10. Calcium Ca +2
Part II.
Directions: Write the name for the compounds:
11. Na3PO4 Sodium Phosphate
12. Li2 (SO4) Lithium Sulfate
13. (NH4 ) 2 CO3 Ammonium Carbonate
14. MgCl2 Magnesium Chlorate
15. Ca(NO3)2 Calcium Nitrate
16. BeF2 Beryllium Fluoride
Part III.
Directions: Write the chemical formula for the following compounds (Use your ions):
17. Calcium carbonate
Ca+2C O3- 2 CaCO3
18. Ammonium phosphate
NH4 +1P O4- 3 ( NH4) 3 PO4
19. Magnesium hydroxide
Mg+2OH- MgOH2
20. Potassium sulfate
K+1S O4 - 2 K2 S O4
Part IV.
Directions: Determine the Mass % of Oxygen in Al2 ( SO4)3 or AgNO3
Atomic Mass: Al (27) S (32) O (16) Ag (108) N (14)
Al2( SO4)3 Al=27*2=54/342*100=15.8%
S=32*3=96/342*100=28.1%
O=16*12=192/342*100=56.1
56.1% is oxygen
Whole =342
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 scientist put 70g of a solute inside a graduated cylinder with 100g cm3 of the solvent water.
They then heated it up to 15o c. The solvent is currently super saturated. This is due to the fact
that on the graph the point is above the line of solubility. There is 45g of the solute left in the
bottom of the cylinder that has not dissolved into positive and negative ions. I found this number
by subtracting the amount of the solute that was put inside the beaker by the amount that would
completely dissolve at 15o c. To completely dissolve 70g of this solute, the temperature would
have to be raised by 23o c to the temperature 38oc . I found this by finding the point, (15,70) on
the graph and increasing the temperature on the X axis until I hit the line of solubility.
QUIZ: Inclined Plane
QUIZ: THURSDAY
Directions: A nalyze 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!)
The steeper the position of the inclined plane is, the higher the Mechanical Advantage
will be
Diagrams of Inclined Planes: (Use DRAWING - Label Diagrams)
Angle Chart: h ttps://drive.google.com/open?id=0B4RmhXJlHvo1YXZhcDNMSDNSMXc
Calculations (Examples):
IMA 150/30=5 AMA 3.2 Efficiency 3.2/ 5= 64%
IMA 90/30=3 AMA 2.3 Efficiency2.3 /3=76.67%
Data Table:
Link:
https://docs.google.com/spreadsheets/d/1xleZY6wDjnYV4to26sP-PMk
yGpLQM6bERhfS8owi1Oc/edit#gid=1590054886
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 )
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
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
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 Heat Insulator Calorie
Conduction is the Heat energy is the A material or an A c alorie is a
transfer of energy in result of the object that does not measure of energy
the form of heat or movement of tiny easily allow heat, in food, specifically
electricity from one particles called electricity, light, or the measure of heat
atom to another atoms, molecules or sound to pass needed to raise a
within an object by ions in solids, through it. Air, cloth kilogram or a gram
direct contact. liquids and gases. and rubber are good of water by one
Conduction occurs Heat energy can be electrical insulators; degree Celsius. An
in solids, liquids, transferred from feathers and wool example of a calorie
and gases. ... one object to make good thermal is five c alories are
Conduction of another. The insulators. needed to bring a
electricity occurs transfer or flow due Compare kilogram of water
due to the to the difference in conductor. up one degree
movement of temperature Celsius.
electrically charged between the two
particles through a objects is called
medium. hea
Convection Temperature Second Law of Turbine
Convection: is the Thermodynamics Turbines are used
in boat propulsion
transfer of heat a measure of the systems,
hydroelectric power
through fluids warmth or coldness the branch of generators, and jet
aircraft engines.
(gases or liquids) of an object or physical science See also gas
from a warmer spot substance with that deals with the
to a cooler spot. reference to some relations between
Hawaiian standard value. The heat and other
Translation: temperature of two forms of energy
Paialewa. The systems is the (such as
particles in fluids same when the mechanical,
(liquids or gases) systems are in electrical, or
can move from thermal equilibrium. chemical energy),
place to place when 2. Physiology, and, by extension,
Pathology. the of the relationships
heated. degree of heat in a between all forms turbine
living body, normally of energy.
about 98.6°F (37°C)
in humans.
