative value indicates a slowing down or
deceleration.)
A = (V2 - V1)/T2
A = (15 m/s - 24 m/s)/12 Sec.
A = -9 m/s/12 sec.
A = -0.75m/s
2. A parachute on a racing dragster opens and changes the speed of the car from 85 m/s to 45 m/s in
a period of 4.5 seconds. What is the acceleration of the dragster?
A= v2-v1/t2
A= 45-85/ 4.5
A= -8.9m/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 = v2-v1/t2
Acceleration= 4-2 /3
Acceleration= 0.6m/s
5. If a car can go from 0 to 60 mi/hr in 8.0 seconds, what would be its final speed after 5.0 seconds
if its starting speed were 50 mi/hr?
A= v2-v1/t2
A= 50-60/5
A= -5m/s
6. A cart rolling down an incline for 5.0 seconds has an acceleration of 4.0 m/s2. If the cart has a
beginning speed of 2.0 m/s, what is its final speed?
v2= v1+ (a * t)
v2= 3 + (4 *5)
V2= 23 seconds
7. A helicopter’s speed increases from 25 m/s to 60 m/s in 5 seconds. What is the acceleration of
this helicopter?
A= v2-v1/t2
A= 60-25/5
A= 7 m/s
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?
A= v2-v1/t2
A= 6-25/10
A= -1.9mi/hr
9. A motorcycle traveling at 25 m/s accelerates at a rate of 7.0 m/s2 for 6.0 seconds. What is the
final speed of the motorcycle?
v2= v1+ (a * t)
v2= 25 + (7*6)
v2=67 m/s
10. A car starting from rest accelerates at a rate of 8.0 m/s/s. What is its final speed at the end of 4.0
seconds?
v2= v1+ (a * t)
v2= 0+ (8 * 4)
v2= 32m/s
11. After traveling for 6.0 seconds, a runner reaches a speed of 10 m/s. What is the runner’s
acceleration?
v2= v1+ (a * t)
v2= (6*10)
v2= 60m/s
12. A cyclist accelerates at a rate of 7.0 m/s2. How long will it take the cyclist to reach a speed of 18
m/s?
v2= v1+ (a * t)
18m/s = v1+ (7*2)
18m/s= v1 + 14
4m/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?
v2= v1+ (a * t)
GPE Project
Energy- The strength Joules- The SI unit of Chemical Potential Law of Conservation
required for activity work or energy, equal Energy- a form of of Energy- Energy
to the work done by a potential energy that cannot be created or
force can be absorbed or destroyed, it
released during a transforms instead.
chemical reaction
Kinetic Energy- Kilojoules- Unit that Elastic Potential Gravity- The force
Energy that is in measures energy Energy- a result of that attracts things
motion deformation of an towards the center of
elastic object the earth
Potential Gravitational Mechanical Energy-
Energy-energy from a Potential Energy- Energy of an object
body by its position to Energy an object because of its motion
others possesses because or position
of its position in a
gravitational field
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:
Your data table will need: Object, mass, gravity, height, GPE
Videos: http://www.youtube.com/watch?v=x5JeLiSBqQY
*Video shows you how to use the GPE equation.
Height of 5m: Mass (kg) Gravity (m/s) Height (m) GPE (J)
49.8 9.8 5 2440
Object 3.79 9.8 5 185.71
Me 20 9.8 5 980
Gallon of milk
Television
Height of 10m:
Object Mass (kg) Gravity (m/s) Height GPE (J)
Me 49.8 9.8 10 4880.4
Milk 3.79 9.8 10 371.42
Television 20 9.8 10 1960
Height of 20m: Mass (kg) Gravity (m/s) Height GPE (J)
49.8 9.8 20 9760.8
Object 3.79 9.8 20 742.84
Me 20 9.8 20 3920
Milk
Television
Determine the GPE of one of the masses on the following planets: G allon of milk
“Goffinian” - 17% greater than Earth’s Gravity
Gravity= 9.8 * 0.17= 1.6+9.8= 1 1.46m/s2
“Cabrerian” - 39% less than Earth’s Gravity
Gravity= 9.8*0.39=3.8
9.8-3.8= 6m/s2
“Planet Biondi” - 82% greater than Earth’s Gravity
Gravity= 9.8 * 0.82= 8
9.8+8= 17.8
“Planet Guralnick” - 63% less than Earth’s Gravity
Gravity= 9.8 * 0.63= 6.17
9.8- 6.17= 3.63m/s2
Calculations:
Change the names below
A. Planet Goffinian:
Height= 5 meters
GPE= mgh
GPE= 3.79 * 11.46 * 5
GPE= 217.2J
Height= 10 meters
GPE= mgh
GPE= 3.79 * 11.46 * 10
GPE= 434.334J
Height= 20 meters
GPE= mgh
GPE= 3.79 * 11.46 * 20
GPE= 868.67J
B. Planet Cabrerian:
Height= 5 meters
GPE= mgh
GPE= 3.79 * 6 * 5
GPE= 113.7J
Height= 10 meters
GPE= mgh
GPE= 3.79 * 6 * 10
GPE= 227.4J
Height= 20 meters
GPE= mgh
GPE= 3.79 * 6 * 20
GPE= 454.8J
C. Planet Biondi:
Height= 5 meters
GPE= mgh
GPE= 3.79 * 17.8 * 5
GPE= 337.31J
Height= 10 meters
GPE= mgh
GPE= 3.79 * 17.8 * 10
GPE= 674.62J
Height= 20 meters
GPE= mgh
GPE= 3.79 * 17.8 * 20
GPE= 1349.24J
D. Planet Guralnick:
Height= 5 meters
GPE= mgh
GPE= 3.79 * 3.63 * 5
GPE= 68.7J
Height= 10 meters
GPE= mgh
GPE= 3.79 * 3.63 * 10
GPE= 137.57J
Height= 20 meters
GPE= mgh
GPE= 3.79 * 3.63 * 20
GPE= 275.2J
Data Table:
Planet GPE (5m) GPE (10m) GPE (20m)
Earth 185.7 371.42 742.8
Goffinian 217.2 434.334 868.7
Cabrerian 113.7 227.4 454.8
Planet Biondi 337.31 674.62 1349.24
Planet Guralnick 68.7 137.57 275.2
Graph:
Critical Thinking Questions:
