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Joseph Whitright (Class of 2022) - Blue Science Portfolio

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Published by jwhitright1, 2018-06-06 10:01:09

Joseph Whitright (Class of 2022) - Blue Science Portfolio

Joseph Whitright (Class of 2022) - Blue Science Portfolio

Blue Science Portfolio

Directions: ​You have been asked to create a digital science portfolio that
represent your growth towards specific skills throughout the year. The portfolio
will showcase your lab reports, assessments and presentations that you will
complete in science class. You will be expected to edit and revise the additions
to the portfolio throughout year. The final project will be submitted to
http://anyflip.com/​ in June.

Scientific Method Scavenger Hunt

Please visit the following websites, read carefully and respond to the
questions.

Website 1: h​ ttp://www.biology4kids.com/files/studies_scimethod.html
Questions:
1. What is the scientific method?
It is a process that scientists use to study the world. It can also be used to see if
a theory is accurate.
2. What sample questions are given that science can answer?
Why do spiders spin webs, why do cats and dogs have hair, etc.
3. How does science allow the world to “advance, evolve and grow?”
Because it proves things that people did not believe before and knowing about
the world we live in can affect the way we live.
4. What is the difference between inductive and deductive reasoning?
Deductive reasoning starts with a general theory, statement, or hypothesis and
then works its way down to a conclusion based on evidence. Inductive reasoning
starts with a small observation or question and works its way to a theory by
examining the related issues. Credit -
https://www.livescience.com/21569-deduction-vs-induction.html

Website 2:
http://phet.colorado.edu/sims/html/balancing-act/latest/balancing-act_en.ht
ml
Questions:
1. Make some changes to the Lever.
2. What are the variables that you can change?
I can change the weight on both sides, and the way they are placed on the lever.
3. Conduct a simple experiment and discuss your basic results.
I put 20 on the right side, I then put 20 closer to the middle on the left side. I
tested it, and the lever fell to the right side. So, I ended up putting 2 more 20
weights on the left side towards the middle. However, it still fell to the right side.
But when I put one more 20 kg weight on the left side, The lever fell to the left. It
took 80 pounds to take over only 20 pounds on the other side.
4. What were your observations?
-It took 4 times the weight on one side but it was closer to the middle

Website 3:h​ ttps://www.youtube.com/watch?v=OgS46ksAawk
Questions:
1. Describe her basic experiment.
She was seeing if you take oxygen out of a container that it would make the
apples not brown because they are not exposed to oxygen.

Scientific Method
1. Scientific Discoveries Presentation
2. QUIZ: Scientific Method

P​ roblem Statement
How people´s performance can be increased using caffeine while playing video
games

Hypothesis

If people drink caffeine, then they will be more alert.

Independent Variable If people who do If the people who
not use a drink use the 30g drink
The energy drinks If the people are are worse have heavily
performance in more aware increased
the game performance

Dependent Variable
Their performance and if caffeine helped them

Constants​ (Pick 2) If a person has more experience with
the game than another
If the the person drank more of the
caffeine drink than another

Control
People who did not drink an energy drink

Basic Procedures:​
(List 5-8 steps)

1. Think of hypotheses
2. Setup all equipment that you are going to use
3. Have an even amount of people drink each types of the drinks, and leave

an amount of people to not drink any of the energy drinks.
4. Have the people play the video game
5. Record results and place them into a table
6. Write a conclusion

Data Table:​ (Place data table here)

Score average

No drink 360
drink 1 665
drink 2 720
drink 3 999

Graph:​ (Place graph here)

Conclusion:​ The purpose of this experiment was to figure out if caffeine
improved people's awareness and if it improved their video game skill. My
hypothesis was if you drink caffeine, people will be more alert. I conducted this
experiment by having 4 groups of people who drank 3 different types of energy
drinks with different amounts of caffeine. The 4th group was people who did not
drink an energy drink. The, experiment proved that my hypothesis was correct
because the drinks did improve people's performance . This experiment was
helpful to find out if caffeine did improve people's alertness.6
Purpose, Hypothesis, Description, Data or evidence, Improvements, Conclusion

3. Activity: Phase Change of Water
Directions:

● Melt the ice water and record the temperatures every 30 seconds until you
reach the boiling point of water.

● Record the temperatures on the following data table:
​ C​ onstruct a graph of your results. *​Use Link on Classroom

● Respond to the Critical Thinking Questions

Graph:

Critical Thinking Questions:

1. When did the temperatures stay the same on the graph? Why did the

temperatures stay the same at 2 points during the lab?