Radiation Heat Engine Specific Heat Generator
the emission of In thermodynamics, The amount of heat a machine that
needed to raise the converts one form
energy as a heat engine is a temperature of one of energy into
gram of a another, especially
electromagnetic system that substance by one mechanical energy
degree Celsius, or into electrical
waves or as moving converts heat or to raise the energy, as a
temperature of one dynamo, or
subatomic particles, thermal pound of a electrical energy
substance by one into sound, as an
especially energy—and degree Fahrenheit. acoustic generator.
high-energy chemical energy—to
particles that cause mechanical energy,
ionization which can then be
used to do
mechanical work.
.
First Law of Conductor Kinetic Energy
Thermodynamics
The First Law of An electrical Kinetic energy is the
Thermodynamics energy of motion,
states that heat is a conductor is a observable as the
form of energy, and movement of an
thermodynamic substance in which object, particle, or
processes are electrical c harge set of particles. Any
therefore subject to carriers, usually object in motion is
the principle of electrons, move using kinetic
easily from a tom to
atom with the
conservation of application of energy: a person
energy. This means voltage. walking, a thrown
that heat energy Conductivity, in baseball, a crumb
cannot be created falling from a table,
or destroyed. It can, general, is the and a charged
however, be particle in an
transferred from capacity to transmit electric field are all
one location to examples of kinetic
another and something, such as energy at work
converted to and
from other forms of electricity or heat.
energy.
2. Provide a diagram showing molecular motion in Solids, Liquids, and gases.
*How are they different?
The molecular motion in solids, liquids and gases are seen to be different based
on the shown diagrams. In the diagram of the solid’s molecular motion, it is
shown that the molecules of the solid are very closely packed together. This
therefore means that the molecules move very little. This makes since since
examples of solids are things like rocks, metals and concrete. Let’s move on to
the liquid diagram. It’s molecules are shown to be farther apart from each other
than the molecules of the solid. The reason for this is they are moving around a
lot more than the molecules of the solid. This also makes sense because
examples of liquids are water, and any kind of drink. Finally there is the gas
diagram. The diagram shows the molecules of the gas to be extremely far apart,
even more so than the molecules of the liquid. This means that they are moving
around even more rapidly than the liquid molecules. This makes sense because
examples of gas are helium, hydrogen and carbon dioxide.
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: 4.186J/g * 15g * 100℃ = 6279 J
100℃ water ->>> 100℃ steam: 2257J/g * 15g = 33855 J
Total Energy = 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.
Temperature is the average heat energy of moving molecules.Heat is the
measure of the kinetic energy of those 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:
1. What do you notice about the temperatures?
I notice that Sao Tome’s temperatures stay much the same throughout the year. This is
unlike Hartford, because Hartford has drastic climate changes especially in the Summer
months like June in July. The temperatures in these months are much higher than in the
Winter months. I believe this change in temperature is due to Hartford’s far location
away from the equator. Hartford is almost 3000 miles away from the equator while Rio
De Janeiro is 1584 miles away. While Rio De Janeiro has a line on the chart more
similar to Hartford’s it shows much less change over the months most likely since it is
almost 1500 miles closer to the equator. Since Sao Tome is legitimately on the equator
and it’s line on the graph shows the least change over the months, it also follows this
same philosophy.
2. How is heat transferred throughout the Earth?
With this information, I believe that heat from the sun strikes it’s strongest at the
equator. As you move further from the equator and travel across the Earth, the heat
weakens causing it to be colder and colder as you move further away from the equator.
But, because of the Earth’s orbit around the Sun, we still experience warmer weather
during the summer months.
4. How is Steam used to create electricity in Power Plants?
A. Coal Plant I n coal plants, coal is burned in a boiler to create steam. The steam
produced, under a great amount of pressure, gets put into a turbine, that turns a
generator to produce electricity. After this, the steam is cooled and condensed back
into water. It then is sent back to the boiler to restart the process
B. Natural Gas Plant
Combined cycle gas plants are a kind gas plant purposed with creating electricity,
consisting of a simple cycle gas plant in combination with a second steam engine that
uses the Rankine cycle. The exhaust gases from the previous gas turbine are moved to
the steam engine, and the heat from them is used to generate steam The same steam
can then move through a turbine, generating even more electricity.
