Build An Atom Simulator
Blue Science Portfolio
Part 3
Due: March 28, 2019
Atomic Structure Project
Portfolio
Due: Friday 1/25/19
Directions: Complete the requirements below that relate to atomic structure and the
periodic table.
Vocabulary - Define and make a Quizlet
Atom Neutron Atomic Mass Atomic Radius
the basic unit of a A small particle in Number of protons one-half the
chemical element the nucleus of an and neutrons distance between
atom, with no the nuclei of two
electrical charge atoms of the same
element when the
atoms are joined
together
Nucleus Electron Isotope Family
The center of an Negatively charged An atom with a Atoms that are in
atom particle different number of the same column on
neutrons from other the periodic table
atoms of the same
element.
Proton Atomic number Periodic Table Period
Positively charged The number of A table that shows A horizontal row of
particle protons in the the elements, their elements in the
nucleus of an atom atomic number, periodic table
symbol, and
average atomic
mass
Alkali Metals Alkaline Earth Halogens Noble Gases
any metal in Group metals Contains nonmetals, the elements in
1A of the periodic any of the six highly 7 valence electrons Group 8A of the
table reactive chemical in its outermost periodic table
elements in group energy level; Very
IIA of the periodic reactive
table
Oxidation numbers
the positive or
negative charges of
monatomic ions
Reading: https://www.livescience.com/37206-atom-definition.html
*Use this site for notes
1. Cover Page: Atomic Structure and Periodic Table
The nucleus has protons and neutrons inside and the electrons are on the outside of
the nucleus
2. History of the Atom
The theory of the atom dates at least as far back as 440 B.C. to Democritus, a Greek
scientist and philosopher. Democritus most likely built his theory of atoms upon the work of
past philosophers, according to Andrew G. Van Melsen, author of "From Atomos to Atom:
The History of the Concept Atom." For example, Parmenides, Democritus' teacher, is known
for proposing the principle of identity. This principle, which states that "all that is, together
forms the being," led to other philosophers, including Democritus, to further his work,
eventually leading to atomic theory.
Link: https://www.youtube.com/watch?v=NSAgLvKOPLQ&t=490s
Link2:
What were the contributions of each of these scientists to the discovery of the atom?
a. Dalton
He thought that the atoms were the smallest particles in the universe, then
about one century later, other scientists discovered that atoms were made of even smaller
particles.
b. Thomson - Video
Thompson discovered the electron. He discovered that atoms had electrons
and they are made up of smaller subatomic particles. Thompson connected
two pieces of metal to a power source and a ray shot from one piece of metal
across the catogray tube and created a glowing spot on the other one. He
noticed that the particles always bent toward positive, so he thought that the
particles must be negative. He won the Nobel Prize.
c. Rutherford
He had discovered the nucleus. He created the gold foil. When
experimenting, he noticed that some alpha particles bent in a direction and 1/20000 was
reflected back to the direction it came. He then noticed that when the particles are far from
the nucleus, they would pass right by it. If particles were close to the nucleus, they would be
sent in another direction. When the particles directly hit the nucleus, they would bounce
back and go the direction that they came in.
D. Bohr
He created the atomic model. The model showed the atom as positively charged and
small. Bohr was the first scientist to figure out that electrons travel in separate orbits
around the nucleus. He also found out that the number of electrons in the outer orbit
determine an element’s properties. The element Bohrium, atomic number 107 on the
periodic table, was named after him.
3. Structure of the Atom
Video
Video2
a. Nucleus, protons, neutrons, electrons
b. Atomic Mass
The atomic mass of the atom is 6 when rounded.
c. Charge
This atom of Lithium has had an electron taken away. This made the charge +1.
d. Valence Electrons
The blue dots represent the valence electrons in this atom of Fluorine. They are on the rings
or energy levels.