1. What factors affect Gravitational Potential Energy?
Some factors that affect gravitational potential energy are the gravitational pull in your
area, your height, and how much mass you have.
2. Why did the GPE change on the other planets?
GPE changes on other planets because other planets have a different gravitational pull
than earth, which changes the GPE because there is more/less force, which makes a
greater/lesser GPE.
3. Which planet would you be able to hit a golf ball further? Explain using data.
The planet that you would be able to hit a golf ball furthest would be planet Guralnick
because it has the least amount of gravity, which would prevent the golf ball from dropping to
the ground, thus making it go further. Planet Guralnick’s gravity is 3.63, which is the least
amount of gravity out of the planets.
4. How does GPE relate to Chemical Potential Energy?
GPE relates to chemical energy because GPE is the energy that something possesses
because of its position in a gravitational field, and chemical potential energy is the energy from a
chemical reaction. These things relate because they both posses energy within an object.
5. How do Energy companies use GPE to generate Electrical Energy? Give an example
Energy companies use GPE to generate electrical energy by transferring gravitational
accelerators onto a conductor, and then getting electrons into the electrical current, which
transfers gravitational energy into electrical energy.
6. What happens to the GPE when the object falls to the ground? Describe the Energy
transformations along the way. Use a diagram.
When an object falls to the ground, the GPE decreases, since there is less height
between them and the ground. For example, when a plane lands, the closer it gets to the
ground, there is less GPE since there is a fewer height difference between the plane and the
ground, which decreases the GPE.
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
KE Project
Kinetic Energy Project
Objective: 7.1.b. Energy can be stored in many forms and can be
transformed into the energy of motion.
Problem Statement: Does angle affect kinetic energy?
1. Design an experiment to test how changing the angle of a ramp affects Kinetic
Energy
Steps: First calculate the kinetic energy of hills at different angles, then
compare the data to determine whether or not the angle affects kinetic energy.
2. What is the velocity of a roller coaster at the bottom of the hill?
- The kinetic energy at the bottom of a roller coaster will be greater than the
velocity at the top, because the roller coaster is accelerating over time.
Hypothesis:
If there is a greater angle, then there will be a greater amount of kinetic energy.
Independent Variable:
Angle
Dependent Variable:
Velocity
*Use the following angles: 8, 18, 28
Example: S uppose 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.
Mass of Car= 21.5g
Angle #1: 8 degrees
Sine 8= 0.139
Hypotenuse: 1.22m
Height: 0.17m
Mass= 21.5g
Final Velocity
mgh=.5mv2
21.5g(9.8)(0.17m) = 0.5(21.5g)v2
35.8= 10.75v2
3.33m/s=v2
1.82m/s=v
Average Velocity
V= d
t
1.22m
V= 1.39s
V= 0.8m/s
Angle #2: 18 degrees
Sine 18= 0.309
Hypotenuse: 1.22m
Height: 0.37m
Mass= 21.5g
mgh= 0.5mv2
21.5g(9.8)(0.37m)= 0.5(21.5g)v2
77.9= 10.75v2
7.2m/s=v2
2.68m/s= v
Average Velocity
V= d
t
1.22m
V= 0.85s
V= 1.43m/s
Angle #3: 28 degrees
KE= 0.5mv2
Sine 28: 0.469
Hypotenuse: 1.22m
Height: 0.572m
Mass= 21.5g
mgh= 0.5mv2
21.5g(9.8)(0.572m)= 0.5(21.5g)v2
120.5= 10.75v2
11.2m/s= v2
3.34m/s= v
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