Because when they stayed the same, they were experiencing phase

change at that moment.

2. How would the graph be different if we tried this experiment with Gold?

Explain:

It would take a lot more degrees to make it change its phase, and it would

take a lot longer.

3. What is the role of energy during the phase changes?

Kinetic energy makes the bonds break between the molecules, and it

makes the molecules separate and

become farther apart from each other.

4. Describe the motion of the molecules throughout the experiment. Find
diagrams that show the motion.

The molecules grew faster and more spread apart throughout time, when
the temperature increases.

5. How does the Average Kinetic Energy change throughout the
experiment? (Be specific)

The average kinetic energy in ice is very slow, while in gas it is very fast
moving.

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:

The 200 mL one will boil faster than the 400 mL one since it is less volume.
The pressure of the 200 mL beaker is less than the 400 mL beaker. So, the
200 mL beaker will turn to vapor faster.

A.Heat Energy
The result of the movement of tiny particles called atoms molecules or ions
in solids, liquids and gases.

B.Temperature
The measure of heat or cold in a substance.

C.Average Kinetic Energy
The average speed of molecules

D.Specific Heat
The amount of heat per unit mass required to raise the temperature by one
degree celsius.

E.Latent Heat (Define it)
Energy that is released or absorbed by a body or thermometer during a

constant temperature process
7. Why do we put water in a car’s engine? Explain:
We put water in a car's engine to keep it from overheating, it acts as a

coolant.

Name: Joey Whitright
Class: Science
Teacher: Lopez
Date: 9/26/17

Investigation Title:

I. Investigation Design
A. Problem Statement:
How can you find an unknown metal using density

B. Hypothesis:

If the unknown metal´s density is known, and since every metal has its own
density, you will be able to find out what metal it is.

C. Independent Variable:
Levels of IV

The type copper bronze aluminu brass tin zinc
of Metal m

D. Dependent Variable:
How dense the metal objects are

E. Constants: If the cylinders were If there was slightly more
slightly different water in one beaker than
If the triple beam another
balance was slightly off

F. Control:
Water

G. Materials: (List with numbers)
1. A triple beam balance
2. The 8 different samples of metals
3. A graduated cylinder
4.) A plastic beaker

H. Procedures: (List with numbers and details)
1. Find out how much each sample weights using the triple beam balance
2. Fill up graduated cylinder with water and take note of how much is in the
cylinder
3. Put the object in the graduated cylinder, making sure it is submerged and
take a note of how much mL the water has now
4. Take the original water sample and subtract it by the new sample you just
measured
5. This number will be its volume. Divide the its volume by its mass you found
earlier with the beam balance
6. See the density of the metals and compare them to which metal has the
same density

II. Data Collection
A. Qualitative Observations:

● Most of the unown metals tested were similar or matched or with other
metals

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

Unknown Objects Density (g/cm3)
A 8.55
B 9.88
C 9.05
D
11.44

E Day 1 7.25
F 7.25
G 2.98

brass 8.55
copper 9.88
bronze 9.05
copper 11.44
tin 7.25
zinc 7.25
Aluminum 2.98
Aluminum 2.57

2. Graph

3. Calculations
Show 3 Math Examples
Copper

1.
D = m/v

= 27 g
3 cm3

= 9 g/cm3​

2. D = Mass/Volume

1.) Copper
D= m/v

= (28.6)g/ (2.5)cm3​
= 11.44 g/cm​3

2.) Copper
D=m/v
= (266.9)g/ (27)cm​3
= 9.88 g/cm3​

3.) Zinc
D=m/v
= (24.7)g/ (4) cm​3
= 6.175 g/cm3​

III. Data Analysis/Conclusion

This experiment was conducted to figure out if you can figure out an
unknown metal by its density. Our hypothesis is if density is known then unknown
metals can be correctly identified because every metal has it’s own density.’ The
independent variable for this experiment is the type of metal. The dependent
variable for this experiment is how dense the metal items are. We conducted this
experiment by finding how much the metal weighs using a triple beam balance.
Then, we found out how much volume it had using a water beaker. We divided
the number of the volume by its mass we found earlier. The number that we got
was the density. We matched this number to see if we could find a number that
matched. Most of the metals in our experiment were close to the density of the
actual metal, however, there were some that did not match up perfectly or even
close. For example, the density we calculated for copper had a density of 11.44,
when the actual density is 8.96. In conclusion, this experiment helped us find out
the densities of metals and also find out if we could use density to find an

unknown metal.
IV. Research and Applications
5 6-8 sentences about your topic
*How does Density relate to Plate Tectonics?

