Blue Science Portfolio (1)

Height m/s2 m/s2
GPE 1.57 m 3.4 m 15.4 m
663 j 211582 j 252187.32 j

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:
Star Wars Planet #1 - 17% greater than Earth’s Gravity= 11.5 m/s2​

Star Wars Planet #2 - 39% less than Earth’s Gravity= 5.98 m/s2​

Star Wars Planet #3 - 82% greater than Earth’s Gravity= 17.8 m/s​2

Earth’s Gravity= 9.807 m/s²
*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.

Calculations:

A. Planet #1​: ​Neptune
GPE = m * g m/s​2​ * h
GPE = 800 kg * 11.15 m/s2​ ​ * 33.53 m
GPE = 299,088 joules

B. Planet #2: ​Saturn
GPE= m * g m/s2​ ​ * h
GPE= 800 kg * 10.44 m/s2​ ​ * 33.53
GPE= 280042.56 joules

C. Planet #3: ​Mars
GPE = m* g * h
GPE = 800 kg * 3.711 m/s2​ ​ * 33.53 m
GPE = 99,543.9 joules

D. Star Wars Planet #4: ​Pluto
GPE = m * g m/s​2​ * h

GPE = 800 kg * 0.62 m/s​2​ * 33.53 m
GPE = 16,6301 joules

Data Table: mass (kg) gravity ? H1 = your coaster GPE
800 kg 3.711 m/s2​
Mars 33.53 m 99,543.9 joules
Object
Cart

Neptune mass (kg) gravity H2 = your coaster GPE
Object 800 kg 11.15 m/s2​
33.53 m 299,088 joules
Cart

Saturn mass (kg) gravity H1 = your coaster GPE
Object 800 kg 10.44 m/s​2
33.53 m 280042.56 joules
Cart

Pluto

Object Mass (kg) gravity H1= your coaster GPE

Cart 800 kg 0.62 m/s2​ 33.53 m 16,6301 joules

Use the formula: GPE = mass * acceleration due to gravity (Earth is 9.8 m/s2) * height of object

Graph:

X - axis: Planet
Y -axis: Potential Energy

Critical Thinking Questions:
1. What factors affect Gravitational Potential Energy?

The factors that affect Gravitational Potential Energy are height, mass, and the strength of the
gravitational field its in.

2. Why did the GPE change on the other planets?
The GPE changed on the other planets because they all have different gravities.

3. Which planet would you be able to hit a golf ball further? Explain using data.
I think Neptune would be able to hit the golf ball further because Neptune has the

highest amount of gravity which is 11.15 m/s​2.​
4. How does GPE relate to Chemical Potential Energy?

GPE’s factors are height, mass, and strength of the gravitational field. CPE’s factors are
5. How do Energy companies use GPE to generate Electrical Energy? Give an example

The water has GPE energy. Water travels down pipes creating kinetic energy which then turns
the turbine. Then the turbine is connected to to a generator to produce kinetic potential energy.

6. What happens to the GPE when the object falls to the ground? Describe the Energy
transformations along the way. Use a diagram.​You should be able to calculate the kinetic
energy gained when an object falls from a given height.
Worksheet 1:
http://glencoe.mheducation.com/sites/0078600510/student_view0/unit1/chapter4/math_practice_2.html
Worksheet 2:​ h​ ttp://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











QUIZ: Inclined Plane
QUIZ: T​ HURSDAY

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

Hypothesis: (​ Use proper form!)

If the angle of the inclined plane is longer than the Mechanical Advantage decreases.

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

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

Calculations (​ Examples):

IMA AMA Efficiency
(Input dist./Output dist.) (Output force/Input force) (Work output/Work input * 100)
40 m / 30 7n/4 210 / 160 * 100
1.33 m 1.75 131.25

IMA AMA Efficiency
(Input dist./Output dist.) (Output force/Input force) (Work output/Work input * 100)
150 m / 30 7n/3 210 / 30 * 100
5m 2.33 700

Data Table:

IMA AMA Efficiency

#1 1.33 m 1.75 131.25

#2 5 m 2.33 700

Link:
https://docs.google.com/spreadsheets/d/1xleZY6wDjnYV4to26sP-PMk
yGpLQM6bERhfS8owi1Oc/edit#gid=1590054886

Graph:​ ​(Angle and Mechanical Advantage)

QUIZ2: Inclined Plane
QUIZ: W​ ednesday 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 length of the angle of the inclined plane increases then the Mechanical Advantage
decreases.