4. Isotopes
Link: h ttps://phet.colorado.edu/en/simulation/isotopes-and-atomic-mass
a. Provide Examples (screenshots from simulation)
b. How are isotopes used to find the age of fossils? (Provide Research)
Relative dating is used to determine a fossils approximate age by comparing it to similar
rocks and fossils of known ages. Absolute dating is used to determine a precise age of a
fossil by using radiometric dating to measure the decay of isotopes, either within the fossil or
more often the rocks associated with it. For example if you have a fossil trilobite and it was
found in the Wheeler Formation. The Wheeler Formation has been previously dated to
approximately 507 million year old, so we know the trilobite is also about 507 million years
old.
5. Families of the Periodic Table
*Describe the life of Mendeleev and how he created the Periodic Table.
He may have had as many as 16 siblings. His father died when he was 13 and his
mother’s business was burned down when he was 15. Mendeleev was certain that
better, more fundamental principles could be found; this was his mindset when, in
1869, he began writing a second volume of his book The Principles of Chemistry. At
the heart of chemistry were its elements. What, wondered Mendeleev, could they
reveal to him if he could find some way of organizing them logically? He wrote the
names of the 65 known elements on cards, much like playing cards, one element on
each card. He then wrote the fundamental properties of every element on its card,
including atomic weight. He saw that atomic weight was important in some way – the
behavior of the elements seemed to repeat as their atomic weights increased – but
he could not see the pattern. Convinced that he was close to discovering something
significant, Mendeleev moved the cards about for hour after hour until finally he fell
asleep at his desk. When he awoke, he found that his subconscious mind had done
his work for him! He now knew the pattern the elements followed. It took him only
two weeks to publish The Relation between the Properties and Atomic Weights of
the Elements. The Periodic Table had been unleashed on the scientific world. As
with many discoveries in science, there is a time when a concept becomes ripe for
discovery, and this was the case with the periodic table in 1869. Lothar Meyer, for
example, had proposed a rough periodic table in 1864 and by 1868 had devised one
that was very similar to Mendeleev’s, but he did not publish it until 1870. The reason
Mendeleev became the leader of the pack was probably because he not only
showed how the elements could be organized, but he used his periodic table to
propose that some of the elements, whose behavior did not agree with his
predictions, must have had their atomic weights measured incorrectly, and predict
the existence of eight new elements. Mendeleev even predicted the properties these
elements would have. It turned out that chemists had measured some atomic
weights incorrectly. Mendeleev was right! Now scientists everywhere sat up and paid
attention to his periodic table. And, as new elements that he had predicted were
discovered, Mendeleev’s fame and scientific reputation were enhanced further. In
1905, the British Royal Society gave him its highest honor, the Copley Medal, and in
the same year he was elected to the Royal Swedish Academy of Sciences. Element
101 is named Mendelevium in his honor.
*What makes the elements the similar in each family?
a. Alkali Metals- all elements have a charge of +1
b. Alkaline Earth Metals- all elements have a charge of +2
c. Halogens- all elements have a charge of -1
d. Noble Gases- all elements are neutral, or have no charge
6. Choose an article to read from site and summarize:
https://www.livescience.com/37206-atom-definition.html
This article is mainly about how emperor penguins stay warm during the winter and
keep their eggs warm, so their young can survive. One way they stay warm is their thick fur.
Their fur is used to trap mainly body heat. They also use their “naked skin” to keep their
eggs warm and safe. Another way they stay warm is the dad tries not to touch the ice as
much. They lean and rest on their tails to keep their eggs warm as well as themselves. The
last way they keep their eggs safe is by huddling together with other male penguins to form
a “group hug”. This helps them stay warm by conserving body heat.
7. What are some trends in the periodic table as you move from left to right and top to
bottom? Use evidence (graphs) from the graphing activity.
Moving left to right within a period or upward within a group, the first ionization energy
generally increases. As the atomic radius decreases, it becomes harder to remove an
electron that is closer to a more positively charged nucleus. What happens when you move
left to right on the periodic table? The atomic radius decreases because you are adding
protons and electrons. However when you go down the column, the atomic radius
decreases because the amount of rings increases as you go down the periodic table. The
atomic radius differs in each element on the periodic table. As you go across it, the energy
levels stay the same. H owever, when you’re going down the column, the energy levels
increase.