They relate because the density of plate tectonics make them move. The
density makes them rise because of the buoyancy. The heat makes the plates
move up because they are less dense. The plates can form a mountain when
they collide. The plates can also move apart. Overall, the tectonic plates relate to
density because it makes them move.
V. References and Citations

https://www.khanacademy.org/partner-content/amnh/earthquakes-and-volcanoes
/plate-tectonics/a/plates-on-the-move
http://www.geo.cornell.edu/geology/classes/Geo101/101week9_f05.html

QUIZ: Phase Changes 2017
Calculate Heat Energy:
Apply the following Equations:
Heat = Mass * Heat of Fusion
Heat = Mass * Change in Temperature * SH
Heat = Mass * Heat of Vaporization
Data Table:

Metal Mass Heat Melting Boilin Heat of Specifi Heat
of Pt.​ (C) g Pt. Vaporizatio c Heat Energ
Fusion (C) n (cal/gC) y
(cal/g) (cal)
(cal/g)

Water 37 g 80 0 100 540 1

Silver 37 g 26 961 2212 2356 0.057

Directions: ​Determine the Heat Energy required to completely evaporate the
substances in the data table.
*SHOW ALL MATH STEPS
Math Steps (____ out of 4)

A.Water

Heat = mass x H​fusion
Heat = 37 g x 80 cal/g
Heat = 2960 calories

Heat = m x Δ temperature x SH
Heat = 37 g x 100 x 1
Heat = 3700 Calories

Heat = m x H​vaporization
Heat = 3​ 7 g x 540 cal/g
Heat = 19,980 calories

Total Heat = 2960 cal + 3700 cal + 19980 cal
Total Heat = 26640 calories

Scientific Notation: 2.664 x 104​

B. Silver

Heat = mass x H​fusion
Heat = 37 g x 26 cal/g
Heat = 962 calories

Heat = m x Δ temperature x SH
Heat = 37 g x 1251o​ ​ C x 0.057
Heat = 2638.4 calories

Heat = m x H​vaporization
Heat = 37 g x 2356 cal/g
Heat = 87,172 calories

Total Heat = 962 cal + 2638.4 cal + 87172 cal
Total Heat = 90772.4 calories
Scientific Notation: 9.1 x 104​
Graph your Results:
On the y-axis, it is degrees in C

Writing (_____ out of 4)
Questions:
1. How are Heat and Temperature different for the following pictures of

boiling​ water? Explain:​ (Hint: Use the Heat equation)

You have to multiply the grams by the heat, and there is a lot more mass of water
in the ocean than there is in the cylinder. It will take more energy to cool the
ocean. If you add an ice cube to both, the temperatures will be different. If you
make the temperatures the same, they will have the same heat.

2. How can you use the unit (cal/gC) to explain the difference between
Water and Silver?
cal/gC is also known as the specific heat of an object. When you add 1
cal/gC to water, it will move up 1o​ ​ C. However, when you add 1 cal/gC to
silver, it will not move up 1o​ .​

3. Would it be possible for there to be solid oxygen on another planet?
Explain:
Oxygen Melting Point: -218 C
Oxygen Boiling Point: -183 C
Yes because chemical reactions on a different planet are likely, and it could
cause the oxygen to freeze or be solid if the planet is cold enough.

Name: Joey Whitright
Class: Science
Teacher: Lopez
Date: 9/26/17
Investigation Title:

I. Investigation Design
A. Problem Statement:

How can you find an unknown metal using density

B. Hypothesis:

If the unknown metal´s density is known, and since every metal has its own
density, you will be able to find out what metal it is.

C. Independent Variable:
Levels of IV

The type copper bronze aluminu brass tin zinc
of Metal m

D. Dependent Variable:
How dense the metal objects are

E. Constants: If the cylinders were If there was slightly more
slightly different water in one beaker than
If the triple beam another
balance was slightly off

F. Control:
Water

G. Materials: (List with numbers)
1. A triple beam balance
2. The 8 different samples of metals
3. A graduated cylinder
4.) A plastic beaker

H. Procedures: (List with numbers and details)
1. Find out how much each sample weights using the triple beam balance

2. Fill up graduated cylinder with water and take note of how much is in the
cylinder

3. Put the object in the graduated cylinder, making sure it is submerged and
take a note of how much mL the water has now

4. Take the original water sample and subtract it by the new sample you just
measured

5. This number will be its volume. Divide the its volume by its mass you found
earlier with the beam balance

6. See the density of the metals and compare them to which metal has the
same density

II. Data Collection
A. Qualitative Observations:

● Most of the unown metals tested were similar or matched or with other
metals

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

Unknown Objects Density (g/cm3)
A 8.55
B 9.88
C 9.05
D
E 11.44
F 7.25
G 7.25
2.98
brass
copper Day 1
bronze 8.55
copper 9.88
9.05

11.44

tin 7.25
zinc 7.25
Aluminum 2.98
Aluminum 2.57

2. Graph

3. Calculations
Show 3 Math Examples
Copper

1.

