Edward Chen Blue Team Science Portfolio

Atomic Mass: ​Al (27) S (32) O (16) Ag (108) N (14)

Ag = 108/170 = 64%
N = 14/170 = 8%
O3​ ​ = 48/170 = 28%
____+_____

170 amu

Part V.
Directions:​ Write an essay about the graph below. U​ se data!
Vocabulary:​ Unsaturated, saturated, supersaturated, Ions, Heat,
Temperature, grams, solubility, chemical formula

The point on the graph is supersaturated. This means only part of the
solute are ions and some solute is still undissolved. At the bottom of the
beaker, there is 45g of extra solute. To make the point saturated, you
would need to add heat to the water to make its temperature 38o​ c​ . You
would have to increase the temperature by 13o​ ​c. At this new point, the ions
are suspended in the water with its individual positive or negative charges.
When you achieve saturation, you will also have the solubility of the solute,
you can dissolve 70g of solute in 100g of 38​o​c water. The chemical formula
is achieved when all the solvent (water) evaporates and the ions come
togethers and form compounds that have no charge. For example, if NaCl
was dissolved in the water and you evaporated the water, the positive ions
of the Na and the negative ions of the Cl would make an ionic bond
creating sodium chloride, or table salt.

​Atomic Structure Project
Portfolio

1. History of the Atom
Link: h​ ttps://www.youtube.com/watch?v=NSAgLvKOPLQ&t=490s
Link2:

a. Dalton
i. 1803 John Dalton proved what the Ancient Greeks had
thought to be true
1. All matter is made of atoms. All atoms are indivisible
and indestructible
2. All atoms of a given elements are identical in mass
and properties
3. Compounds are formed by a combination of two or
more different kinds of atoms.
4. A chemical reaction is a rearrangement of atoms
5. Dalton thought atoms were solid spheres and that
they were the smallest particles in the universe.

b. Thomson - ​Video
i. 1897, JJ Thomson designed a glass tube filled with low
pressure neon gas and containing two metal plates
inside, which he named a Cathode Ray Tube. It earned
this name because he found that the positively charged
plate called the anode was able to pull a beam of tiny
particles out of negatively charged plate called the
cathode.
ii. Thomson discovered the electron by experimenting with
cathode rays.
iii. Made new atom structure that he said looked like plum
pudding, with the raisins as the electrons and the and the
dough contained the positive charge

c. Rutherford
i. Thompson’s own son, Ernest Rutherford, made his own
discovery. Rutherford was playing around with beams of

positively charged particles; he knew they were positive
because they bent more slowly than the cathode atoms,
which led him to know positive atoms were heavier. This
proved his father wrong, as Thompson believed the mass
of atoms was even.
ii. After these discoveries, it was confirmed that the atom
was not the smallest particle in the universe, and that it is
made up of even tinier parts.

d. Bohr
i. Student of Rutherford, made new atomic model
1. In 1913, Niels Bohr, It was arranged like the solar
system, with the electrons orbiting the nucleus. This
atomic model is known as a planetary model.
ii. In 1913 Bohr proposed his quantized shell model of the
atom to explain how electrons can have stable orbits
around the nucleus.
iii. First to discover that electrons travel in separate orbits
around the nucleus and that the number of electrons in
the outer orbit determines the properties of an element.

2. Structure of the Atom
Video
Video2
Nucleus
Positively charged center of an atom made up of neutrons and
protons.

protons
Stable positively charged subatomic particle that is found in the

nucleus of an atom.

Neutrons

A subatomic particle located in the nucleus of all atoms except
hydrogen. It

weighs about the same as a proton.

electrons
a stable subatomic particle with a charge of negative electricity,

found in all atoms
and acting as the primary carrier of electricity in solids.

Atomic Mass
the mass of an atom of a chemical element expressed in atomic

mass units. It is
approximately equivalent to the number of protons and

neutrons in the atom (the
atomic mass number) This is an example of oxygen. Oxygen
has 6 protons and 6 neutrons so it has an atomic weight of 16.

The charge of an atom is the amount of electrons an atom
wants to give away or
take to make it neutral.
This shows a model of lithium. It’s charge is +1 because when it
gives away its electron to make a complete ring, there is one
more proton than electron, making it a positive one charge.

