Joseph Whitright (Class of 2022) - Blue Science Portfolio

Potential Energy Project
Due: Friday 3/17

Define and make note cards or QUIZLET for the following words:

Quizlet​: ​https://quizlet.com/275029255/scientific-potential-energy-terms-flash-cards/

Energy: t​ he strength  Joules: scientific unit Chemical Potential Law of Conservation
and vitality required  of energy
for sustained  Energy: t​ he energy  of Energy: ​the total 
physical or mental  stored in the  energy of an isolated 
activity. chemical bonds of a  system remains 
substance constant — it is said 
to be conserved over 
time

Kinetic Energy: ​the  Kilojoules: scientific Elastic Potential Gravity: t​ he force that 
energy that it  unit of energy Energy: ​the energy attracts a body 
possesses due to its  stored in elastic toward the center of 
motion materials as the the earth, or toward 
result of their any other physical 

stretching or body having mass
compressing

Potential Energy: ​the Gravitational Mechanical Energy:
stored energy of Potential Energy: ​the
position possessed energy stored in an the energy that is 
by an object. object as the result of possessed by an 
its vertical position or object due to its 
height motion or due to its 
position

Resource:​ h​ ttp://www.physicsclassroom.com/class/energy/Lesson-1/Potential-Energy

Gravitational Potential Energy

Determine the Gravitational Potential Energy (GPE) of 3 different masses (g) at 3 different
heights.
3 objects: ​You, African Elephant, Chevy Camaro (research the masses)
*2.2 lbs = 1 kg

Data Table:
Your data table will need: Object, mass, gravity, height, GPE

Videos: h​ ttp://www.youtube.com/watch?v=x5JeLiSBqQY
*Video shows you how to use the GPE equation.

Determine the GPE of one of the masses on the following planets:
(chose different planets)
*Use the height of your favorite Roller Coaster. You will use this to figure out the
Velocity at the bottom of the hill on the Star Wars Planets.

Roller Coaster: Kingda Ka

Calculations:
Choose 3 planets from the Star Wars Universe and use 3 different
Examples:

A. Nate - Crait - Gravity: 6.69 m/s²
B. Charle - Hoth - Gravity: 11.8 m/s​2
C. Marcello - Uranus - gravity: 8.69 m/s2​
D. Joey - Kashyyyk - Gravity: 8.32 m/s​2

Data Table:

Planet #1 mass (kg) gravity H1 = your coaster GPE
Object 741 kg 6.69 m/s​2
Crait 139 meters 688964.1
mass (kg) gravity
Planet #2 741 kg 11.8 H1 = your coaster GPE
Object
Hoth mass (kg) gravity 139 meters 1215290.27
741 kg 8.69
Planet #3 H1 = your coaster GPE
Object 139 meters 895061.31
Uranus

Planet #4

Object mass (kg) gravity H1 = your GPE
Kashyyyk 741 8.32 coaster 856951.68

139 meters

Graph:

X - axis: Planet
Y -axis: Potential Energy

Critical Thinking Questions:
1. What factors affect Gravitational Potential Energy?
- The strength of gravitational field, height and mass.
2. Why did the GPE change on the other planets?
- Every planet has a different gravity. Since gravity is a part of the equation to find
GPE, each equation will have a different GPE.
3. Which planet would you be able to hit a golf ball further? Explain using data.
- Hoth, since the planet has the highest gravity. The higher the gravity, the less
force the ball has to travel through to move.
4. How does GPE relate to Chemical Potential Energy?
- They both are stored energy
5. How do Energy companies use GPE to generate Electrical Energy? Give an example
- Water runs down pipes (potential to kinetic energy) to turn the turbine. The turbine is 
connected to a generator, to produce electricity (kinetic to electrical energy)

6. What happens to the GPE when the object falls to the ground? Describe the Energy
transformations along the way. Use a diagram.

- The object turns its GPE to KE, gathering speed while falling to the ground.
Diagram:

Worksheet 1:
http://glencoe.mheducation.com/sites/0078600510/student_view0/unit1/chapter4/math_practice_2.html
Worksheet 2:​ ​http://go.hrw.com/resources/go_sc/ssp/HK1MSW65.PDF

*We will use our information to see how a roller coaster would be different on those planets.