The radius decreases from left to right because adding protons and electrons as you
move right. Periodic trends indicate that a tomic radius increases up a group and from left to
right across a period. F or example, Lithium is an a lkali metal with an atomic number of 3, so
it has 3 electrons. Since Lithium is in the second row, it has 2 rings. Lithium has a charge of
+1, so there are less electrons than protons. Since Lithium’s atomic mass is 7, there are 3
electrons and 4 p rotons, and no neutrons, therefore making the charge +1. Fluorine’s atomic
number is 9, so there are 9 electrons. Fluorine is a Halogen, making the charge of it -1.
There are 2 rings, one that holds 2 electrons, and another that holds 7. Lithium and Fluorine
have opposite charges, and opposite charges attract. Lithium and Fluorine would attract,
thus making a compound.
The atomic radius increases because the amount of electron rings increases as you
go down the column. Sodium has 8 more electrons and protons than Lithium. Since Lithium
is in the second row, there are 2 rings for the electrons. Sodium has 3 rings because it is in
the 3rd row. As explained before, Lithium’s atomic number is 3, so it has 3 electrons.
Sodium, on the other hand, has an atomic number of 11, so it has 3 rings holding 11
electrons. There are 2 electrons in the 1st ring, 8 in the 2nd, and 1 in the 3rd. For those in a
period, the effective charge increases as you go across a period. There are more protons,
but no more energy levels, so the e lectrons are the same distance from the nucleus. This
makes the e lectrons held in closer, t herefore giving it a smaller radius and higher energy
required to ionize them. Every time you move down a period, the Ionization energy needs to
be increased. The atomic radius differs whether you go across the periodic table or down it.
Atomic Radius
Atomic Structure Drawings
Graphing Trends Notes
M&M Lab
Name Period Date
Lab
Unit 2 – M&M Isotope Lab ( Make Up)
Introduction
Isotopes are atoms of the same chemical element, each having a different mass number (different number of
neutrons) . Isotopes differ in mass number but never in atomic number (# of protons). Since we cannot see atoms, you
will use M&M’s to represent atoms. The purpose of this lab is to calculate the average atomic mass using M&M’s, and
to observe the difference between isotopes.
1. The mass number of the atom is the total number of Protons & Neutrons
2. Isotopes are different types of atoms of the same element, but with a different number Neutrons
of
3. Carbon-13 is an isotope of Carbon with a mass number of 13. How many neutrons are in 7
Carbon-13?
Refer to this picture of an atom’s nucleus to 4. How many p rotons? 5
answer questions 4-9. 5. What is the atomic #? 5
6. What e lement is this? Boron
7. How many n eutrons? 4
8. What is the mass #? 9
9. What is the i sotope name? Boron- 9
Procedure
1. Each group of 3 will get 1 small bag of plain M&M’s and 1 small bag of peanut M&M’s.
2. Count the number of Plain M&M’s in your bag and record this number in the data table below.
Repeat this step for the Peanut M&M’s.
3. Using a piece of clean paper towel as a weighing boat, measure the total mass of your plain
M&M’s and record this number in the data table. Repeat this step for the Peanut M&M’s.
***R EMEMBER to ZERO out the paper towel!
DATA TABLE: Number of M&M’s Mass of M&M’s
Isotope #1 - Plain M&M’s
20 17.11
Isotope #2 - Peanut M&M’s 5 13.69
Total Number of all your M&M’s 25
Calculate the average mass of each isotope Average M ass = T otal M ass
using the formula to the right. # of M &M ′s
Isotope #1 – Plain M&M Isotope #2 – Peanut M&M
31.4 15.9
10. A verage mass of Isotope #1 = 71.3 11. Average mass of Isotope #2 = 36.1
Calculate the percent abundance of each % abundance = # of each type of M &M x 100
isotope. Of all the M&M’s you have, what % T OT AL # of all M &M ′s
of them are plain and what % are peanut? Isotope #2 – Peanut M&M
Isotope #1 – Plain M&M
37 7
12. % abundance of Isotope #1 =84.1% 13. % abundance of Isotope #2 = 15.9%
14. Calculate the average “atomic mass” of your M&M’s.
Average Atomic M ass = (mass of isotope 1)(% abundance)+ (mass of isotope 2)(% abundance)...