Valence Electrons
A valence electron is an electron on the outer shell of an atom

that takes part in

charge of an atom.
This atomic structure picture is an example of the element
oxygen. It has 6
valence electrons because there are 6 electrons in its outer
shell.

***Use models to explain the difference between:
Sodium Chloride​ and ​Magnesium Chloride​ or ​Sodium sulfide​ and
Calcium Sulfide
Sodium Chloride has only one chlorine atom while magnesium
chloride has two. This is because in NaCl, sodium has one valence
electron and chlorine has seven. When sodium gives its one valence
electron to chlorine, both elements have a perfect outer shell and
have eight valence electrons. Magnesium has two valence electrons

and chlorine has seven, so when magnesium gives one of its valence
electrons to chlorine, it still has one more, so it must give it to another
chlorine giving magnesium chloride two chlorines instead of one.

Isotopes

How are they used by Scientists?
Isotopes are atoms that contain too many neutrons. The nucleus of
the atom becomes unstable and radioactive. The unstable nucleus
decay and release alpha, beta, or gamma rays, until they are stable.
Since small traces of radioactive isotopes can be detected with high
precision, they are very useful in the medical field when treating
disease like cancer or cardiovascular diseases.
3. Families of the Periodic Table
*Describe the life of Mendeleev and how he created the Periodic
Table.
Dmitri Ivanovich Mendeleev was born on February 8, 1834 in a town
called Tobolsk in Russia. His father, Ivan Pavlovich Mendeleev, went

blind around the time his final son was born, and died in 1847.
Mendeleevś mother was the owner of a glass factory. They moved to
St. Petersburg in 1848 when her factory burned down. He studied at
an institute in St. Petersburg and graduated in 1855. He earned his
masters degree in St. Petersburg after teaching in the Russian cites
of Simferopol and Odessa. At the University of St. Petersburg, he
taught as a professor. The university of was in need of a quality
textbook on inorganic chemistry, so he put together his own book
called ​Principles of Chemistry​. While writing his book, he found
recurring patterns in different element groups. He was able to use this
knowledge to order the known elements by atomic mass and even
predict the qualities of unknown elements. At first when he presented
this to the international scientific community, he had very few
supporters. After two decades, most people started to believe him
because newly found elements had fit his predictions. He graphed
and charted this information into what he called The Periodic Law of
the Chemical Elements. It is known today by the name Periodic table
of elements.

*What makes the elements the similar in each family?
The number of electrons in the element’s outer ring.
*What are some trends in the Periodic Table?



Alkali Metals

Alkaline Earth Metals

Halogens
Noble Gases

4. Choose an article to read from site and summarize:
The universe started right after the Big Bang. The Big Bang caused
immense heat, the perfect environment for quarks and electrons.
Quarks soon joined together to make protons and neutrons. As the
universe cooled down, protons, neutrons, and electrons slowly
formed atoms. An electron is much smaller in mass and size
compared to a proton or neutron. Neutrons and protons have
practically the same mass and size. If you add a proton to an element,
you get a new element. If you add a neutron, you get an isotope, a
heavier version of the atom. Different parts of the atom were
discovered and analyzed by many different brilliant scientists,
including Rutherford who discovered the nucleus and protons, J.J.
Thomson, a British scientist who discovered the electron, James
Chadwick who discovered the neutron, Dalton who made many true
and false theories about atoms, Niels Bohr, Erwin Schrödinger, and
Murray Gell-Mann and George Zweig who evolved the atomic
structure. Many scientist have helped evolve our knowledge about
who every part of our universe is made up of.
https://www.livescience.com/37206-atom-definition.html

Isotope Quiz:

QUIZ:​ Isotopes

Name: Eddy Che Date: 2/6/18

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

I​ sotope A Percent Isotope
Years 100
0 50
5730 25
11,460 12.5
17,190 6.25
22,920 3.125
28,650 1.06
34,380 .5
40,110 .25
45,840 .125
51,570 0
57,300

Hint: Remember to add gridlines
Graph: ​(place graph here)

Questions: (Use your graph above to answer the questions below)
1. How old is the following fossil?
Fossil A - 73% of Isotope A remaining
Approximately 2500 years

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

Approximately 16,000 years
3. What percentage of Isotope A is remaining if the fossil is 1200 years old?
(Use your graph)
Approximately 24 percent of Isotope A is remaining if the fossil is 1200 years old.