FINAL PART - Roller Coaster Physics

Objective:
1. When energy is transformed, the total amount of energy stays constant (is conserved).
2. Work is done to lift an object, giving it gravitational potential energy (weight x height). The
gravitational potential energy of an object moving down a hill is transformed into kinetic
energy as it moves, reaching maximum kinetic energy at the bottom of the hill.

Determine the velocity of a full roller coaster of riders at the bottom of the largest hill. You can
use the following roller coasters:
Watch these Videos for help:
http://www.youtube.com/watch?v=Je8nT93dxGg
http://www.youtube.com/watch?v=iYEWIuQBVyg

Use either:

GPEt​ op​ = KEb​ ottom

GPE=.5V​2

741 kg x 8.32m/s​2 x​ 139 m = 370.5 V​2

856951.68 J = 370.5 V2​

2312.96 m/s = V​2

48.09 m/s = V

QUIZ REVIEW 2:​ 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 G = 9.8m/s2​ ​ x 1.37
G = 13.426 m/s​2
GPE = mgh
GPE = 7000kg x 9.8m/s2​ ​ x 125m GPE = mgh
GPE =​ 8.575 × 106​ GPE = 7000kg x 13.426m/s2​ ​ x 125m
GPE =​ 1.174775 × 10​7
KE = .5m x V​2
KE = .5(7000kg) x V​2 KE = .5m x V2​
KE = 3500V2​ ​ / 3500 KE = .5(7000kg) x V​2
KE = 3500V2​ ​ / 3500
V2​ ​ = 2450m/s
V = 49.4974m/s V2​ =​ 3356.5m/s
V = 57.9353088m/s

Data Table: Earth Hoth
8.575 × 10​6 1.174775 × 107​
GPE 49.4974m/s 57.9353088m/s
Velocity
Graph:

Conclusion:
The purpose of this was to find which planet (Hoth or Earth) had a higher velocity

to ride a rollercoaster. My hypothesis was that Hoth would have a higher velocity due to
its greater gravity. After we conducted this, the conclusion was that Hoth has a higher
velocity on the rollercoaster. This is because it had a higher gravity, which ends up
leading to a higher velocity. Earth had a total of about 49.49m/s, while Hoth had 57.93m/s.
Also, Hoth had a greater gravity than Earth’s. The dependent variable was the velocity of
the cart, since it is changing. The independent variable is the gravity. In conclusion, Hoth
is the planet which you can ride the roller coaster faster.

Extra Problems:

1. 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)(15)
800,000J = 48000g

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
GPE = 115(5.2m/s2​ ​) 150 m

600,000J = 89700 g

Inclin
ed
Plane
Data
Table

Output Output Output Input Input Input Efficie
Force (N) Dist. (m)
Trial Work (J) Force Dist. Work IMA AMA ncy
70
Angle = 12 840 4 300 1200 4.2857 3 70
13 70

Angle = 12 70 840 6 200 1200 2.8571 2 70
21

Angle = 12 840 8 100 800 1.4285 1.5 105
45

IMA = Efficien
Input cy =
Distanc Work
e(Effort) output/
/Output work
Distanc input X
e 100
(Height)
Work =
AMA = Force *
Output Distanc
Force/In e
put

Force
(Effort)

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 an inclined plane is changed, then the mechanical advantage will
increase or decrease.