D = m/v

= 27 g
3 cm3

= 9 g/cm​3

2. D = Mass/Volume

1.) Copper
D= m/v

= (28.6)g/ (2.5)cm​3
= 11.44 g/cm​3

2.) Copper
D=m/v
= (266.9)g/ (27)cm​3
= 9.88 g/cm​3

3.) Zinc
D=m/v
= (24.7)g/ (4) cm3​
= 6.175 g/cm​3

III. Data Analysis/Conclusion

This experiment was conducted to figure out if you can figure out an
unknown metal by its density. Our hypothesis is if density is known then unknown
metals can be correctly identified because every metal has it’s own density.’ The
independent variable for this experiment is the type of metal. The dependent
variable for this experiment is how dense the metal items are. We conducted this
experiment by finding how much the metal weighs using a triple beam balance.
Then, we found out how much volume it had using a water beaker. We divided
the number of the volume by its mass we found earlier. The number that we got
was the density. We matched this number to see if we could find a number that
matched. Most of the metals in our experiment were close to the density of the
actual metal, however, there were some that did not match up perfectly or even
close. For example, the density we calculated for copper had a density of 11.44,
when the actual density is 8.96. In conclusion, this experiment helped us find out
the densities of metals and also find out if we could use density to find an
unknown metal.
IV. Research and Applications
5 6-8 sentences about your topic
*How does Density relate to Plate Tectonics?

They relate because the density of plate tectonics make them move. The
density makes them rise because of the buoyancy. The heat makes the plates
move up because they are less dense. The plates can form a mountain when
they collide. The plates can also move apart. Overall, the tectonic plates relate to
density because it makes them move.

V. References and Citations

https://www.khanacademy.org/partner-content/amnh/earthquakes-and-volcanoes
/plate-tectonics/a/plates-on-the-move
http://www.geo.cornell.edu/geology/classes/Geo101/101week9_f05.html

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) C

Air (Oxygen, nitrogen, carbon D
monoxide…)

K​2S​ O​4 D
A
Twix, snickers, pretzels, popcorn in a
bag

II. Directions:​ Determine the Mass % of each mixture and construct the

appropriate graphs.

Mixture A Mass (g) %

Large Rocks 125 52

Small Rocks 75 31

Coarse Sand 32 13

Iron 9 3

Mixture B Mass (g) %
Large Rocks 205 53
Small Rocks 58 15
Coarse Sand 97 25
Iron 29 7

Calculation Examples (​ Provide 2 Examples showing how you determined the

Mass %)

1) Large rocks(1) 205 / 389 = .52699.. 2) Small rocks(1)58 / 389 =

.149100..

205 / 389 = 53% 58 / 389 =

15%

Graphs:
Mixture A

Mixture B

Part III.​ Determine the Mass % of Elements in each Compound:
K​2S​ O4​ ​ - Potassium Sulfate
(Show Math Here)
K2​ ​ 39 = 78/170 = 46%
S​13​ 2​ ​= 32/170 = 19%

O​41​ 6 = 16/170 = 35%
Na​3P​ O​4​ - Sodium Phosphate
(Show Math Here)
Na3​ 2​ 3 = 69/164 = 42%
P​1 3​ 1 = 31/164 = 19%
O4​ ​16 = 64/164 = 39%

Graphs:
1-

2-

IV. Conclusion:
1. Explain the difference between Mixtures and Compounds using data. Compare

the pie charts.
The pie charts are different because they are different compounds and they have
different objects.
2. E​ xplain how you separated the Salt from the Sand. Use as much new
vocabulary as you can.

By using a funnel, you filtered the sand and salt in it. Then we boiled the water,
and put the salt and sand in it. The salt disintegrated in the water while the sand
stayed. Then we drained the water and got only the sand.