Average Atomic Mass Calculations
1. Naturally occurring chlorine that is put in pools is 75.53 percent 35Cl (mass = 34.969
amu) and 24.47 percent 37Cl (mass = 36.966 amu). Calculate the average atomic mass
of chlorine.
(75.53 * 34.969 + 24.47 * 36.966)/100
The average atomic mass of chlorine is approximately 35.458.

2. Calculate the atomic mass of silicon. The three silicon isotopes have atomic masses and
relative abundances of 27.9769 amu (92.2297%), 28.9765 amu (4.6832%) and 29.9738
amu (3.0872%).
(27.9769 * 92.2297 + 28.9765 * 4.6832 + 29.9738 * 3.0872)/100
The average atomic mass of silicon is approximately 28.085.

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

To find the number of neutrons for each isotope, all you need to do is subtract the approximate
atomic mass from the atomic number. The atomic mass of an element is made up of protons
and neutrons. Electrons weigh 0.0005 atomic mass units, about 1/2000 of the weight of a proton
or neutron so the weight of an electron is not considered part of the atomic mass.
For example, the approximate mass of Cl 35 is 35 amu and the approximate mass of Cl 37 is 37
amu. The atomic number of Chlorine is 17. By subtracting 17 from the mass of Cl 35 and Cl 37,
I get the number of neutrons in the isotope. The number of neutrons in Cl 35 is 18 amu and the
number of neutrons in Cl 37 is 20 amu.

The percent abundance of an isotope contributes to the average atomic mass of an element. In
the m&m lab, we found the average mass of different size/mass m&m's. To find the average
mass, we first needed to calculate the percentage abundance of each type of m&m by dividing
the mass of one type of by the mass of all the m&m's. Using our data, we found that the
percentage abundance of plain m&m's were 93% (38g/41g) and the percentage abundance of
peanut m&m's was 7% (3g/41g). Then we put this into the average atomic mass formula to
finally get the average mass of the m&m’s. The formula is the mass of one type of m&m (isotope
1) multiplied by the percent abundance plus the mass of another type of m&m (isotope 2)
multiplied by the percent abundance, etc. divided by 100. When you usually find the average of
numbers, the percent abundance is not necessary because you every number you need to find
the average with is an equal part of the whole group of numbers. When dealing with isotopes,
some isotopes are more populous than other isotopes. Therefore, when you find the average
you need to specify into the calculations that there is more of one isotope than another. For
example, there are 93% of plain m&m’s so they make up more of the entire body of m&m’s than
the 7% of peanut m&m’s. They are not equal amounts so in the calculations for the average
atomic mass, you need make sure that plain m&m’s make up more of the group and would have
more affect the final atomic mass result more.

Velocity Story

Name: Eddy Chen Date: 2/13/18

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

Data Table:

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

Description Distance (m) Time (sec.) Velocity (m/s)
crabwalk ⅔ mps
skipping 69 2 ⅙ mps
Rolling around ⅔ mps
Crawling 32 15 ⅘ mps
resting 0 mps
running 23 4 5/13 mps

12 15

0 63

57 13

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

Story:
Eddy was sleeping at a Marriott hotel one night when the fire alarm went off. Eddy of course,
thought it was the alarm on his phone and continued sleeping. He finally realized something
was wrong when his bathroom was on fire. Eddy charged out of his hotel door and almost
charged into a blazing hallway. There was only a thin strip of the hallway that was not on fire.
Eddy, who was the world champion at crab walking, crab walked 6 meters for 9 seconds at a
velocity of ⅔ m/s. Then, he skipped 32 meters down another hallway that had only just caught
on fire for 15 seconds at a velocity of 2 ⅙ m/s. Eddy was extremely careless, so he stepped into
a small fire and caught on fire. Although he is careless, he remembered fire safety classes from
1st grade. He immediately stopped, dropped, and rolled 2 meters for 3 seconds at a velocity of
⅔ m/s. Eddy finally made it to the door which had mostly collapsed. Eddy found a small space
and crawled 12 meters for 15 seconds at a velocity of ⅘ m/s and was able to crawl away from
the hotel. In fear, he sprinted to the next building that was 57 meters away and took 13 seconds
at
4 5/13 m/s. He called for help and the Marriot was saved.