100
Average Atomic Mass = 28.43
Conclusion Questions
15. Is your average “atomic mass” close to or the same as students in other groups?
there are different masses in each group, because of the amounts of M&Ms
16. Would using king size bags of M&M’s make a difference to the average “atomic mass”? Why or why not?
It would effect the average atomic mass because there will be more of a mass for the different M&Ms
17. How do Hydrogen-1, Hydrogen-2, and Hydrogen-3 differ from each other?
They have a different amount of neutrons
18. Sulfur has 4 isotopes: s ulfur-32 is 95.0%, s ulfur-33 is 0.76%, sulfur-34 is 3.22%, and s ulfur-36 is 0.89% abundant.
Calculate its average atomic mass.
Average Atomic Mass = 32.1
Velocity Project 2019
Due: Friday March 8, 2019
1. Define the following terms and include pictures if possible:
***MAKE A QUIZLET
Motion Speed Position
An object's change in The distance an object the location of an object
position relative to a travels per unit of time
reference point.
Joint positions on a game
controller
Distance Acceleration Terminal Velocity
The length of a path The rate at which velocity the constant velocity of a
between two points changes falling object when the
force of air resistance is
equal in magnitude and
opposite in direction to
the force of gravity
Time Initial Velocity Displacement
second (s)
The velocity of a moving Distance and direction of
body at the starting; an object's change in
especially the velocity of a position from the starting
projectile as it leaves the point.
mouth of a firearm from
which it is discharged.
Velocity Final Velocity Key Metric units
the speed of an object in
a particular direction velocity of an object at the Length, time, and mass
end of a time interval are examples
2. What is the difference between Speed and Velocity? Explain using an
example in your own words. An example is you might be driving 100 km/hr
(the speed) in a northern direction (the velocity). When giving the velocity, you
must specify the magnitude (the speed) and the direction of travel.
Velocity is the speed with a direction while speed doesn’t have a direction.
3.Reading:
A. Science Textbook:
1. Read Chapter 2: Motion pg. 38-58
Directions: M ake 12-15 teacher-like questions and have a partner answer
your questions. (Answers to questions must be found from the reading.)
1. Give an example that you can graph the motion.
2. Describe the motion of a car going 60 miles per hour.
3. On a distance-time graph there is a horizontal line. Describe the motion.
4. You walked a distance of 1.6 km in 30 min. Find your average speed in m/s.
5. You bike to an amusement park, which is 260 km. After you’ve arrived and
locked your bike, you check your watch and you see that it has taken you 50
minutes to get there. Find your average speed in m/min
6. Define Acceleration.
7. What is the formula for calculating acceleration
8. Describe 3 ways to change the velocity of a moving truck
9. What is net force?
10. Can there be forces acting on an object if the object is in rest?
11. 5 people push a refrigerator box in the same direction, while 2 people push it
in the opposite direction. What is the net force on the box if each pushes with
a force of 90 N?
12. You push on a washing machine and and it doesn’t move. Infer the net force.
B. Read Article: C rashing Jumping Falling
1. Directions: Make 10-12 Teacher-Like questions and have a partner answer
your questions. (Answers to questions must be found from the reading.)
1. If 4 cars collide on a highway, one being a truck, what processes
are responsible for how these cars look afterward?
2. What is a dented car door an example of?
3. If an object is moving faster, when it collides with something else,
is the energy raised or lowered? Why? Explain.
4. If cars are moving at 40 miles an hour, and they collide with each
other, what is this equivalent to?