C. Nuclear Plant
The nuclear reactor inside the nuclear power plant generates heat. The heat is used to
generate steam and power a steam turbine. That turbine is connected to a generator
which creates electricity.
D. Where did Fossil Fuels originate?
When the die off of ancient species like the dinosaurs and different plant life happened,
all the dead carcuses and plants sank to the bottom of swamps and oceans. They
formed layers and layers of spongy materials called peat. After hundreds and thousands
of years, layers and layers of rocks piled more and more on top of the peat squeezing
out all of the water. After millions of years, the peat became coal, oil, petroleum, or
natural gas..
E. What is the difference between Renewable and NonRenewable forms of energy?
The difference between Renewable and NonRenewable forms of energy is that
renewable energy sources can be replenished and reused naturally and over a short
period of time. Nonrenewable energy sources are often in short supply and take a long
time, if ever, to be replenished.
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?
2. Which substance showed the greatest temperature change? Least? Use data
3. Which substance does research say should show the greatest temperature increase?
Least? Why? How does this relate to Specific Heat?
4. How does Average Kinetic Energy relate to this experiment?
5. Why is water a great substance to put into a car engine radiator?
Practice Calculation
1. How much heat was gained by a 50 g sample of Orange Juice that increased its
temperature from 35 C to 75 C?
Heat Gain = m * change in Temperature * SH
Heat Gain = 50g * 40 C * 1 cal/g C
Heat Gain = 2000 calories
2. How much heat was gained by a 350 g sample of Vegetable oil that increased its
temperature from 24 C to 95 C?
Heat Gain = m * change in Temperature * SH
Heat Gain = 350g * 71 C * 1 cal/g C
Heat Gain = 24850 calories
Lopez Lab
Water (32 - 23) Oil (39-23)
http://www.kentchemistry.com/links/Energy/SpecificHeat.htm
Use this to help solve problems
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?
There is a large amount of radiation in space. This radiation comes in different forms
such as UV rays, x rays, gamma rays, and small energy particles. The easiest of these
to repel are the UV rays. The suits are covered with substance that cause the harmful
UV rays to repulse. The x rays and gamma rays however are much harder to protect
against. The lining that the suit would require would make it very heavy. The most of the
remaining atomic and subatomic particles are absorbed by the suit.The small particles
that contain radiation can’t even penetrate a piece of paper making them not a very big
threat . As for the deadlier rays with radiation, they are so hard and inconvenient to
protect astronauts against that it is best to not even try.
2. How is your home insulated? Research the “R” value system for insulation.
3. How does the atmosphere act as an insulator?
The different sections the atmosphere is made up of are the exosphere, thermosphere,
stratosphere, and troposphere. The atmosphere protects the earth from getting
overheated from the sun and also keeps in all of the heat that resides within it. The
ozone layer protects the Earth from the radiation that comes from things like gamma
rays.
Name Chris Chong
Class S3
Teacher Lopez
Date
Investigation Title:
I. Investigation Design
A. Problem Statement:
We need to find the specific heat of certain metals
B. Hypothesis: (Hint: Something about comparing metals to water - use increase or decrease)
The more a metal weighs, the more heat it will absorb.
C. Independent Variable: x Aluminum
Levels of IV
*What metals did you use?
Tin Copper
D. Dependent Variable:y
Specific Heat
E. Constants:
Amount of water in the Temperature the water is Object used as calorimeter
graduated cylinder heated up to
F. Control:
*What substance makes good control in many labs?
Water is a good control because it is the universal solvent
G. Materials: (List with numbers)
1.A coffee cup
2.A graduated cylinder
3.A thermometer
4.An eyedropper
5.Tin
6.Copper
7.Aluminum
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. - M etal Initial Temp.
8. Use tool to remove metal from hot water and carefully place into calorimeter cup and
close lid with thermometer placed in spout.