Unit 1: Uniform Motion Name Eddy Chen
Worksheet 8 Date12/15/18 Period S3

Speed and Velocity 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?
V = D/T
V = 100m/4s
V = 25 m/s
V = D/T
V= 50m/2s
V = 25m/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?
V = 60km/hr
V = D/T
D = VT
D = 60 * 4
D = 240km

3. A runner makes one lap around a 200 m track in a time of 25.0 s. What was the runner's
average speed? Answer: 8.0 m/s
V = D/T
V = 200/25
V = 8 m/s

4. Light and radio waves travel through a vacuum in a straight line at a speed of very nearly
3.00 ​×​ 108​ ​ m/s. How far is light year (the ​distance​ light travels in a year)? Answer: 9.50
×​ 101​ 5​ m.
D = VT
D = 3 x 108​ ​ x 365 x 24 x 60 x 60
D = 9.5 x 101​ 5

5. A motorist travels 406 km during a 7.0 hr period. What was the average speed in km/hr
and m/s? Answers: 58 km/hr, 16 m/s.
V = D/T
V = 406km/7hr
V = 58 km/hr

V = D/T

V = 406000m/25200s
V = 16 m/s

6. A bullet is shot from a rifle with a speed of 720 m/s. What time is required for the bullet
to strike a target 3240 m away? Answer: 4.5 s.
T = D/V
T = 3240m/720s
T = 4.5 s

7. Light from the sun reaches the earth in 8.3 minutes. The speed of light is 3.0 ×​ ​ 10​8​ m/s.
In kilometers, how far is the earth from the sun? Answer: 1.5 ​×​ 10​8​ km.
D = VT
D = 3 x 108​ m​ /s * 8.3 x 60
D = 1.494 x 10​11m​ /10​3
D = 1.494 x 10​8​ 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.
D = VT + VT + VT
D = 25 * 1/15 + 50 * 2/15 + 20 * 1/30
D = 9km or 9000 meters

V = D/T
V = 9000m/(240 + 480 + 120)s
V = 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.
V = D/T
V = 2mi/(1/100 + 1)hr
V = 1.96 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.
V = D/T
V = 200m/(100/5 + 100/1)

V = 1.7 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.
V = D/T
V = (500 + 100)/(100 + 100)
V = 600m/200s
V = 3 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?
800 = 170 + 170 + x + x
800 = 2x + 340
2x = 800 - 340
2x = 460
x = 230km/hr

12. The peregrine falcon is the world's fastest known bird and has been clocked diving
downward toward its prey at constant vertical velocity of 97.2 m/s. If the falcon dives
straight down from a height of 100. m, how much time does this give a rabbit below to
consider his next move as the falcon begins his descent?
T = D/V
T = 100m/97.2m/s
T = 1.03 seconds

More Speed and Velocity Problems

13. Hans stands at the rim of the canyon and yodels down to the bottom. He hears his yodel
back from the canyon floor 5.20 s later. Assume that the speed of sound in air is 340.0
m/s. How deep is the canyon?
D = VT
D = (340m/s * 5.2s)/2
D = 884m

14. 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?
i. V = D/T
ii. V = 1.5mi/143s
iii. V = 0.01 m/s
b. mi/hr?
i. V = D/T
ii. V = 1.5/(143/60/60)
iii. V = 37.76 mi/hr

15. 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?
i. V = D/T
ii. V = 1mi/(3.81s)
iii. V = 0.26 mi/min
b. mi/hr?
i. V = D/T
ii. V = 1mi/(3.81/60)hr
iii. V = 15.75 mi/hr

16. 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?
i. T = D/V
ii. T = (35/3.5) + (48/1.2) + (60/5)
iii. T = 62m/s

iv. She’s going to be late for french class because she is going to miss class
my 2 seconds.

b. Draw a distance vs. time graph of the situation. (Assume constant speeds for each
hallway.)

