Edward Chen Blue Team Science Portfolio

1. What do you notice about the temperatures?
I noticed that the farther away a city was from the equator, and the tropics of cancer and
capricorn, the more obvious temperature/season changes were. Quito, Ecuador is
about along the equator. It’s monthly temperature is practically nothing. Sydney,
Australia is about 700 miles away from the Tropic of Capricorn and 2300 miles away
from the equator and has a much larger change in monthly temperature than Quito,
Ecuador. Hartford, CT is almost 3000 miles away from the equator and 1268 miles
away from the Tropic of Cancer and the average monthly change is temperature is
incredibly large.

2. How is heat transferred throughout the Earth?
With this information, I believe that heat from the sun strikes it’s strongest at the
equator. As you move further from the equator and travel across the Earth, the heat
weakens causing it to be colder and colder as you move further away from the equator.
But, because of the Earth’s orbit around the Sun, we still experience warmer weather
during the summer months.

4. How is Steam used to create electricity in Power Plants?
A. Coal Plant
Coal Plant In coal plants, coal is burned in a boiler to create steam. The steam
produced, under a great amount of pressure, gets put into a turbine, that turns a

generator to produce electricity. After this, the steam is cooled and condensed back
into water. It then is sent back to the boiler to restart the process
B. Natural Gas Plant
Combined cycle gas plants are a kind gas plant purposed with creating electricity,
consisting of a simple cycle gas plant in combination with a second steam engine that
uses the Rankine cycle. The exhaust gases from the previous gas turbine are moved to
the steam engine, and the heat from them is used to generate steam The same steam
can then move through a turbine, generating even more electricity.
C. Nuclear Plant
The nuclear reactor inside the nuclear power plant generates heat. The heat is used to
generate steam and power a steam turbine. That turbine is connected to a generator
which creates electricity.
D. Where did Fossil Fuels originate?
When the die off of ancient species like the dinosaurs and different plant life happened,
all the dead carcuses and plants sank to the bottom of swamps and oceans. They
formed layers and layers of spongy materials called peat. After hundreds and thousands
of years, layers and layers of rocks piled more and more on top of the peat squeezing
out all of the water. After millions of years, the peat become coal, oil, petroleum, or
natural gas..
E. What is the difference between Renewable and NonRenewable forms of energy?
The difference between Renewable and NonRenewable forms of energy is that
renewable energy sources can be replenished and reused naturally and over a short
period of time. Nonrenewable energy sources are often in short supply and take a long
time, if ever, to be replenished.

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
1. How much heat was gained by a 50 g sample of Orange Juice that increased its
temperature from 35 C to 75 C?
Heat Gain = m * change in Temperature * SH
Heat Gain = 50g * 40 C * 1 cal/g C
Heat Gain = 2000 calories

2. How much heat was gained by a 350 g sample of Vegetable oil that increased its
temperature from 24 C to 95 C?
Heat Gain = m * change in Temperature * SH
Heat Gain = 350g * 71 C * 1 cal/g C
Heat Gain = 24850 calories
Lopez Lab
Water (32 - 23) Oil (39-23)
http://www.kentchemistry.com/links/Energy/SpecificHeat.htm
Use this to help solve problems

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?
Space is filled with radiation. There’s UV rays, x rays, gamma rays, and small energy
particles. The UV rays are easy to repel. The suits are treated and covered with material
that repels the harmful UV rays. The x rays and gamma rays are very hard to protect
against. Lining the suit with enough lead would add more than 40 kilograms. The suit
itself absorbs some of the rays so it is not the primary risk. The most of the remaining
atomic and subatomic particles are absorbed by the suit. Particles like alpha particles
can’t even punch through a piece of paper. The energy particles that are left are so
hard, like gamma rays, it is not worth trying to find a way to protect the astronauts from
them.
2. How is your home insulated? Research the “R” value system for insulation.
3. How does the atmosphere act as an insulator?
The atmosphere is divided into different sections: the exosphere, thermosphere,
stratosphere, and troposphere. The atmosphere blocks the heat of the sun to keep the
Earth from overheating and maintains the heat that is inside the atmosphere. The ozone
layer protects the Earth from the radiation from space.