These Videos helped with the understanding of solubility:
https://www.youtube.com/watch?v=kWNhTtfOAEE&noredirect=1
https://www.khanacademy.org/science/chemistry/states-of-matter/v/solubility

Our “iCan” Presentation







Quizlet for chemistry test:
https://quizlet.com/255687016/chemistry-test-review-flash-cards/

Atomic structure portfolio:

1) - Cover Page

2)

​https://www.livescience.com/37206-atom-definition.html
● This article is about what an atom is.
● It tells that atoms are made up of a nucleus, protons, electrons
● Atoms were created when the big bang happened, about 13.7 billion
years ago
● It explains the structure of some atoms such as beryllium

John Dalton -
https://www.biography.com/people/john-dalton-9265201

- He was ​ born September 6, 1766, in Eaglesfield,
England

- While studying the nature and chemical makeup of air
in the early 1800s, Dalton learned that it was not a
chemical solvent

J.J. Thompson - h​ ttps://www.biography.com/people/jj-thomson-40039

- J.J. Thomson was born on December 18, 1856
- Thomson devised better equipment and methods than

had been used before. When he passed the rays
through the vacuum, he was able to measure the angle
at which they were deflected and calculate the ratio of
the electrical charge to the mass of the particles.

Rutherford -
https://www.biography.com/people/ernest-rutherford-39099

- Ernest Rutherford was born in rural Spring Grove,
on the South Island of New Zealand on August 30,
1871

- Rutherford and Thomson studied the effects of
X-rays on the conductivity of gases, resulting in a

paper about dividing atoms and molecules into ions.

3)

Video

- The first video shows video teaches chemistry for students.
- It talks about the structure of atoms, ions, and more.

Video2

- This video mainly talks about what an ion is.
- An ion is “​an atom or molecule with a net electric charge due to the loss or gain of one 

or more electrons.”  
 
 
 

 
 
4) h​ ttps://phet.colorado.edu/en/simulation/isotopes-and-atomic-mass
This simulator was about teaching how an atom works. You can change the element, add 
neutrons and more.  
 
a) For example, you can add a neutron to the element beryllium and it will go up one mass 
number.  
b) They are used by scientists to balance and difference in the amount of neutrons in an 
element 
5)  
Mendeleev was a scientist that was very passionate about chemistry. Over the years, he created 
a way to organize elements on a table. He was able to make new compounds and more using 
this table. He lived a successful life from 1834 to 1907. 

The periodic table is organized into similar families. This is because they have similar chemical
properties.

Trends in the periodic table are things such as patterns that occur in it.

a) Alkali Metals are elements that make up the first group i​ n the periodic table.​ They are
similar because they are all “​very reactive, electropositive, monovalent metals forming
strongly alkaline hydroxides.”

b) Alkaline Earth Metals are elements that make up the second group ​in the periodic table.​
They are similar because they are all “​reactive, electropositive, divalent metals, and form
basic oxides that react with water to form comparatively insoluble hydroxides.

c) Halogens are elements that make up the 17th group in the periodic table. They are all
chemically related.

d) Noble gases are elements that make up the 18th group in the periodic table. They are all
gaseous.

6)
https://www.livescience.com/51060-niels-bohr-legacy-lecture.html

- I chose an article explaining who Niel Bohr is and why he was famous
- Niel Bohr was a scientist that made a new diagram called the Bohr

Model
- He won an award for his diagram he came up with
- He was a professor
- He was alive from 1885 to 1962

This website lets you build an atom:
https://phet.colorado.edu/en/simulation/build-an-atom

Quiz on isotopes:

QUIZ:​ Isotopes Date: 2.6.18
Name: Joey Whitright
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

45,840 .25

51,570 .125

57,300 0

Hint: Remember to add gridlines

Graph: ​(place graph here)

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

3,191 years old
2. How old is the following fossil?
Fossil B - 15% of Isotope A remaining

15957 years old

3. What percentage of Isotope A is remaining if the fossil is 1200 years old?
(Use your graph)
87 %

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.

(34.969 x .7553) + (36.966 x .2447)
(26.4120857) + (9.0455802)
35.4576659 amu

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

(27.9769 x .922297) + (28.9765 x .046832) + (29.9738 x .030872)
(25.80301094) + (1.357027448) + (.9253511536)
28.08538954 amu

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 determine the number of neutrons for each isotope, you subtract atomic number of
the element from the mass number. For example, in problem #1, 35Cl has a mass of 34.969,
and an atomic number of 17 (34-17=17 neutrons.) 37Cl has a mass of 36.966, and the atomic
number is 17 (37-17=20 neutrons.)

The percent of abundance contributes to the average atomic mass of the element
because the more abundant the isotope is, the more it will contribute to the overall mass. For
example, in problem #2, 28Si contributes about 92% to the overall mass, while the other 2
isotopes contribute much less. The average amu is going to be closer to 28Si.