17. During an Apollo moon landing, reflecting panels were placed on the moon. This
allowed earth-based astronomers to shoot laser beams at the moon's surface to determine
its distance. The reflected laser beam was observed 2.52 s after the laser pulse was sent.
The speed of light is 3.0 ×​ ​ 10​8​ m/s. What was the distance between the astronomers and
the moon?
D = VT
D = 3 x 10​8​ m/s ​ * 2​ .52s
D = 7.56 x 108​ ​m

18. For many years, the posted highway speed limit was 88.5 km/hr (55 mi/hr) but in recent
years some rural stretches of highway have increased their speed limit to 104.6 km/hr (65
mi/hr). In Maine, the distance from Portland to Bangor is 215 km. How much time can
be saved in making this trip at the new speed limit?
T = D/V
T = 215km/88.5hr
T = 2.43 hours
T = D/V
T = 215km/104.6hr
T = 2.1 hours

Time saved: 2.43 - 2.1 = 0.32 hours
Time saved: 0.32 * 60 = 192 minutes

19. The tortoise and the hare are in a road race to defend the honor of their breed. The
tortoise crawls the entire 1000. m distance at a speed of 0.2000 m/s while the rabbit runs
the first 200.0 m at 2.000 m/s The rabbit then stops to take a nap for 1.300 hr and
awakens to finish the last 800.0 m with an average speed of 3.000 m/s. Who wins the
race and by how much time?
Tt​ urtle​ = D/V
T​turtle​ = 1000m/0.2 m/s
Tt​ urtle​ = 5000 seconds
Tt​ urtle​ = 1.39 hours

T​hare =​ D/V
Th​ are​ = (200m/2 m/s) + 1.3hr x 60 x 60 + (800m/3 m/s)
Th​ are​ = 100s + 4680s + 266.66s
Th​ are​ = 5047s
T​hare​ = 1.4 hours
Tt​ urtle -​ T​hare =​ 5047 - 5000 = 47 seconds
The turtle won by 47 seconds

20. Two physics professors challenge each other to a 100. m race across the football field.
The loser will grade the winner's physics labs for one month. Dr. Rice runs the race in
10.40 s. Dr. De La Paz runs the first 25.0 m with an average speed of 10.0 m/s, the next
50.0 m with an average speed of 9.50 m/s, and the last 25.0 m with an average speed of
11.1 m/s. Who gets stuck grading physics labs for the next month?

T​Dr. De La Paz​ = D/V
TD​ r. De La Paz​ = (25m/10m/s) + (50m/9.6m/s) + (25m/11.1m/s)
TD​ r. De La Paz​ = 9.96 seconds
TD​ r. Rice​ = 10.4s

Dr. Rice gets stuck grading physics labs for the next month because Dr. De La Paz beat
him by 0.44 seconds

QUIZ: Motion

Name: Eddy Chen Date: 3/1/18

Formulas:

A = v2 -v1T2 V2 = V1 + (a * T) T = V2 - V1a

After traveling for 14.0 seconds, a bicyclist reaches a speed of 89 m/s.
What is the runner’s acceleration?
A = (v2 -v1)/T2
A = (89 - 0)m/s/14s
A = 89m/s/14s
A = 6.36 m/s2

A car starting from rest accelerates at a rate of 18.0 m/s/s. What is its final
speed at the end of 5.0 seconds?
V2 = V1 + (a * T)
V2 = 0 + (18.0m/s/s * 5)
V2 = 90m/s

A cyclist accelerates at a rate of 16.0 m/s2. How long will it take the cyclist
to reach a speed of 49 m/s?
T = (V2 - V1)/a
T = (49 - 0)m/s/16.0m/s2
T = 49m/s/16m/s2
T = 3.0625 seconds

3. During an Apollo moon landing, reflecting panels were placed on the
moon. This allowed earth-based astronomers to shoot laser beams at the
moon's surface to determine its distance. The reflected laser beam was

observed 4.6 seconds after the laser pulse was sent. The speed of light is
3.0 × 108 m/s. What was the distance between the astronomers and the
moon?
D = V*T
D = 3.0 x 108 * 4.6
D = 1.38 x 109
Directions: Choose 4 or 5
It is now 10:29 a.m., but when the bell rings at 10:30 a.m. Suzette will be
late for French class for the third time this week. She must get from one
side of the school to the other by hurrying down three different hallways.
She runs down the first hallway, a distance of 65.0 m, at a speed of 5.2
m/s. The second hallway is filled with students, and she covers its 32.0 m
length at an average speed of 1.46 m/s. The final hallway is empty, and
Suzette sprints its 60.0 m length at a speed of 7.3 m/s.
Does Suzette make it to class on time or does she get detention for being
late again?
T = D/V
T = 65m/5.2m/s
T = 12.5s