8. SPECIFIC HEAT WORKSHEET

1. ​ ​15.75-g piece of iron absorbs 1086.75 joules of heat energy, and its temperature
changes from 25°C to 175°C. Calculate the specific heat capacity of iron.
Heat = mass * change in temperature * Specific Heat
1086.75 = 15.75 g * 150 degrees celsius * X
1086 J = 2362.5x
Specific Heat of Iron = 0.46

2. How many joules of heat are needed to raise the temperature of 10.0 g of aluminum
from 22°C to 55°C, if the specific heat of aluminum is 0.90 J/g°C?
Heat = mass * change in temperature * Specific Heat
Heat = 10 g * 33 degrees celsius * 0.9 J/gC
Heat = 297 Joules
3. To what temperature will a 50.0 g piece of glass raise if it absorbs 5275 joules of heat
and its specific heat capacity is 0.50 J/g°C? The initial temperature of the glass is
20.0°C.
Heat = mass * change in temperature * Specific Heat
5277 J = 50g * x * 0.5J/g
5277J = 156.75
x = 33.65 degrees celsius

4. Calculate the heat capacity of a piece of wood if 1500.0 g of the wood absorbs 6.75 ×
10​4​ joules of heat, and its temperature changes from 32°C to 57°C.
Heat = mass * change in temperature * Specific Heat
67500J = 1500g * 25 degrees celsius * x
67500J = 37500x
x = 1.8

5. 100.0 mL of 4.0°C water is heated until its temperature is 37°C. If the specific heat of
water is 4.18 J/g°C, calculate the amount of heat energy needed to cause this rise in
temperature.
Heat = mass * change in temperature * Specific Heat
x = 100g * 33 degrees celsius * 4.18 J/g

x = 13794 joules

6. 25.0 g of mercury is heated from 25°C to 155°C, and absorbs 455 joules of heat in
the process. Calculate the specific heat capacity of mercury.
Heat = mass * change in temperature * Specific Heat
455j = 25g * 130 degrees celsius * x
455j = 3250x
Specific heat of mercury = 0.14

Use this website for examples
http://www.kentchemistry.com/links/Energy/SpecificHeat.htm

Name Eddy Chen
Class S3
Teacher Mr. Lopez
Date May 14

I. Investigation Design
A. Problem Statement:

How can I use specific heat to identify different metals.

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

If we find the specific heat of a metal, then we can identify what type of metal it is because
every type of metal has a different specific heat.

C. Independent Variable: x Aluminum Tin
Levels of IV
*What metals did you use?

Copper

D. Dependent Variable:y
Specific Heat

Specific Heat

E. Constants:

The Heat and type of hot plate Amount of water

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

Water is a good control in many labs because it is a universal solvent.

G. Materials: (List with numbers)
1. Beakers
2. Hot plate
3. Thermometer
4. Graduated Cylinder
5. Different metals
6. Triple beam balance
7. Stop watch

H. Procedures: (List with numbers and details)
1. Gather materials
2. Measure mass of metal on triple beam balance to nearest tenth of gram and record.
3. Fill Calorimeter Cup (Foam coffee cup) with exactly 100 grams of water.
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. - ​Metal Initial Temp.​
8. Use tool 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 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)
Copper: dense, rusty dull color, small
Aluminum: Larger in size, shiny silver color, and light
Tin: Shiny and dense

B. Quantitative Observations: (Key data)
1. Data Table

Object Mass Metal SH Metal

Example 65 Use notes

Copper 62.5 0.18

Aluminum 20.2 0.28

Tin 29.9 0.62

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)

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

Specific heat relates to some many things in life. An example of specific
heat use in daily life is with oceans. The oceans are able to resist the
various climate changes that the Earth is constantly undergoing. This is
because water has a very high specific heat. This means that it requires
more energy to raise its temperature. If water had a very low specific heat,
the ocean would heat up a lot easier and it would result in an entire
ecosystem of sea animals dying.