9. Record Final Temperature for Metal and Water after the water temperature stops rising.
10. Perform the calculations using the examples discussed class - Record Specific Heat for
the metal.
A. Heat Gained Water = mass of water * Change in temp of water * Specific Heat of Water
B. Heat Lost Metal = Mass of metal * Change in Temp of Metal * Specific Heat of Metal
II. Data Collection
A. Qualitative Observations: (Describe the metals using characteristics)
Copper: Reddish orange, and cylindrical
Tin: Silvery and in the form of a rectangular prism
Aluminum: Silvery much like the tin but in the form of a 3 dimensional hexagon.
B. Quantitative Observations: (Key data)
Copper: Weighs 62.5 g
Tin: Weights 29.9 g
Aluminum: Weighs 20.2 g
1. Data Table
Object Mass SH
Metal Metal
Copper 62.5 0.18
Aluminum 20.2 0.28
Tin 29.9 0.62
2. Graph - Metal and Specific Heat
*Compare your results to Periodic Table (Think about this graph)
3. Calculations - Show examples of how you solved for specific heat (2 or 3 examples)
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?
(Land/Sea Breezes, Cooking, Mercury in Thermometers?, Water in engines, think of others…)
2. Include 2 sources for evidence
Specific heat relates to some everyday things in life. An example of this is with the Oceans. The
oceans are able to resist the various climate changes that the Earth is constantly undergoing.
This is because water, what the ocean is made up of, has a very high specific heat. This means
that it requires more energy to raise its temperature. If water had a very low specific heat, the
ocean would heat up a lot easier and it would result in an entire ecosystem of sea animals
dying.
8. SPECIFIC HEAT WORKSHEET
WORKSHEET LINK - Use this worksheet and show your work
1. A 15.75-g piece of iron absorbs 1086.75 joules of heat energy, and its temperature changes from
25°C to 175°C. Calculate the specific heat capacity of iron.
Heat = mass * change in temperature * Specific Heat
1086.75 = 15.75 g * 150C * X
1086 J = 2362.5x
0.46 = Specific Heat of Iron
2. How many joules of heat are needed to raise the temperature of 10.0 g of aluminum from 22°C to
55°C, if the specific heat of aluminum is 0.90 J/g°C?
Heat = mass * change in temperature * Specific Heat
Heat = 10 g * 33 C * 0.9 J/gC
Heat = 297 Joules
3. To what temperature will a 50.0 g piece of glass raise if it absorbs 5275 joules of heat and its
specific heat capacity is 0.50 J/g°C? The initial temperature of the glass is 20.0°C.
Heat = mass * change in temperature * Specific Heat
5277j=50g*x*0.5j/g
5277j=156.75
33.65=x
4. Calculate the heat capacity of a piece of wood if 1500.0 g of the wood absorbs 6.75×104 joules of
heat, and its temperature changes from 32°C to 57°C.
Heat = mass * change in temperature * Specific Heat
67500j=1500g*25o* x
67500j=37500x
1.8=x
5. 100.0 mL of 4.0°C water is heated until its temperature is 37°C. If the specific heat of water is
4.18 J/g°C, calculate the amount of heat energy needed to cause this rise in temperature.
Heat = mass * change in temperature * Specific Heat
x=100g*33o*4.18 J/g
X=13794 joules
6. 25.0 g of mercury is heated from 25°C to 155°C, and absorbs 455 joules of heat in the process.
Calculate the specific heat capacity of mercury.
Heat = mass * change in temperature * Specific Heat
455j=25g*130o*x
455j=3250x
0.14 j/g= Specific heat of mercury
7. What is the specific heat capacity of silver metal if 55.00 g of the metal absorbs 47.3 c alories of
heat and the temperature rises 15.0°C?
Heat = mass * change in temperature * Specific Heat
47.3cal=55g*15o *x
47.3cal=660x
0.07167 cal= specific heat of silver
8. If a sample of chloroform is initially at 25°C, what is its final temperature if 150.0 g of
chloroform absorbs 1000 joules of heat, and the specific heat of chloroform is 0.96 J/g°C?