T = D/V
T = 32m/1.46m/s
T = 21.92s

T = D/V
T = 60m/7.3m/s
T = 8.22s

Ttotal = 12.5s + 21.92s + 8.22s
T = 42.64 seconds

The tortoise and the hare are in a road race to defend the honor of their
breed. The tortoise crawls the entire 1000. m distance at a speed of 0.35

m/s while the rabbit runs the first 200.0 m at 1.85 m/s The rabbit then
stops to take a nap for 1.200 hr and awakens to finish the last 800.0 m with
an average speed of 4.2 m/s. Who wins the race and by how much time?
What is the Acceleration of the Cart on the Ramp? Determine the Angle of
the Ramp (A).
The angle of the ramp with a height of 50m:

sin x = opp/hyp
sin x = 50m/200m
sin x = 1/4m
x = 15 degrees
The angle of the ramp with a height of 100m:
sin y = opp/hyp
sin y = 100m/200m
sin y = ½ m
y = 30 degrees

Which Angle had the greatest Acceleration? Write a Conclusion based on
your findings. Create a Graph if you have time.
Height of Ramp
(Opposite)
Dist. 1
Time 1
Velocity 1
Dist. 2
Time 2
Velocity 2
Acceleration

50 m
100 m
10 sec.
V = D/T
V = 100/10
V = 10m/s
100 m
5 sec.
V = D/T
V = 100/5
V = 20m/s
Acc = (V2 - V1)/T2
A = (20 - 10)m/s/5s
Acc = 10m/s/(5)s
Acc = 2m/s2

100 m
100 m
5 sec.
V = D/T
V = 100m/5s
V = 20m/s
100 m
2 sec.
V = D/T
V = 100m/2s
V = 50m/s
Acc = (V2 - V1)/T2
A = (50 - 20)m/s/2s
Acc = 30m/s/2s
Acc = 15m/s2
Graph:

Conclusion:
In the ramp acceleration table above, the angle of the ramp with the height
of 100m had a greater acceleration. In the table, by using the velocity
formula, V = D/T, I found that the velocity of the first ramp went from 10 m/s
to 20m/s. Time 2 of the first ramp was 5 seconds. By using the acceleration
formula, A = (V2 - V1)/T2, I found the the acceleration of the first ramp was
2 m/s2. By using the velocity formula, I found that the velocity of the second
ramp went from 20 m/s to 50 m/s. Time 2 of the second ramp was only 2
seconds. So by using the acceleration formula, I found that the acceleration
of the second ramp was 15 m/s2. Acceleration is the how quickly
something speeds up. Without using the acceleration formula, it was
obvious that the second ramp had a much greater acceleration. The first
ramp gained 10 m/s in 5 seconds while the second ramp gained 30 m/s in
about 2 seconds. Also, by using the formula sin x = opp/hyp, I found the the
second ramp had an angle of 30 degrees and the first ramp had an angle
of 15 degrees. Because of gravity, any object would accelerate faster down
a ramp with a steeper angle. Using the different formulas provided to me, I
found that the ramp with the height of 100 meters had a faster acceleration
than the ramp with the height of 50 meters.

EXTRA CREDIT:

Light from the another star in the galaxy reaches the earth in 46 minutes.
The speed of light is 3.0 × 108 m/s. In kilometers, how far is the earth from
the star?
Answer must be in scientific notation
D = V*T
D = 3.0 x 108m/s * 46min * 60
D = 3 x 108 m/s * 2760 seconds
D = 3 x 108 m/s * 2.76 x 103 seconds
D = 8.28 x 1011 meters
D = 8.28 x 1011 meters * 1000
D = 8.28 x 1014 kilometers

QUIZ:​ GPE/KE

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

Hoth:​

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

Calculations: Hoth

Earth GPE = KE
mgh = 0.5mv​2
GPE = KE 7000kg * 1.37 * 9.8m/s​2​ * 125m =
mgh = 0.5mv​2 0.5(7000kg)v2​
7000kg * 9.8m/s2​ ​ * 125m = GPE = 11747750 joules
0.5(7000kg)v​2 11747750 joules = 3500kg * v2​
GPE = 8575000 joules v2​ ​ = 11747750 joules/3500kg
8575000 joules = 3500kg v2​
v​2​ = 8575000 joules/3500kg

v​2 =​ 2450 v​2 =​ 3356.5
v​2 ​= 49.497 m/s v​ ​= 57.94 m/s

Data Table: Gravity (m/s​2​) Velocity in (m/s)
13.426 m/s2​ 57.94 m/s
Planet 9.8 m/s2​ 49.497 m/s
Hoth
Earth