5. When is potential energy stored in a skydiver of bungee jumper?
6. What stops these two people from falling to their deaths, and how
does it happen?
7. How does baseball relate to things colliding and how does energy
get transferred?
8. When a wrecking ball is raised, does the amount of times it takes
to destroy a wall increase or decrease?
9. How does the author describe the energy with colliding vehicles
at high speeds?
10. What happens when a baseball connects to high or low to a bat?
4. Pick 2 cities (minimum 500 miles apart) in the United States or world 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:
A. Fastest Runner
T=7,863 km/38 km/h
206.92 hours
B. Model T Ford
T=7863 km/72 km/h
109.21 hours
C. Hindenburg
T=7863 km/135 km/h
58.24 hours
D. Tesla top speed
T=7863 km/249 km/h
31.58 hours
E. Fastest train
T=7863 km/430 km/h
18.28 hours
F. F35 Fighter Jet
T=7893 km/1930 km/h
4.07 hours
G. Vehicle of your choice
North American X-15
T=7893 km/7,200km/h
1.09 hours
*Provide a map showing your cities
*Show Detailed Math Steps
5. Questions about your City:
What would like to see in this city when you arrive?
Dhakeshwari Temple
What tourist attraction (s) would you like to see?
Dhakeshwari Temple
What restaurant would you like to visit in this city? Provide pictures
Izumi Japanese Kitchen
What is the basic history of this city? Government history?
Famous people from your city?
I don’t know of any famous people from Dhaka.
6. Determine and graph an 38% 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
Fastest Runner
Holds the faster sprint record of 28 mph or 38 km/h
T=7863 km/52.44 km/h
149.94 hours
Model T Ford
T=7863 km/99.36 km/h
79.14 hours
Hindenburg
T=7863 km/186.3 km/h
42.21 hours
Tesla top speed
Model S P85D- reaches speeds of 249 km/h (155mph)
T=7863 km /343.62 km/h
22.88 hours
Fastest train
T=7863 km/593.4 km/h
13.25 hours
F35 Fighter Jet
T=7863 km/2663.4 km/h
2.95 hours
North American X-15
T=7863 km/9936 km/h
0.79 hours
47 minutes, 24 seconds
7. Use a math calculation to show how long it would take the F35 Fighter Jet to
get to
A. Sun
1.496*108=1,930*T
1.496*108 /1930=(1,930*T)/1,930
77.51295*103 hours
B. Saturn
7.46*108= 1,930*T
7.46*108/1930=(1930*T)/1930
38.6528497*104 hours
C. Neptune
2.7*109=1930*T
2.7*109 /1930=(1930*T)/1930
13.98963731*105 hours
D. Nearest star to our solar system
2567000000000=1930*T
2567000000000/1930=(1930*T)/1930
1330051813.47
13.3005181347*108 hours
(Use scientific notation)
8. Velocity Story: Create a graph and story s howing your motion. The story
should be creative and detailed using actual velocity data.
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)
crawl 3.9 5.52 Show
hop calculations here
skip 6.3 3.20
6.3/3.2
42.6 20.23 1.97
42.6/20.23
2.11
walk 4.8 4.6 4.8/4.6
jog 1.04
Stop
36 16.93 36/16.93
2.13
0 10 0/10
0
Graph: (X-axis is Time; y axis is Distance)
(Hint: You have to constantly add the distance and time for the spreadsheet to make
the graph show the motion.)
Story: I exit ms. Kornacki’s room to find a huge group of kids roaming the hallways. I
had an escape plan. First, I crawled for 5 ½ seconds across the hall to Mr. Lopez’s
room. I stand up just as Emma Ingerson races by me. Phase 2: hopping to Ms. Poetl’s
door, exactly 6.3 meters from where I was. It took me 3 seconds to get there. From
there, I skipped 42.6 meters in 20 seconds to give Selina her Social Studies binder.
Then I walked 4.8 meters to where Emma was now standing, and gave her a high-five.