Heat = mass * change in temperature * Specific Heat
1000 j=150g*x*0.96J/g
1000j=144x
6.94=x
6.94+25=32oc
9. How much energy must be absorbed by 20.0 g of water to increase its temperature from 283.0 °C
to 303.0 °C? (Cp of H2O = 4.184 J/g °C)
Heat = mass * change in temperature * Specific Heat
x=20g*20o *4.184
x=1707.072 joules
Use this website for examples
http://www.kentchemistry.com/links/Energy/SpecificHeat.htm
9. TEST REVIEW
1. The temperature of a piece of Answer:
Metal X with a mass of 95.4g 849j=95.4g*23o *x
increases from 25.0°C to 48.0°C
as the metal absorbs 849 J of 849=2194.2x
heat. What is the specific heat of Specific heat=0.383738948
Metal X?
2. When 435 J of heat is added Answer:
to 3.4 g of olive oil at 21°C, the
temperature increases to 85°C. 435j=3.4g*64o * x
What is the specific heat of the 435j=217.6x
olive oil? 1.99=specific heat
3. A piece of stainless steel with Answer
a mass of 1.55 g absorbs 141 J
of heat when its temperature 141j=1.55g*178o*x
increases by 178°C. What is the 141j=275.9x
specific heat of the stainless 0.51=specific heat
steel?
Name Chris Chong
Class S3
Teacher Lopez
Date
Investigation Title:
I. Investigation Design
A. Problem Statement:
We need to find the specific heat of certain metals
B. Hypothesis: (Hint: Something about comparing metals to water - use increase or decrease)
The more a metal weighs, the more heat it will absorb.
C. Independent Variable: x Aluminum
Levels of IV
*What metals did you use?
Tin Copper
D. Dependent Variable:y Temperature the water is Object used as calorimeter
Specific Heat
E. Constants:
Amount of water in the
graduated cylinder heated up to
F. Control:
*What substance makes good control in many labs?
Water is a good control because it is the universal solvent
G. Materials: (List with numbers)
1.A coffee cup
2.A graduated cylinder
3.A thermometer
4.An eyedropper
5.Tin
6.Copper
7.Aluminum
H. Procedures: (List with numbers and details)
1. Gather materials
2. Measure mass of metal on triple beam balance to nearest tenth of gram and record.
3. Fill Calorimeter Cup (Foam coffee cup) with exactly 100 grams of water.
4. Record temperature of water in calorimeter cup to nearest tenth of degree Celsius
5. Fill glass beaker halfway with hot water and submerge metal in beaker.
6. Leave metal in hot water until the temperature stops rising.
7. Record the hot water temperature after temperature stops rising. - Metal Initial Temp.
8. Use tool to remove metal from hot water and carefully place into calorimeter cup and
close lid with thermometer placed in spout.
9. Record Final Temperature for Metal and Water after the water temperature stops rising.
10. Perform the calculations using the examples discussed class - Record Specific Heat for
the metal.
A. Heat Gained Water = mass of water * Change in temp of water * Specific Heat of Water
B. Heat Lost Metal = Mass of metal * Change in Temp of Metal * Specific Heat of Metal
II. Data Collection
A. Qualitative Observations: (Describe the metals using characteristics)
Copper: Reddish orange, and cylindrical
Tin: Silvery and in the form of a rectangular prism
Aluminum: Silvery much like the tin but in the form of a 3 dimensional hexagon.
B. Quantitative Observations: (Key data)
Copper: Weighs 62.5 g
Tin: Weights 29.9 g
Aluminum: Weighs 20.2 g
1. Data Table
Object Mass SH
Metal Metal
Copper 62.5 0.18
Aluminum 20.2 0.28
Tin 29.9 0.62
2. Graph - Metal and Specific Heat
*Compare your results to Periodic Table (Think about this graph)
3. Calculations - Show examples of how you solved for specific heat (2 or 3 examples)
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?
(Land/Sea Breezes, Cooking, Mercury in Thermometers?, Water in engines, think of others…)
2. Include 2 sources for evidence
Specific heat relates to some everyday things in life. An example of this is with the Oceans. The
oceans are able to resist the various climate changes that the Earth is constantly undergoing.