Graph:

Conclusion:
Using the equations for GPE and velocity, I found that the velocity of
the Millenium Falcon is 57.94 m/s and the velocity of the Millenium
Falcon on Earth is 49.497 m/s.
The Millenium Falcon Roller Coaster on Earth and Hoth have different
needs for safety because of the difference in gravity. The difference of
gravity is what causes a difference in speed which is why the roller
coasters need different safety precautions on different planets. The
gravity on earth is 9.8 m/s2​ ​ while the gravity on Hoth is 1.37 * 9.8, or
13.426 m/s2​ .​ When solving for velocity, you need to find the GPE,

which is mass times gravity times height. On Earth, the GPE for the
Millenium Falcon roller coaster is 7000 kg * 9.8m/s​2​ * 125m = 8575000
joules. On the other hand, the GPE for the roller coaster on Hoth is
7000kg * 13.426m/s2​ ​ * 125m = 11747750 joules. Therefore, The larger
the gravity the larger the GPE. To solve for the velocity, I would need
to divide the GPE by half of the mass and then square root the
answer, v = sqrt(GPE/0.5m). Since the masses are the same, both
GPE’s will be divided by the same thing, 3500. So, because the GPE
on Hoth is greater, then the velocity for the roller coaster on Hoth will
be significantly greater. The velocity on Earth would be approximately
49.497 m/s and the velocity on Hoth would be approximately 57.94
m/s. The velocity on Hoth would be more than 8 m/s faster. So, the
roller coaster would extra tighter constraints around the waist and
over the shoulders on Hoth than Earth because of the faster speeds.

Extra Problems:

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

GPE = mgh
800,000J = 3200kg * g * 15m
g = 800000J/(3200kg * 15m)
g = 16 ⅔ m/s​2

2. The Tie Fighter Roller Coaster has a height of 150 m. on Planet
Hoth. Hoth has a gravity of 5.2 m/s​2.​ This roller coaster has a
Potential Energy of 600,000 J. What is the mass of the Tie Fighter?
GPE = mgh
600,000J = m * 5.2 m/s2​ *​ 150m
m = 600,000J/(5.2m/s2​ ​ * 150m)
m = 769.23 kg

QUIZ: Inclined Plane
QUIZ: ​Wednesday and Thursday

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

Hypothesis: ​(Use proper form!)

If the angle of the inclined plane is increased, then the mechanical advantage will
decrease

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

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

Calculations (​ Examples):

IMA = input dist/output dist AMA = outforce/input force Efficiency = AMA/IMA x 100
= 300m/70m = 12N/4N = (3/4.29) x 100
= 4.29 =3 = 70%

IMA = input dist/output dist AMA = outforce/input force Efficiency = AMA/IMA x 100
= 100m/70m = 12N/8N = 1.5/1.43 x 100
= 1.43 = 1.5 = 105%

Data Table: (​ Located on Google Classroom)

Trial Output Output Output Input Input Input AM Efficie
Force (N) Dist. (m) Work (J) Force Dist. Work (J) IMA A ncy

Angle = 13.50 12 70 840 4 300 1200 4.29 3 70%
degrees
70 840
Angle = 20.50 12 6 200 1200 2.86 2 70%
degrees 70 840

Angle = 44.427 8 100 800 1.43 1.5 105%

12degrees

Angle (in degrees) Mechanical Advantage
13.5
20.5 3
44.427 2
1.5

Graph:​ (​ Angle and Mechanical Advantage)

Conclusion:

Option #1 Write a Conclusion.

***Your conclusion must also address which machine would be impossible

and why?

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

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

TEXTBOOK REVIEW pg. 152-153 (1-28) Study these 4
Rubric

Lab Rubric - Data Analysis Sections

1 23

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

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

____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.

One of these machines is impossible. The inclined plane with an
angle of 44.427 degrees is impossible because it has an efficiency of
approximately 105%. This is impossible because the law of conservation of
energy states that energy cannot be created or destroyed in a closed
environment2. By having an efficiency of 105%, the output of energy is
greater than the input of energy3. It is impossible to get extra energy from
energy, that is why the inclined plane with an angle of 44.427 degrees is
impossible. Friction between the object and the inclined plane makes
impossible to even achieve 100% percent efficiency on Earth.