My velocity story and data:

Velocity Story

Name: Joey W Date: 2/13

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)
.29
Walking from my table to the triple 3 1/2 12
beam balances .55

Walking from triple beam balances 6 11 2
to teachers desk
1.12
Teachers desk to the pencil 6 3 .83333
sharpener .46

Pencil sharpener to locker 949 9.49 8.5

Locker 949 to bathroom door 10 12

Bathroom door to desk 16 34.5

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

Story:
I walked from my desk to the triple beam balance so that i could see how heavy

my pencil was without being sharpened. I went at a speed of .29 m/s and made a distance
of 3 1/2m. After, I went to the teachers desk to ask him to go to my locker and to the
bathroom at a speed of .55 m/s, and a distance of 6m. Before I went, however, i had to
sharpen my pencil for my project, I walked to the pencil sharpener with a speed of 2 m/s,
and went 6m. I went to my locker to put away my book at a speed of 1.12 m/s, and a
distance of 9.49 m. Then i went to the bathroom, with a rate of.83 m/s, and walked a
distance of 10m. After this, I proceeded to my seat to finish my science project with a
speed of .46 m/s, and a distance of 16m.

Velocity project:

Velocity Project 2018

Due: Wednesday night February 21,2018

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

- Speed refers to how fast an object is moving
- Velocity refers to the rate at which an object changes position in a certain

direction

Example: Speed can focus on the turns you take on a road. Velocity focuses on the
displacement as well as the time.

2. Hartford -> Rio De Janeiro (7802 kilometers apart) 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:
*Provide a map showing your cities
*Show Detailed Math Steps

A. Fastest Runner - 45 km/h
T = D/V
T = 7802 km/45 km/hr
T = 173.38 hours

B. Model T Ford - 72 km/h
T = D/V
T = 7802 km/72 km/h
T = 108.36 hours

C. Hindenburg - 135 km/h
T = D/V
T = 7802 km/135 km/h
T = 57.79 hours

D. Tesla top speed - 249 km/h
T = D/V
T = 7802 km/249 km/h
T = 31.11 hours

E. Fastest train - 603 km/h
T = D/V
T = 7802 km/ 603 km/h
T = 12.94 hours

F. F35 Fighter Jet - 1​ ,930 km/h
T = D/V
T = 7802 km/1,930 km/h
T = 4.04 hours

G. Samson Switchblade Flying Car - 322 km/h
T = D/V

T = 7802 km/ 322 km/h
T = 24.23 hours

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

In Rio De Janeiro, I would like to see a soccer game at the Maracana Stadium.
This is a famous stadium built in 1950 and is a popular tourist attraction. I would love to
eat at ​Restaurante Olympe s​ ince the food looks interesting and they use good
ingredients. R​ io De Janeiro was founded March 1, 1565 by the Portuguese. Brazil
became independent in 1889. Rio was actually capital of brazil in 1889 as well.

4. Determine and graph an 18% increase in Velocity for each vehicle - Show how
the Times would be affected by the increase in speed. Show a double bar graph
with the 2 different times for each vehicle.
*Include pictures and brief description of each mode of transportation

A. Fastest Runner:

T = D/(V x 1.18)
T = 7802 km/(45 x 1.18)
T = 7802 km/53.1 km/h
T = 146.93032 hours

B. Model T Ford: 72 k/m x 1.18 = 84.96
T = D/(V x 1.18)
T = 7802 km/(72 x 1.18) km/h
T = 7802 km/84.96 km/h
T = 91.8314501 hours

C. Hindenburg - 135 km/h x 1.18
T = D/(V x 1.18)
T = 7802 km/159 km/h
T = 49.07 hours

D. Tesla top speed - 249 km/h x 1.18
T = D/(V x 1.18)
T = 7802 km/(249 x 1.18)
T = 7802 km/293.82 km/h

T = 26.5536723 hours

E. Fastest train - 603 km/h
T = D/(V x 1.18)
T = 7802 km/ (603 x 1.18) km/h
T = 7802 km/711.54km/h
T = 10.9649493 hours

F. F35 Fighter Jet - ​1,930 km/h
T = D/(V x 1.18)
T = 7802 km/(1,930 x 1.18) km/h
T = 7802 km/​2277.4 km/h
T = ​3.42583648 hours

6. Use a math calculation to show how long it would take the F 35 Fighter Jet to
get to Sun Saturn Neptune (Use scientific notation)

Sun)
T = D/V
T = ​1.496 × 108​ ​km/ 1930 km/h
T = 775,12.9534 hours

Saturn)
T = D/V
T = 1.2​ ​x 10​9​ km / 1,930 km/h
T = 621,761.66 hours

Neptune)

T = D/V
T = 4.3 x 10​9 ​km / 1930 km/h
T = 618883.132 hours

Sine Chart:

Unit 1: Uniform Motion Name_______________________________
Worksheet 8 Date__________________Period________

Speed and Velocity Problems

1. What is the a​ verage speed ​of a cheetah that sprints 100 m in 4 s? How about if it sprints

50 m in 2 s?