PreAP Physics – Circuit Construction Kit (DC Circuits) PhET Lab
Today, you will use the Circuit Construction Kit PhET lab to qualitatively explore series and
parallel circuits.
PreLab
Draw a simple diagram for a series and parallel circuit below using your notes/homework.

Series Circuit Parallel Circuit

Beginning Observations
1)​ O​ pen the Circuit Construction Kit (DC Only) PhET simulation.
https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc

What can you change about the simulation?
You can change the voltage of the batteries which therefore, can affect how bright the light
becomes.

2) Build a simple circuit with a battery, wires, light bulb and voltage source. Draw it below.

PhET diagram (draw what you see on the Circuit diagram (use symbols we have

screen) learned in class)

3) What are the main differences between what you see on the screen and what you drew in
your circuit diagram?

The main difference between what I see on the screen and what I drew is that the diagram on
the screen is a I can see the actual brightness of the light as I change the voltage.

4) What flows through the wires when there is a closed circuit? What on the screen represents
these?
The electrons flow through the circuit and are represented by a blue circle with a negative sign
because electrons have a negative charge.

Part 1 – Series Circuit
Construct a simple series circuit with the following amounts of light bulbs using the PhET
simulation. Remember in a series circuit, there is only on path for electricity to flow. Keep the
battery source the same. Draw the proper circuit diagram in your table and rank the relative
brightness in your table.

Number of Circuit Diagram Relative Brightness of
Light Bulbs bulbs (use words like
brightest, least bright, etc.)
1
This was the brightest of the
three light bulb diagrams

2 ​This was partially bright but
that the dimist of the
diagrams.

3 T​ his series was the least
brightest of all of the 3 circuit
diagrams.

What can you conclude about what happens to the brightness of the bulbs as you add
more bulbs in series? Why do you think this is the case?

As you add more bulbs to the series, the amount of light that they produce becomes
less. I think that this is the case because the battery has to divert more energy to more
places when there is more light bulbs, but when there is only one, it only has that one
place to send the electrons to.

Part 2 – Parallel Circuit
Construct two parallel circuits one with 2 light bulbs in parallel and one with 3 light bulbs
in parallel and rank the relative brightness of the bulbs. Remember, in a parallel circuit
there are multiple pathways for electricity to flow. Keep your battery source the same.

Number of Circuit Diagram Relative Brightness of
Light Bulbs in bulbs (use words like
brightest, least bright, etc.)
Parallel

2 This circuit has the same
brightness as the circuit
with three bulbs.

3 This circuit has the same
brightness as the circuit
with two bulbs.

What can you conclude about what happens to the brightness of the bulbs as you add
more bulbs in parallel? Why do you think this is the case?
In a parallel circuit, as you add more bulbs the brightness of the bulbs stays the same. I
think this is the case because the currents of both the lightbulbs combine together and
create a higher current.

Conclusion Q’s
1. How does the parallel circuit compare to the series circuit?
The parallel circuit reacts different when more light bulbs are connected to
the wires. All of the lightbulbs light up to the same brightness with the

parallel circuit while with the series circuit the more light bulbs that you
add, the less bright each of them become.

2. What happens when you break a parallel circuit (try it out in the sim if
you need to!)? How would this property be useful when designing circuits?
When you break a parallel circuit in one of the separated wires, the only
light bulb that stops working is the bulb that is connected to the wire that
you just broke. All of the other light bulbs continue to work. This is helpful
when designing circuits for people because if for some reason there is a
break in one of the wires. Because if they break a wire, it will not stop the
entire house.