I had to jog 36 meters to the water fountain because I was gonna be late for class and
Mr. Fusari gets upset if you’re late. I stopped for 10 seconds, then ran 40 meters to
class, right when it was about to start.
Acceleration Notes
Acceleration Worksheet. Name: Ty Lopez
14.2 Acceleration Date: 3/12/19
Acceleration is the rate of change in the speed of an object. To
determine the rate of acceleration, you use the formula below. The
units for acceleration are meters per second per second or m/s2.
A positive value for acceleration shows speeding up, and negative
value for acceleration shows slowing down. Slowing down is also
called d eceleration.
The acceleration formula can be rearranged to solve for other
variables such as final speed (v 2 ) and time (t) .
EXAMPLES
1. A skater increases her velocity from 2.0 m/s to 10.0 m/s in 3.0
seconds. What is the skater’s acceleration?
Looking for Solution
Acceleration of the skater
Given The acceleration of the skater is 2.7
Beginning speed = 2.0 m/s meters per second per second.
Final speed = 10.0 m/s
Change in time = 3 seconds
Relationship
2. A car accelerates at a rate of 3.0 m/s2. If its original speed is 8.0 m/s,
how many seconds will it take the car to reach a final speed of 25.0
m/s?
Looking for Solution
The time to reach the final speed.
`
The time for the car to reach its final
speed is 5.7 seconds.
Given
Beginning speed = 8.0 m/s; Final speed
= 25.0 m/s
Acceleration = 3.0 m/s2
Relationship
1. While traveling along a highway a driver slows from 24 m/s to 15 m/s
in 12 seconds. What is the automobile’s acceleration? (Remember
that a negative value indicates a slowing down or deceleration.)
A = (V2 - V1)/T2
A = (15 m/s - 24 m/s)/12 Sec.
A = -9 m/s/12 sec.
A = -.75 m/s2
2. A parachute on a racing dragster opens and changes the speed of the
car from 85 m/s to 45 m/s in a period of 4.5 seconds. What is the
acceleration of the dragster?
(45 m/s - 85 m/s)/4.5 sec
-40 m/s / 4.5 sec
-8.89 m/s2
3. The table below includes data for a ball rolling down a hill. Fill in the
missing data values in the table and determine the acceleration of the
rolling ball.
Time (seconds) Speed (km/h)
0 (start) 0 (start)
2 3
4 6
6 9
8 12
10 15
Acceleration = ______3_____________________
4. A car traveling at a speed of 30.0 m/s encounters an emergency and
comes to a complete stop. How much time will it take for the car to
stop if it decelerates at -4.0 m/s2?
(0 m/s - 30 m/s)/T2=-4 m/s2
-30 m/s /T2
T2=7.5 sec
5. If a car can go from 0 to 60 mi/hr in 8.0 seconds, what would be its
final speed after 5.0 seconds if its starting speed were 50 mi/hr?
7.5 mi/hr2
(V2-50 mi/hr)/5=7.5 mi/hr2
7.5*5=37.5
37.5+50=87.5
V2=87.5 mi/hr
6. A cart rolling down an incline for 5.0 seconds and has an acceleration
of 4.0 m/s2. If the cart has a beginning speed of 2.0 m/s, what is its
final speed?
(V2-2 m/s)/5 sec=4 m/s2
5*4=20
20+2=22
V2=22 m/s
7. A helicopter’s speed increases from 25 m/s to 60 m/s in 5 seconds.
What is the acceleration of this helicopter?
(60 m/s - 25 m/s)/5 sec
Accelleration=7 m/s2
8. As she climbs a hill, a cyclist slows down from 25 mi/hr to 6 mi/hr in
10 seconds. What is her deceleration?
(6 mi/hr -25 mi/hr)/10 sec
Accelleration= -1.9 mi/hr2
9. A motorcycle traveling at 25 m/s accelerates at a rate of 7.0 m/s2 for
6.0 seconds. What is the final speed of the motorcycle?