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

Possible Machine Impossible Machine

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

Calculations (​ Examples):

IMA = Din/Dout AMA = Fout/Fin Efficiency = Wout/Win * 100
Output distance/Input Output force/Input force Work Output/Work Input *
Distance AMA = 12 n/4 100
IMA = 300/70 m AMA = 3 n Eff = 840/1200 * 100
IMA = 4.3 m Eff = 66.6 N

IMA = Din/Dout AMA = Fout/Fin Efficiency = Wout/Win * 100
Output distance/Input Output force/Input force Work Output/Work Input *
Distance AMA = 12 n/6 100
IMA = 200/70 m AMA = 2 n Eff = 840/1200 * 100
IMA = 2.9 m Eff = 70%

IMA = Din/Dout AMA = Fout/Fin Efficiency = Wout/Win * 100
Output distance/Input Output force/Input force Work Output/Work Input *
Distance AMA = 12 n/8 100
IMA = 100/70 m AMA = 1.5 n Eff = 840/
IMA = 1.43 m

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 70 840 4 300 200 4.3 3 420

Angle = 12 70 840 6 200 200 2.9 2 70

Angle = 12 1.
840 8 100 200 1.43 5

Graph:​ ​(Angle and Mechanical Advantage)*Make sure you have Titles!
*Only graph the Angle and Mechanical Advantage

Conclusion:

Option #1 Write a Conclusion.

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

and why?

The purpose of this experiment was to determine the possible and impossible 
machines of an inclined plane. In order to solve these problems certain math steps had 
to be used such as, mechanical advantage, actual mechanical advantage, efficiency, 
input work, input distance, input force, output distance, output work, and output force. 
My hypothesis was “If the length of the angle of the inclined plane increases than the 
Mechanical advantage decreases”. In this inclined plane problem the results were that 
there is a machine that’s impossible. In the law of conservation of energy it states that 
“that energy can neither be created or destroyed; rather, it can only be transformed from
one form to another” (​Wikipedia,​ 1). Newton's first law of ​motion is “​ An object at rest 
stays at rest and an object in motion stays in motion with the same speed and in the 
same direction unless acted upon by an unbalanced force (N​ ewton's First Law)​ . The 
machine is 

1. Discuss purpose
The purpose of this experiment was to determine the possible and impossible
machines of an inclined plane. In order to solve these problems certain math steps
had to be used such as, mechanical advantage, actual mechanical advantage,
efficiency, input work, input distance, input force, output distance, output work, and
output force.

2. Restate hypothesis - angle and mechanical advantage
My hypothesis was “If the length of the angle of the inclined plane increases than the
Mechanical advantage decreases”.

3. Data to support hypothesis
Overall, the hypothesis was correct.

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

The law of conservation of mass states “that energy can neither be created or
destroyed; rather, it can only be transformed from one form to another”(Wikipedia, 1).
There is a machine that’s possible because just like

5. Use this source to explain the relationship of this machine to Newton’s First
Law of Motion.

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.

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

1. Vocabulary - Define and make note cards or quizlet

Conduction - ​heat Heat - t​ he quality of Insulator - ​A Calorie - ​One of
is directly being hot. substance that the two units of
transmitted through
a substance where does allow passage heat or energy.
there is a difference
in temperature of heat or sound.
without movement
in material.

Convection - T​ he Temperature - ​The Second Law of Turbine - A​
movement in fluid degrees or intensity machine that
tends to be hotter. of heat in a Thermodynamics produces power by
Therefore, warmer substance(can be - ​A branch that a wheel with a fast
less dense perceived by touch, deals with the moving flow of
materials rises thermometer, steam, water, or air.
while cold dense scale). relation of heat and
materials sink.
other forms of

energy.

Radiation - T​ he Heat Engine - A​ Specific Heat - Generator -
transfer of energy machine that amount of thermal Something that
caused by energy needed to generates
electromagnetic converts heat into raise the something.
waves. The waves temperature of the
travel through work energy. unit mass.
space from the sun
to earth and
become radiant
energy.