V = D/T V = D/T

V = 100m/4sec V = 50m/2sec

V = 25m/s 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?

D=VxT
D = 60km/hr x 4hrs
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 = 200m/25sec
V = 8m/s

4. Light and radio waves travel through a vacuum in a straight line at a speed of very nearly

3.00 ×​ ​ 10​8​ m/s. How far is light year (the ​distance​ light travels in a year)? Answer: 9.50
×​ 10​15​ m.

D = 300000000 x 60

D = 18000000000 x 60

D = 1.08 x 10​10​ x 24
D = 2.5921​ 3 ​x d365 day
D = 9.5 x 101​ 5m​

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 = D/T
V = 406km/7h V = 406000m/25200sec
V = 58 km/h V = 16.1111111m/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/720m/s

T = 4.5s

7. Light from the sun reaches the earth in 8.3 minutes. The speed of light is 3.0 ​×​ 108​ ​ m/s.

In kilometers, how far is the earth from the sun? Answer: 1.5 ×​ ​ 108​ ​ km.

D=VxT
D = 300000000m/s x 498 sec
D = 149400000000m

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=VxT D=VxT D=VxT
D = 20km/60min x 2 V =
(50+20+25)/3 D = 0.666666666

D = 25km/60min x 4min D = 50km/60min x 8

10.7m/s

D = 1.66666667 D = 6.66666666

1.66666667 + + 6.66666666 + 0.666666666 = 9

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.

T= D/V T= D/V V = D/T
T = 1/100 T=1/1 V = 2/1.01
T= .01 T= 1 V = 1.98

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.

T = D/V T = D/V V = D/T D=TxV D=TxV

T = 100/5 T = 100/1 V = 200/120 D = 100s x 5m/s D = 100s x

1m/s

T = 20 T = 100 V =1.666667m/s D = 500 D = 100

V=D/T
V=600m/200s
V=3
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?

T=DxV V = D/T
T = 200km/hr x 4laps V=
T = 800

170 x 2 + X x 2 = 800
340 + 2X = 800

2X = 460

X = 260 He must maintain 260 m/s

12. 2A 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/V 1.11111111
T = 100/90
T = 1.11111111

13. The peregrine falcon is the world's fastest known bird and has been clocked diving
downward toward its prey at constant vertical velocity of 97.2 m/s. If the falcon dives
straight down from a height of 100. m, how much time does this give a rabbit below to
consider his next move as the falcon begins his descent?

T = D/V
T = 97.2/100
T = .972

More Speed and Velocity Problems

14. Hans stands at the rim of the Grand Canyon and yodels down to the bottom. He hears his
yodel back from the canyon floor 5.20 s later. Assume that the speed of sound in air is
340.0 m/s. How deep is the canyon?

D=VxT
D = 340m/s/5.2s
D =65.3846154

15. The horse racing record for a 1.50 mi. track is shared by two horses: Fiddle Isle, who ran
the race in 143 s on March 21, 1970, and John Henry, who ran the same distance in an
equal time on March 16, 1980. What were the horses' average speeds in:
a. mi/s?
b. mi/hr?

V = D/T V = 0.0104895105m/s x 60
V= 1.5mi/143s V = 0.62937063 m/h
V = 0.0104895105m/s

16. For a long time it was the dream of many runners to break the "4-minute mile." Now

quite a few runners have achieved what once seemed an impossible goal. On July 2,

1988, Steve Cram of Great Britain ran a mile in 3.81 min. During this amazing run, what

was Steve Cram's average speed in:

a. mi/min?

b. mi/hr?

V = D/T

V = 3.81miles/4min V = 0.9525 x 60

V =0.9525 miles/min V = 57.15 miles/hr

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

T = D/V T = D/V = T = D/V She is late by 2 seconds
T = 35m/3.5m/s T = 48m/1.2m/s T = 60m/5m/s
T = 10s T =40s T = 12

18. During an Apollo moon landing, reflecting panels were placed on the moon. This

allowed earth-based astronomers to shoot laser beams at the moon's surface to determine

its distance. The reflected laser beam was observed 2.52 s after the laser pulse was sent.
The speed of light is 3.0 ×​ ​ 108​ ​ m/s. What was the distance between the astronomers and
the moon?