(V2-25 m/s)/6=7m/s2
6sec*7m/s2= 42m/s
42+25=67m/s
V2= 67 m/s
10. A car starting from rest accelerates at a rate of 8.0 m/s2 . What is its
final speed at the end of 4.0 seconds?
(V2-0 m/s)/4=8
4*8=32
32+0=32
V2= 32 m/s
11. After traveling for 6.0 seconds, a runner reaches a speed of 10 m/s.
What is the runner’s acceleration?
(10 m/s - 0)/6
A=1 ⅔ m/s
12. A cyclist accelerates at a rate of 7.0 m/s2. How long will it take the
cyclist to reach a speed of 18 m/s?
(18 m/s - 0)/T2=7
T2=2.6 sec
13. A skateboarder traveling at 7.0 meters per second rolls to a stop at
the top of a ramp in 3.0 seconds. What is the skateboarder’s
acceleration?
(0-7)/3
A=-2.333333333 m/s2
Race Car Acceleration poster: Me, Julianna, Alaina
QUIZ Review: Motion
Name: Ty Lopez Date: ___________
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?
6.36 m/s2
2. A car starting from rest accelerates at a rate of 18.0 m/s2 . What is its final speed at the end
of 5.0 seconds?
5*18=90
Final speed=90 m/s
3. 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?
T2=3.06 seconds
Make Drawings of Each Problem
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 6.5 seconds after the laser pulse was sent. The speed
of light is 3.0 × 108 m/s. What was the distance between the astronomers and the moon?
46.1538415*106 Meters
*Is this distance correct? Research the distance to the moon.
The real distance to the moon is 388.4 million meters.
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?
Yes. Suzette makes it to class in 42.64 seconds, so she makes it to class on time.
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?
The tortoise wins the race by 1,761.45 seconds.
6. What is the Acceleration of the Cart on the Ramp? Determine the Angle of the Ramp
(A).
Angle Chart: https://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 Velocity Velocity
2 Acceleration
(Opposite) Dist. 1 Time 1 1 Dist. 2 Time 2
50 m 250 m 10 sec. 25m/s 250 m 5 sec. 50 5m/s2
100 m 250 m 5 sec. 50m/s 250 m 2 sec. 125m/s 37.5m/s2
Use a2 + b2 = c2 t o determine the length of side b
15.8113883
7.071067812
Graph:
X-axis = Angle
Y-axis = acceleration
Conclusion:
Purpose of experiment, hypothesis, brief description of experiment, data evidence to support
hypothesis, conclusion
The purpose of this experiment was to find the acceleration of a cart going down a ramp. If
the opposite is 100 m, there will be a higher acceleration. I had to record how many seconds
it took for the cart to reach the end of the ramp. Then, using the formula-
(V2-V1)/T2=acceleration- I found that the acceleration was higher when the height of the
ramp was 100 meters. In conclusion, my hypothesis was correct. When the height of the
ramp was 100 meters, the acceleration was higher.
EXTRA CREDIT:
Light from another star in the galaxy reaches the earth in 46 minutes. The speed of light is
3.0 × 108 m/s. In kilometers, how far is the earth from the star?
Answer must be in scientific notation
3.0*108 m/s* 2760 sec
300,000,000*2760
828000000
The Earth is 82.8*107 km from the star
Name: Ty Lopez QUIZ: Motion
Class: Period 3
Date: 3/19T
Formulas:
A= v2 −v1 V2 = V1 + (a * T) T= V2−V1
T2 a
1. After traveling for 1 8.0 seconds, a fighter jet reaches a speed of 125 m/s. What is the
fighter jet’s acceleration?
a=(V2-V1)/T
(125m/s-0m/s)/18 sec
Acceleration=6.944 m/s2
2. A Ford Mustang GT started at 15 m/s and accelerates at a rate of 18.0 m/s2. What is its
final speed at the end of 7 .0 seconds?
(V2-V1)/T=a
(V2-15m/s)/7 sec= 18m/s2
18*7=126+15=141
V2=141 m/s
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