First Law of Conductor - Kinetic Energy -
Thermodynamics material, such as energy a moving
-​ states that the copper wire, in object has because
increase in thermal which electrons of its motion;
energy of a system move easily. depends on the
equals the work mass and speed of
done in the system the object.
plus the heat added
to the system.

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.

Heat = M * _T * SH
Heat = 15g * 100℃ * ​1 cal​/g​
Heat = 1500 calories

Heat = m * Heatvape
Heat = 15g * 1500 calories
Heat = 22500

4​. What is the difference between Heat and Temperature? Provide a definition,
picture and video link to help you review.
Heat is the quality of being hot. Mo The hotter an object is, the faster the motion of the
molecules inside it.
https://www.khanacademy.org/science/chemistry/thermodynamics-chemistry/inte
rnal-energy-sal/a/heat
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?

Pontianak, Indonesia’s temperature stays about the same throughout the year from in
between 88 and 90 degrees. But, Hartford, CT and Sydney, AU decrease and increase
throughout the months when the seasons change.

2. How is heat transferred throughout the Earth?
Heat is transferred throughout Earth by conduction. Conduction is the process of when
heat is transmitted through contact with neighboring molecules.
link to article to answer

4​. How is Steam used to create electricity in
Power Plants?
(All power plants result in steam spinning a turbine.
The steam starts out highly pressurized and starts
to flow through giant pipes. This then lead into fans
within the turbine. As more steam flows through
the giant fan the blades begin to turn which makes
the generator run. This creates an electromagnetic
field that makes atoms start to move producing
energy.)

Fuel sources such as coal, oil, natural gases, or
nuclear energy produces heat. The heat will then

be used to boil the water to create steam. When the steam reaches under high pressure
it will then spin a turbine. The turbine connects to a generator and will result in electricity
being conducted.
Steam creating electricity in power plants

A. Coal Plant
Coal-fired power plants usually use steam turbines to conduct electricity. But, when coal
is converted into natural gas from reaching a certain boiling point it is used for gas
turbines. The gas turbine than turns into heat energy and connects to the generator and
electricity is produced.
Coal creating electricity in power plants
B. Natural Gas Plant
The natural gas generation consists of a steam generation unit. Fossil Fuels are burned
in heat water and produce steam that then turns the turbine creating electricity.
http://naturalgas.org/overview/uses-electrical/
C. Nuclear Plant
Nuclear plants use the fission process to produce the energy needed to make
electricity. Atoms of Uranium are then split apart(fission process) to create the heat that
is needed to create the steam.
Nuclear plants creating electricity
D. Where did Fossil Fuels originate?
Fossils are often found within rock such as sedimentary. Animals and Plants can
become buried or trapped within the rock. This then protects them from scavengers,
organic decay, and weather. Once the plant or animal is buried water carrying dissolved
minerals may carry through the sediment and preserve the fossil at a cellular level.
Fossil Fuels Originate
E. What is the difference between Renewable and NonRenewable forms of energy
Nonrenewable energy is limited. It comes from sources like coal, nuclear, oil, and
natural gas. It also takes a longer time to be refilled. Renewable energy isn't limited
because its natural. It also takes a shorter time to regenerate.
Nonrenewable and Renewable Energy

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.
OJ - 0.89 calorie/gram
Water - ​1 calorie/gram

Vegetable Oil - 0.4 calorie/gram
4. Make a data table

Time (seconds) Orange Juice Water Vegetable Oil
10 21 C 20 C 20 C
20 25 42 39
30 29 53 40
40 33 58 48
50 35 62 50
60 40 68 54
70 46 70 60
80 52 72 62
90 59 76 65
100 61 78 68
110 68 80 74
120 71 85 75

5. Construct a 3 Line graph for 2 minutes of data collection - 1 pt every 10 seconds

6. Write a conclusion about your results.
In conclusion, the hypothesis was proven correct. “If the

Critical Thinking Questions
1. What happens to the molecules in each of the beakers as heat is added?
Molecules move when heat is added. They also spread out and move faster.
2.​ Which substance showed the greatest temperature change? Least? Use data 
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?
The beaker contains twice as much water as the glass. The average kinetic energy of 
the water molecules is the same in both containers, since they are the same 
temperature. ... If the temperature doesn't change but the mass of the object increases, 
the thermal energy in the object increases.
5. Why is water a great substance to put into a car engine radiator?
It’s a great conductor of heat. It will help keep the radiator cool and prevent it from
overheating and setting the car on fire.