This is because water, what the ocean is made up of, has a very high specific heat. This means
that it requires more energy to raise its temperature. If water had a very low specific heat, the
ocean would heat up a lot easier and it would result in an entire ecosystem of sea animals
dying.
Name ____________________________________ Period _______________ Date
__________________
PreAP Physics – Circuit Construction Kit (DC Circuits) PhET Lab
Today, you will use the Circuit Construction Kit PhET lab to qualitatively explore series and
parallel circuits.
PreLab
Draw a simple diagram for a series and parallel circuit below using your notes/homework.
Series Circuit Parallel Circuit
Beginning Observations
1) O pen the Circuit Construction Kit (DC Only) PhET simulation.
https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
What can you change about the simulation?
2) Build a simple circuit with a battery, wires, light bulb and voltage source. Draw it below.
PhET diagram (draw what you see on the Circuit diagram (use symbols we have
screen) learned in class)
3) What are the main differences between what you see on the screen and what you drew in
your circuit diagram?
The main differences
4) What flows through the wires when there is a closed circuit? What on the screen represents
these?
Electrons flow through the wires in a closed circuit. The thing that represents these electrons on
the screen are the moving blue dots.
Part 1 – Series Circuit
Construct a simple series circuit with the following amounts of light bulbs using the PhET
simulation. Remember in a series circuit, there is only on path for electricity to flow. Keep the
battery source the same. Draw the proper circuit diagram in your table and rank the relative
brightness in your table.
Number of Circuit Diagram Relative Brightness of
Light Bulbs bulbs (use words like
brightest, least bright, etc.)
1 Brightest the light bulb is
out of the 3 different
diagram
2 Semi-bright, not the least
bright of the 3 diagrams but
not the most bright
3 Least brightest the light
bulb is out of the 3 diagram
What can you conclude about what happens to the brightness of the bulbs as you add more
bulbs in series? Why do you think this is the case?
As I add more bulbs to the series, the amount of light that they produce gets lower and lower. I
think that this is the case because the battery has to divert more energy to more places when
there is more light bulbs, but when there is only one, it only has that one place to send the
electrons to.
Part 2 – Parallel Circuit
Construct two parallel circuits one with 2 light bulbs in parallel and one with 3 light bulbs in
parallel and rank the relative brightness of the bulbs. Remember, in a parallel circuit there are
multiple pathways for electricity to flow. Keep your battery source the same.
Number of Circuit Diagram Relative Brightness of
Light Bulbs in bulbs (use words like
brightest, least bright, etc.)
Parallel
2 The same amount of
brightness as the diagram
with 3 bulbs
3 The same amount of
brightness as the diagram
with 2 bulbs.
What can you conclude about what happens to the brightness of the bulbs as you add more
bulbs in parallel? Why do you think this is the case?
In a parallel circuit, as you add more bulbs the brightness of the bulbs stays the same. I think
this is the case because the currents of both the lightbulbs combine together and create a
higher current.
Conclusion Q’s
1. How does the parallel circuit compare to the series circuit?
The parallel circuit reacts different when more light bulbs are connected to the wires. All of the
lightbulbs light up to the same brightness with the parallel circuit while with the series circuit.
The more light bulbs that you add, the less bright each of them become.
2. What happens when you break a parallel circuit (try it out in the sim if you need to!)? How
would this property be useful when designing circuits?
When you break a parallel circuit in one of the separated wires, the only light bulb that stops
working is the bulb that is connected to the wire that you just broke. All of the other light bulbs
continue to work. This is helpful when designing circuits for people because if for some reason
there is a break in one of the wires, only one of the lightbulbs will stop working and the rest of
them will continue to work.
3. What are the advantages and disadvantages of series and parallel circuits
Advantages of a parallel circuit are it will still continue to work even after one of the wires is cut. Also, it
can have more light bulbs on it that will all produce the same amount of light. One of the disadvantages
of it is it is easier to overload the battery on it which causes a fire. This can be extremely dangerous if
the wires are set up inside a house. Advantages of a series circuit is they don’t overload the battery
easily like the parallel circuits do. However, the disadvantages of a series circuit is as you add more light
bulbs, they will produce less and less light.
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Christopher Chong (Class of 2022) - Blue Science Portfolio
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