Newton’s First Law of Motion states that an object at rest stays at rest
and an object in motion stays in motion unless acted upon by an outside
force. When using an inclined plane to push a heavy object up, you are
converting the potential energy inside into kinetic energy, which is the
outside force acting upon an object at rest4. The amount of kinetic energy
you convert, energy you push the object with, is based off of the amount of
potential energy stored inside your body, which is what the law of
conservation of energy explains.

2 "The law of conservation of energy: A simple introduction." 22 Nov. 2017,

http://www.explainthatstuff.com/conservation-of-energy.html​. Accessed 12 Apr. 2018.
3 "Is it possible to achieve efficiency more than 100%? - Quora." 30 Jun. 2016,

https://www.quora.com/Is-it-possible-to-achieve-efficiency-more-than-100​. Accessed 12 Apr. 2018.
4 "Newton's First Law - The Physics Classroom."

http://www.physicsclassroom.com/class/newtlaws/Lesson-1/Newton-s-First-Law​. Accessed 12 Apr. 2018.

Simple Machines Presentation:







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

1. Vocabulary - Define and make note cards or quizlet

Conduction - The Heat - Heat energy Insulator - An Calorie - a unit of
definition of is the result of the insulator is a heat energy
conduction is the movement of tiny material or method
movement of particles called that restricts the
something such as atoms, molecules transfer of either
heat or electricity or ions in solids, heat or electricity.
through a medium liquids and gases.
or passage

Convection - the Temperature - The Second Law of Turbine - a
movement caused degree of hotness Thermodynamics - machine for
within a fluid by the or coldness of a The second law of producing
tendency of hotter body or thermodynamics continuous power
and therefore less environment. states that the total in which a wheel or
dense material to entropy of an rotor, typically fitted
rise, and colder, isolated system can with vanes, is made
denser material to never decrease to revolve by a
sink over time. The total fast-moving flow of
entropy can remain water, steam, gas,
constant in ideal air, or other fluid.
cases where the
system is in a
steady state
(equilibrium), or is
undergoing a
reversible process.

Radiation - the Heat Engine - a Specific Heat - the Generator - a
emission of energy heat engine is a heat required to dynamo or similar
as electromagnetic system that raise the machine for
waves or as moving converts heat or temperature of the converting
subatomic particles, thermal unit mass of a mechanical energy
especially energy—and given substance by into electricity.
high-energy chemical a given amount
particles that cause energy—to (usually one
ionization. mechanical energy, degree).

which can then be
used to do
mechanical work.

First Law of Conductor - A Kinetic Energy -
Thermodynamics - material or an energy that a body
It states that the object that possesses by virtue
change in the conducts heat, of being in motion.
internal energy ΔU electricity, light, or
of a closed system sound.
is equal to the
amount of heat Q
supplied to the
system, minus the
amount of work W
done by the system
on its surroundings.
An equivalent
statement is that
perpetual motion
machines of the
first kind are
impossible.

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

The molecules of solids, liquids, and gases are made up of molecules. As shown in the
diagram, as more energy is added to a solid, the molecules move more. As more
energy is added, the liquid becomes a gas and the molecules move further apart from
each other. For example, as you add energy/heat to ice, the molecules of the ice move
quicker and when enough energy is added to make the ice more than 0 degrees
celsius, the solid becomes a liquid. When even more heat energy is added to the water

and it becomes 100 degrees celsius, the liquid becomes a gas. As more or less heat is
added, the molecules react differently and results in a solid, liquid, or gas.

3. Discuss the energy needed to change a 15 gram ice cube into steam. Use a
graph and one calculation from our unit on Phase Changes.
0℃ ice => 0℃ water: 335.55J/g * 15g = 5033.25 J
0℃ water =>100℃ water: 4.186 J/g * 15g * 100℃ = 6279 J
100℃ water => 100℃ steam: 2257 J/g * 15g = 33855 J
Total = 5033.25 J + 6279 J + 33855 J = 45167.25 J

4. What is the difference between Heat and Temperature? Provide a definition,
picture and video link to help you review.
Heat is the amount of kinetic energy of an objects moving molecules. Temperature is
the measure of the average heat energy of molecules.

Heat and Temperature - YouTube

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