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?

2. How much heat was gained by a 350 g sample of Vegetable oil that increased its
temperature from 24 C to 95 C?
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

Ceramic Cup Glass Cup Metal Cup

0 min 83 C 78 C 90 C

30 min 79 C 75 C 90 C

1 min 77 C 75 C 88 C

1:30 min 76 C 74 C 87 C
2:00 min 76 C 73 C 87 C
2:30 min 76 C 71 C 86 C
3:00 min 74 C 71 C 85 C

Specific Heat:
1 cal/g​oC​
C. Write short conclusion paragraph that relates your data to research about the
effectiveness of the 3 materials to provide insulation.

In conclusion, the hypothesis, “if the cup is insulated then the cup will be able to
control the heat longer” was proven correct. The heat lost in the water of the metal cup
turned out to be the least amount of heat lost, the temperature change was 5 degrees.
The cup with the most amount of heat lost would be ceramic cup, the temperature
change was 9 degrees. In this experiment we used the equation heat gained = m * ∆T *
Specific Heat to1 find heat gained, which we then used our answer to find the heat lost
using the equation heat lost equals m * ∆T * Specific Heat. We used 1 cup of water that
started at 42 degrees C and then was heated to 100 degrees C which is the boiling
point of water. We started a timer for 3 minutes and took the temperature of the water
every 30 seconds. Then we inserted it into our data table. In total we conducted 3
experiments consisting of 3 different cups to explain the heat loss and the difference
between insulated and non insulated cups. Overall, the specific heat can be determined
through this experiment heating the water and taking temperatures through various
times.

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 are two ways to prevent astronauts from harmful radiation in space. The first way
is to use more spacecraft materials to absorb the energy particles and the radiation
before reaching the astronauts. But, there is a downside to this way because more bulk
would be more expensive and the space shuttle would require more fuel to launch and
carry all the supplies. The second and best way to prevent the harmful radiation is by
running the energetic particles into something the same size.
Nasa

2. How is your home insulated? Research the “R” value system for insulation.

The “R” value is the insulation materials resistance to a conductive heat flow, and how
its measured or rated of its thermal resistance. The higher the “R” value the greater
resistance and insulation the material has. The value depends on the insulation,
thickness, density, temperature, aging, moisture insulation.
https://www.energy.gov/energysaver/weatherize/insulation

3. How does the atmosphere act as an insulator?
The atmosphere acts as a blanket of insulation over Earth. It absorbs the heat and
keeps it inside the atmosphere in order to keep the Earth warm.
https://www.ducksters.com/science/atmosphere.php

7. Lab Experiment: April 28-30
*Conduct an experiment to determine the Specific Heat of 3 different metals.
A. LAB TEMPLATE

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

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

101 - 33 =
Iron 63.5 100 68

25-22.5 = 78.1-25 =

Copper 28.4 100 2.5 53.1

Alluminum 19.6 100 26-24 = 2 78-26 = 52 200 200 0.196

real
answer:
0.215

B. LAB RUBRIC - Focus on DATA ANALYSIS SECTION
C. Research a Phenomenon in nature that relates to Specific Heat
Hurricanes get their heat from water. An example is 2500 joules, they are released into
the air through the condensation of water vapor.
http://physicscentral.com/explore/action/hurricane.cfm

Name: ​Olivia Ferraro
Class: ​S2
Teacher: ​Mr. Lopez
Date: 5​ /7/18

Investigation Title: ​Specific Heat Lab

I. Investigation Design
A. Problem Statement:

What will be the temperature when the metal is heated in water.

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

If the temperature of the water decreases, then the temperature of the metal will increase.