Diagrams of Inclined Planes:​ (Use DRAWING - Label Diagrams)
Angle = opposite/hypotenuse

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

Calculations (​ Examples):

IMA = Input Distance / AMA = Output Force / Input Efficiency = Work Output /
Output Distance Force Work Input X 100
IMA = 300/70 AMA = 12/4 Efficiency = 840/1200 X 100
IMA = 4.28571429 AMA = 3 Efficiency = 0.7 X 100

Efficiency = 70

IMA = Input Distance / AMA = Output Force / Input Efficiency = Work Output /
Output Distance Force Work Input X 100
IMA = 100/70 AMA = 12/8 Efficiency = 840/800 X 100
IMA = 1.42857143 AMA = 1.5 Efficiency = 1.05 X 100
Efficiency = 105

Data Table: ​(Located on Google Classroom)

Output Output Output Input Input Input Efficie
Force (N) Dist. (m)
Trial Work (J) Force Dist. Work IMA AMA ncy
70
Angle = 12 840 4 300 1200 4.2857 3 70
14 70

Angle = 12 70 840 6 200 1200 2.8571 2 70
21

Angle = 12 840 8 100 800 1.4285 1.5 105
45

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 - INLINE CITATIONS )1
5. Use this source to explain the relationship of this machine to

Newton’s First Law of Motion.

The purpose of this experiment was to find out if the angle of an
inclined plane would affect the Mechanical Advantage. Our hypothesis was
that If the angle of an inclined plane is changed, then the mechanical
advantage will increase or decrease. This hypothesis was correct, since
our experiment proved that the more degrees an angle had, the more
mechanical advantage it had. According to our data, the angle that had 76
degrees ended up having a mechanical advantage of 4.28. However, the
other angle that had 45 degrees ended up only having 1.42 mechanical
advantage. Therefore, more degrees an angle has, the more the MA
increases (Britannica). In conclusion, this is why the more degrees an
angle has, the more mechanical advantage it has.

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

Lab Rubric - Data Analysis Sections

1 234

Data/ ____Data is poorly ____Data is ____Data is ___Data is clearly
Observations organized or missing represented in a represented in the and accurately
altogether. table or graph, but table or graph with represented in a
No mention of it is incomplete or minor errors. More table or graph.
observations there are major complete discussion Observations
errors. Some of observations. include discussion
discussion of of both qualitative
observations and quantitative
observations.

Conclusion/ ____No conclusion is ____Somewhat ____Adequately ____Clearly explains
Analysis written in this report or it explains whether or explains whether or whether or not the
is very brief. No data is not the hypothesis not the hypothesis hypothesis was
cited. was supported. was supported. supported. Data
____No analysis is ____ Possible Data is cited to was cited to support

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.

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.

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

1. Vocabulary - Define and make note cards or quizlet

Conduction - ​the  Heat -   Insulator - Calorie - T​ he 

process by which  Heat, is thermal  Insulator​ is a  amount of heat 
heat or electricity is  energy transferred 
directly transmitted  from a hotter  material in which  required to raise the 
through a substance  system to a cooler 
when there is a  system that are in  the highest  temperature of one 
difference of  contact.  
temperature or of  occupied energy  gram of water
electrical potential 
between adjoining  band (valence band) 
regions, without 
movement of the  is completely filled 
material.
with electrons, while 

the next higher band 

(conduction band) 

is empty. 

Convection - ​The  Temperature - Second Law of Turbine
movement of heat  Temperature is a
measure of the Thermodynamics - a machine for 
by a moving liquid  hotness or producing continuous 
coldness of the states that the total  power in which a 
or gas. environment. entropy of an isolated  wheel or rotor, 
system can never  typically fitted with 
decrease over time vanes, is made to 
revolve by a 
fast-moving flow of 
water, steam, gas, air, 
or other fluid.

Radiation Heat Engine Specific Heat Generator

the emission of  a device for the heat required to  an apparatus for 
raise the temperature  producing gas, steam, 
energy as  producing motive of the unit mass of a  or another product.
given substance by a 
electromagnetic  power from heat, given amount (usually 
one degree).
waves or as moving  such as a gasoline
Kinetic Energy
subatomic particles,  engine or steam
1. energy that a
especially high-energy  engine. body
possesses by
particles that cause  virtue of being
in motion.
ionization.

First Law of Conductor

Thermodynamics A material or an 

the branch of physical  object that 
science that deals  conducts heat, 
with the relations 
electricity, light, or 
between heat and 
sound
other forms of energy 

(such as mechanical, 

electrical, or chemical 

energy), and, by 

extension, of the 

relationships between 

all forms of energy.