D=VxT

D = 300000000m/s x 2.52s

D = 756000000 m

19. For many years, the posted highway speed limit was 88.5 km/hr (55 mi/hr) but in recent

years some rural stretches of highway have increased their speed limit to 104.6 km/hr (65

mi/hr). In Maine, the distance from Portland to Bangor is 215 km. How much time can

be saved in making this trip at the new speed limit?

T = D/V T =D/V

T =215km/88.5km/hr T = 215km/104.6km/hr

T = 2.42937853hrs T = 2.05544933 It would save around 40 minutes

20. The tortoise and the hare are in a road race to defend the honor of their breed. The

tortoise crawls the entire 1000. m distance at a speed of 0.2000 m/s while the 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?

T = D/V T = D/V T = D/V The tortise wins by 47

seconds

T = 1000m/.2m/s T = 200/2 T = 800/3

T = 5000 seconds T = 100seconds+4680T = 266.666667

21. Two physics professors challenge each other to a 100. m race across the football field.

The loser will grade the winner's physics labs for one month. Dr. Rice runs the race in

10.40 s. Dr. De La Paz runs the first 25.0 m with an average speed of 10.0 m/s, the next

50.0 m with an average speed of 9.50 m/s, and the last 25.0 m with an average speed of

11.1 m/s. Who gets stuck grading physics labs for the next month?

T = D/V T =D/V T =D/V T =D/V

T = 100m/10.4sec T = 25m/10sec T = 50m/9.5sec T =25m/11.1s

T = 9.61538462sec T = 2.5m/s T = 5.26315789m/s T =2.25225225m/s =

10.0154101

Dr Rice needs to grade the papers.

Quiz on motion:

QUIZ: Motion

Name:​ Joey W. Date:​ 3/1

Formulas:

A= v2 −v1 V2 = V1 + (a * T) T= V2−V1
T2 a

1. 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 m/s − 0 m/s
14 s

A = 6.35714286 m/s

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 m/s + (18 m/s/s x 5)
V2 = 90 m/s/s

2. 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 m/s − 0 m/s
16 m/s/s

T = 3.0625 m/s/s

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

D=VxT

D = 3.0 ​×​ 108​ ​ m/s x 4.6

D = ​1380000000 m/s

D = 1.38 × 10​9​ m/s

Directions:​ Choose 4 or 5

4. 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.

a. Does Suzette make it to class on time or does she get detention for being late again?

5. 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?

Tortoise)
T = D/V
T = 1000 m / .35 m/s
T = 2857.14286 s

Hare) Hare after nap)
T = D/V T = D/V
T = 200 m / 1.85 m/s T = 800 m / 4.2 m/s
T = 108.108108 s T = 190.47619 s

Hare final time)
108.108108 s + 190.47619 s + 4320 s = ​4618.5843 s

Difference in time
4618.5843 s - 2857.14286 s =
1761.44144

The tortoise won the race by 1761.44144 seconds over the hare.

6. What is the Acceleration of the Cart on the Ramp? Determine the Angle of the Ramp (A).

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

Which Angle had the greatest Acceleration? Write a Conclusion based on your findings. Create
a Graph if you have time.

Height of
Ramp

(Opposite Time Velocit Dist. Velocit Acceleratio

) Dist. 1 1 y 1 2 Time 2 y 2 n Angel

50 m 100 m 10 sec. 10 m/s 100 m 5 sec. 20 m/s 2 m/s 15 degrees
100 m 5 sec. 20 m/s 100 m 2 sec. 50 m/s 5 m/s 30 degrees

100 m
Graph:
Ramp 1 acceleration = 2 m/s
Ramp 2 acceleration = 15 m/s
Conclusion:
The second angel had an overall highest acceleration. This is because the time was less, resulting
in a greater acceleration. It also had a greater velocity. The acceleration on ramp 2 was 15 m/s,
while on ramp 1 is 2 m/s. In conclusion, ramp 2 had a higher acceleration.

EXTRA CREDIT:
Light from the another star in the galaxy reaches the earth in 46 minutes. The speed of light is
3.0 ​×​ 10​8​ m/s. In ​kilometers,​ how far is the earth from the star?

Answer must be in scientific notation

D=VxT
D = (3.0 ×​ ​ 10​8​ m/s) / 1000 x 2760 s
D = 300000 m/s x 2760 s
D = 828000000 km

Our GPE presentation on rollercoasters:


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