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

Copper Aluminum Zinc Iron

D. Dependent Variable:y
Specific Heat

Specific heat

E. Constants:

Same cup used 100 ml of water Same thermometer

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

Water

G. Materials: (List with numbers)

1. Metal(varies depending on which you choose)
2. Triple Beam Balance
3. Hot Plate
4. Beakers
5. Thermometer
6. Water
7. Clamp
8. Coffee Cup

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

​ = 100 g * 2.5 C * 1​ cal/​ g​ C

= 250 calories

B. Heat Lost Metal = Mass of metal * Change in Temp of Metal * Specific Heat of Metal

​250 = 28.4 g * 53.1 * ​1 cal/​ ​g C
2​ 50​ = ​1508 x

1508 = 1508

0.166 = x

II. Data Collection

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

Iron

Aluminum is the lightest metal with a mass of 19.6 and is

Copper

Zinc is the heaviest metal with a mass of 29.3 and is

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

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

In conclusion, the hypothesis “If the temperature of the water decreases, then the
temperature of the metal will increase”, was correct because when metal is placed into heated
water the temperature of the water decreases because the metal absorbs the energy. The
purpose of this experiment was to find the specific heat of copper, and aluminum. In order to
find the specific heat each metal had to be weighed on a triple beam balance in order to find the
mass. Then room temperature water was poured into a beaker and set onto a hot plate with a
thermometer inside. The metal was then placed inside of the beaker and the thermometer was
checked every 30 seconds. This was because we needed to determine how much temperature
and energy the metal had absorbed once it was submerged into the water. After the water’s
temperature stopped decreasing the metal was transferred to a coffee cup containing exactly
100 grams of water. Then we closed the lid and put the thermometer in the cup by sticking it
through the opening. Once the temperature stopped decreasing it was recorded one last time
and became the “Mental Initial Temperature”. After the experiment was done we took the
existing information from our experiment and used them in our Heat Gain and Heat Lost
calculations. The formula we used to solve the Heat Gain in Temperature = Mass of water * ▲
temperature of water * Specific Heat of water. The answer for Heat Gain = 250 calories. The
formula we used to solve the Heat Lost in Temperature = Mass of metal * ▲temperature of
metal * Specific Heat of metal. The answer for Heat lost = 0.166 calories. The data table in the
8 page shows further information describing the certain temperatures in between certain time
lapses.

Alessandro Volta

​ A​ nd his greatest accomplishment, the battery
Alessandro was born February 18, 1745 in
Como, Italy. He was the son of Donna and Filippo
Volta, and the brother of five and four sisters. He
attended and graduated through the University of
Pavia He was an Italian physicist who invented the
battery and provided the first evidence of the continuous
current. Alessandro Volta first showed interest in
electricity in 1775. This led him to improve the
electrophorus, a device that can generate static electricity.
He also discovered and isolated methane gas in 1776.
Three years prior to his discovery of methane gas he was
appointed to the chair of physics at Pavia University.
Voltas friend, Luigi Galvani claimed that the contact of two metals and a frog
muscle produces an electric current. In 1792, Volta began experimenting with
metals alone. Volta then discovered that living tissue is not needed to make an
electric current. He came to this conclusion by placing the different metals on his
tongue. But, in 1800 he assured his argument with his announcement of the electric
battery. With the battery scientists were able to produce flows of electric currents
for the first time, which helped create new discoveries and technologies about
electricity. In 1794 Alessandro married a woman named Teresa Peregrini, together
they had three sons, Zanino, Flaminio, and Luigi. On March 5, 1827 he died where
he was born, Como, Italy. Batteries are one of the most reliable sources of energy
to use while on the go, and at home. Most people think that batteries are just for
office and road trip use but they are used everyday in environments like the
military and medical fields. Nurses and doctors use batteries for everything from
heart monitors to pacemakers. The military uses batteries to power tools such as
radio communications and night vision gear. Batteries have also had a huge impact
on inventions today. Inventions such as the electric watch, battery powered cell

phone, a walkman, and portable gaming! All of these popular inventions would
never be created without the battery. These inventions have also evolved in more
mature equipment that has become a part of our everyday lives.

Sources:
https://technofaq.org/posts/2014/12/how-batteries-are-used-in-everyday-life/
https://www.britannica.com/biography/Alessandro-Volta
https://www.famousscientists.org/alessandro-volta/
https://tonikenergy.com/blog/how-batteries-changed-the-world/