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

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.
It would take 15 jewels to change the ice into steam.
4. What is the difference between Heat and Temperature? Provide a definition,
picture and video link to help you review.
The hotter an object is, the faster the motion of the molecules inside it. Thus, the
heat of an object is the total energy of all the molecular motion inside that object.

Temperature, on the other hand, is a measure of the average heat or thermal
energy of the molecules in a substance.
https://www.youtube.com/watch?v=zf_6fpNbaR0
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:
1. What do you notice about the temperatures?

They change a lot and are different each month
2. How is heat transferred throughout the Earth?

Energy is transferred between the earth's surface and the atmosphere via conduction, 
convection, and radiation. 
4. How is Steam used to create electricity in Power Plants?
A. Coal Plant
Coal is burned to make water boil and spin a turbine
B. Natural Gas Plant
High temperature gases can make energy
C. Nuclear Plant
heat is used to generate steam that drives a steam turbine connected to a generator that 
produces electricity.
D. Where did Fossil Fuels originate?
were formed many hundreds of millions of years ago before the time of the dinosaurs

E. What is the difference between Renewable and NonRenewable forms of energy?
Nonrenewable energy resources, like coal, nuclear, oil, and natural gas, are available in 
limited supplies. This is usually due to the long time it takes for them to be replenished. 
Renewable resources are replenished naturally and over relatively short periods of time

Part II - Water, Orange Juice and Vegetable Oil
1. Conduct an experiment to determine the Heat Gained by 20 g of each substance
2. You must measure the mass of Orange Juice and Vegetable Oil.
3. Research the Specific Heats of Orange Juice and Vegetable Oil in Calories/g C not in
Joules.
4. Make a data table
5. Construct a 3 Line graph for 2 minutes of data collection - 1 pt every 10 seconds
6. Write a conclusion about your results.

Critical Thinking Questions
1. What happens to the molecules in each of the beakers as heat is added?
the molecules and atoms vibrate faster
2. Which substance showed the greatest temperature change? Least? Use data
The black cup had the highest temperature change, the metal one had the least.
3. Which substance does research say should show the greatest temperature increase?
Least? Why? How does this relate to Specific Heat?
The metal should since it is a better conductor.
4. How does Average Kinetic Energy relate to this experiment?
Because it makes everything vary in the experiment,
5. Why is water a great substance to put into a car engine radiator?
Since it is widely used and popular
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?
15C
2. How much heat was gained by a 350 g sample of Vegetable oil that increased its
temperature from 24 C to 95 C?
16.5C
Lopez Lab
Water (32 - 23) Oil (39-23)
http://www.kentchemistry.com/links/Energy/SpecificHeat.htm
Use this to help solve problems

6. Lab Experiment:

*Conduct an experiment that tests 3 different cups for their ability to insulate.
A. Conduct experiment
B. Create Data Table - Include Specific Heat
C. Write short conclusion paragraph that relates your data to research about the
effectiveness of the 3 materials to provide insulation.

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?
They use space suits to protect themselves.
2. How is your home insulated? Research the
“R” value system for insulation.
They are insulated by things that cannot
conduct materials.

7. Lab Experiment: April 28-30
*Conduct an experiment to determine the Specific Heat of 3 different metals.
A. LAB TEMPLATE
B. LAB RUBRIC - Focus on DATA ANALYSIS SECTION
C. Research a Phenomenon in nature that relates to Specific Heat

Name: Joey Whitright
Class: S3
Teacher: Lopez
Date: 5-13-18

Investigation Title:
Finding the Specific Heat of Various Metals

A. Problem Statement:

What are the specific heat of metals?

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

Aluminium will have the highest specific heat.