3. What are the advantages and disadvantages of series and parallel
Advantages of a parallel circuit are it will still continue to work even after
one of the wires is cut. Also, it can have more light bulbs on it that will all
produce the same amount of light. One of the disadvantages of it is it is
easier to overload the battery on it which causes a fire. This can be
extremely dangerous if the wires are set up inside a house. Advantages of
a series circuit is they don’t overload the battery easily

Science Portfolio Reflection

1. What was your favorite science activity or topic this year? Why did you enjoy this activity?
Be specific

My favorite science activity or topic was making the inclined plane video. I enjoyed this activity
because we had the freedom to make our own script and video.
2. Which topic or skill did you find to be the most challenging? Explain
The skill that I found the most challenging would be specific heat project/lab . I found this the

most challenging because small inaccuracies had extremely large impacts on the results so I
had to be very accurate.
3. Provide an example of 3 types of graphs that were used this year in science? Why did it
make sense to use these graphs for those activities?
The three types of graphs that were used this year were bar graphs, line graphs, and pie
charts.
This pie chart shows to the different parts of sand. The different types of earthen materials
and its percentage makeup is expressed in the pie chart.

This line graph shows the relationship between the radius of an atom and its atomic number

This bar graph compares the velocity of the Millenium Falcon roller coaster on Earth and Hoth

4. What were the key tips you remembered about solving math problems in science this year?
Word problems? Provide an example from this portfolio of a science math problem that was
challenging to solve this year.
Some of the key tips I remembered about solving math problems in science this year is that it
is crucial to line up equal signs for organization. Also, it is important to label all the numbers.
Some examples of math problems that were difficult are:

1. How many joules of heat are needed to raise the temperature of 10.0 g of aluminum from
22°C to 55°C, if the specific heat of aluminum is 0.90 J/g°C?
Heat = mass * change in temperature * Specific Heat
Heat = 10 g * 33 degrees celsius * 0.9 J/gC
Heat = 297 Joules

2. 25.0 g of mercury is heated from 25°C to 155°C, and absorbs 455 joules of heat in the
process. Calculate the specific heat capacity of mercury.
Heat = mass * change in temperature * Specific Heat
455j = 25g * 130 degrees celsius * x
455j = 3250x
Specific heat of mercury = 0.14

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

To sum up the Density Lab, My group tried to find identify the type of metal using the density
of the metal. The hypothesis for this experiment is If density is known then we can identify the
lettered labeled metals with its corresponding number labeled metal because every type of
metal has their own distinct density no matter the size of shape. To perform the experiment
we needed a triple beam balance, more than 50 mL of water, a graduated cylinder, and a
beaker. For each metal, my group and I filled a graduated cylinder with 50 mL of water, then
we carefully placed the metal into the water and solved for how much the water rose, which is
the volume of the metal. This process is called water displacement. Then, we calibrated the
triple beam balance and measured the mass of the metal. After we found both the mass and
the volume of the metals, we divided the volume of the metal by the mass of the same metal
to get its density. This is the formula for density. My group and I finally took down all this
information for all 8 metals objects on a google spreadsheet/ data table. We found the
approximate density for the 6 different type of metals in grams/cm3 for the two times we did
the experiment and identified/matched the types of metals. The density for copper is 9.3
grams/cm3 which was metal number 1 and letter D. The density of tin is 7.2 grams/cm3 which
was metal number 2 and letter F. The density of bronze is 9.9 grams/cm3 which was metal
number 3 and letter B. The density of brass is 8.53 grams/cm3 which was metal number 4
and letter A. The density of zinc is 7.25 grams/cm3 which was metal number 5 and letter E.
The density of aluminum is 2.45 grams/cm3 which was metal number 8 and letter G. We
matched and identified the metals by matching the metals with the same or very similar
densities because the density of a metal does not change and is unique for each type of
object. If I were to redo this experiment, a change I would do is not to round the mass and the
volume. This way the densities would be more exact and I can match up the metals with the
densities easier. In conclusion, by using the density formula to solve for the densities of the
metals, I can identify a metal and match the lettered and numbered labeled metals using the
densities. The experiment helped me conclude that my hypothesis was accurate and correct.

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

I am excited to learn about the different parts of biology. I would hope to major in biology and
go to medical school.