C. Independent Variable: x zinc copper
Levels of IV Specific heat of metals
*What metals did you use?

aluminium

D. Dependent Variable:y
Specific Heat

Specific heat of metals

E. Constants:

Heat of water Heat of metal

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

water

G. Materials: (List with numbers)
1. Water, cups, metal, thermometer, etc.

II. Data Collection
A. Qualitative Observations: (Describe the metals using characteristics)

Heavy, and dense

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

2. Graph - Metal and Specific Heat
*Compare your results to Periodic Table (Think about this graph)

Object Mass Mass Δ Temp Δ Temp Heat Gain Heat Lost SH
Metal Water H20 Metal H20 Metal Metal Real SH

Example 65 100 27-21 = 6 75-27 = 48 600 Use 467
Aluminum 20 100 26-22= 4 85-26 = 59 400 600 notes
- 29 100 26-24=2 80-26=54 200
68 100 30-25=5 87-25=62 500 400 0.339 0.215
Zinc-
200 0.12771 0.092
Copper-
500 0.1186 0.385

8. SPECIFIC HEAT WORKSHEET
WORKSHEET LINK​ - Use this worksheet and show your work

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

9. TEST REVIEW

III. Data Analysis/Conclusions
Purpose
Hypothesis correct?
Data to support your hypothesis

Metals with higher conduction will have a higher specific heat. My
hypothesis was correct. Aluminum had the highest specific of 0.339 heat in
what we tested. Copper had the lowest, with 0.1186.

IV. Research
1. How does Specific Heat relate to a real life application?

It measures the amount of heat necessary to effect that change.

(Land/Sea Breezes, Cooking, Mercury in Thermometers?, Water in engines, think of others…)
2. Include 2 sources for evidence

https://www.scribd.com/doc/139539080/Real-World-Context-of-Specific-Heat-Capacity
http://www.scienceclarified.com/everyday/Real-Life-Physics-Vol-2/Heat-Real-life-applications.ht
Name: Joey Whitright

Spec

ific
Heat
Data
Tabl
e

Object Mass Mass Δ Temp Δ Temp Heat Gain Heat Lost SH
Metal Water H20 Metal H20 Metal Metal Real SH

Example 65 100 27-21 = 6 75-27 = 48 600 Use 467
600 notes

Aluminum 20 100 26-22= 4 85-26 = 59 400 400 0.339 0.215
-

Zinc- 29 100 26-24=2 80-26=54 200 200 0.12771 0.092

Copper- 68 100 30-25=5 87-25=62 500 500 0.1186 0.385

100

100

100

1. What is
the
difference
between
heat and
temperatu
re?

2. How is
water
different
from the
metals?

3. How
does
specific
heat
relate to
the real
world?
Provide
examples

Class: S3
Teacher: Lopez
Date: 5-13-18

Investigation Title:
Finding the Specific Heat of Various Metals
I. Investigation Design

A. Problem Statement:

What are the specific heat of metals?

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

Metals with higher conduction will have a higher sh

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

aluminium zinc copper

D. Dependent Variable:y
Specific Heat

Specific heat of metals

E. Constants:

Heat of water Heat of metal Specific heat of metals

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

water

G. Materials: (List with numbers)
1. Water, cups, metal, thermometer, etc.

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)

Heavy, and dense

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

2. Graph - Metal and Specific Heat
*Compare your results to Periodic Table (Think about this graph)

Object Mass Mass Δ Temp Δ Temp Heat Gain Heat Lost SH
Metal Water H20 Metal H20 Metal Metal Real SH

Example 65 100 27-21 = 6 75-27 = 48 600 Use 467
600 notes

Aluminum 20 100 26-22= 4 85-26 = 59 400 400 0.339 0.215
-

Zinc- 29 100 26-24=2 80-26=54 200 200 0.12771 0.092

Copper- 68 100 30-25=5 87-25=62 500 500 0.1186 0.385

3. Calculations - Show examples of how you solved for specific heat (2 or 3 examples)

III. Data Analysis/Conclusions
Purpose
Hypothesis correct?
Data to support your hypothesis

IV. Research
1. How does Specific Heat relate to a real life application?

It measures the amount of heat necessary to effect that change

(Land/Sea Breezes, Cooking, Mercury in Thermometers?, Water in engines, think of others…)
2. Include 2 sources for evidence

https://www.scribd.com/doc/139539080/Real-World-Context-of-Specific-Heat-Capacity
http://www.scienceclarified.com/everyday/Real-Life-Physics-Vol-2/Heat-Real-life-applications.ht
ml