Brenna Gillotti (Class of 2022) Blue Team Science Portfolio 2018

L. Fastest train (267 mph)
T= D/V
T= 3625 mi/267 mph + 18%
T= 3625 mi/315.06 mph
T= 1​ 1.5 hours

M. F35 Fighter Jet (1200 mph)
T= D/V
T= 3625 mi/1200 mph + 18%
T= 3625 mi/1416 mph
T= 2.56 hours

N. Vehicle of your choice (Toyota 86, 136 mph)

T= D/V
T= 3625 mi/136 mph + 18%
T= 3625 mi/160.48 mph
T= 22.6 hours

6. Use a math calculation to show how long it would take the F35 Fighter Jet to
get to

A. Sun (92,600,00 miles from earth) (1200 mph)
T= D/V
T= 9.26 X 107​ ​ miles/1.2 X 103​ ​mph
T= 7.72 X 10​4 h​ ours = 77,200.0 hours/24 hours = 3216 days

B. Saturn (1.2 billion kilometers from earth)
T= D/V
T= 7.46 X 10​8 m​ iles/1.2 X 10​3m​ ph
T= 6.2 X 10​5 h​ ours

C. Neptune
T= D/V
T= 2.7 X 10​8 m​ iles / 1.2 X 10​3 ​mph
T= 2.25 X 105​ ​ hours

(Use scientific notation)

Unit 1: Uniform Motion Name: Brenna Gillotti
Worksheet 8 Date: February 15, 2018

Speed and Velocity Problems

1. What is the average speed of a cheetah that sprints 100 m in 4 s? How about if it sprints
50 m in 2 s?

V=D/T
V=100/4
25 mph

V=D/T
V=50/2
25 mph

2. If a car moves with an average speed of 60 km/hr for an hour, it will travel a distance of
60 km. How far will it travel if it continues this average rate for 4 hrs?

V=D/T
D=TxV
D=4x60
D=240
240 miles

3. A runner makes one lap around a 200 m track in a time of 25.0 s. What was the runner's
average speed? Answer: 8.0 m/s

V=D/T
V=200m/25s
V=8m/s
8 meters per second

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

3.00 ​×​ 108​ ​ m/s. How far is light year (the ​distance​ light travels in a year)? Answer: 9.50
×​ 10​15​ m.

V=D/T
VxT=D
3x10(8)m/sx13.15x10(7)s=D
9.45x10(10)m=D
9.45x10(15) miles

5. A motorist travels 406 km during a 7.0 hr period. What was the average speed in km/hr
and m/s? Answers: 58 km/hr, 16 m/s.

V=D/T
V=406km/7hr
V=58km/hr
V=16m/s

6. A bullet is shot from a rifle with a speed of 720 m/s. What time is required for the bullet
to strike a target 3240 m away? Answer: 4.5 s.

V=D/T
T=D/V
T=3240m/720m/s
T=4.5s
4.5 seconds

7. Light from the sun reaches the earth in 8.3 minutes. The speed of light is 3.0 ​×​ 10​8​ m/s.

In kilometers, how far is the earth from the sun? Answer: 1.5 ​×​ 10​8​ km.

V=D/T
D= VxT
D= 3x10(8)m/sx498s
D= 1494x10(8)m
D= 1.5x10(8)km

8. *An auto travels at a rate of 25 km/hr for 4 minutes, then at 50 km/hr for 8 minutes, and
finally at 20 km/hr for 2 minutes. Find the total distance covered in km and the average
speed for the complete trip in m/s. Answers: 9 km, 10.7 m/s.

D= VxT
D= 25km/60minx4min
1.67km
D= 50km/60minx8min
6.67km
D= 20km/60minx2min
0.67km
D= 1.67km+6.67km+0.67km
9km
9 kilometers
9km/14min
V= 9,000m/840s
10.7m/s
10.7 meters per second

9. *If you traveled one mile at a speed of 100 miles per hour and another mile at a speed of
1 mile per hour, your average speed would not be (100 mph + 1 mph)/2 or 50.5 mph.

What would be your average speed? (Hint: What is the total distance and total time?)
Answer: 1.98 mph.

V=D/T
T=D/V
T=1m/100mph
T=0.01h
V=2m/1.01h
V=1.98mph
1.98 miles per hour

10. *What is your average speed in each of these cases?
a. You run 100 m at a speed of 5.0 m/s and then you walk 100 m at a speed of 1.0
m/s.

V=D/T
T=D/V
T=100m/5m/s
T=20s
T=100m/1m/s
T=100s
V=200m/120s
V=1.67m/s
1.7 meters per second

b. You run for 100 s at a speed of 5.0 m/s and then you walk for 100 s at a speed of
1.0 m/s. Answers: 1.7 m/s, 3.0 m/s.

V=D/T
D=VxT
D=5m/sx100s
D=500m
D=1m/sx100s
D=100m
V=600m/200s
V=3m/s
3 meters per second

11. *A race car driver must average 200 km/hr for four laps to qualify for a race. Because of
engine trouble, the car averages only 170 km/hr over the first two laps. What average
speed must be maintained for the last two laps?

V=D/T
200km/hr=(170km/hr+Vkm/hr)/2
200km/hr=85km/hr+(Vkm/hr)/2

115km/hr=(Vkm/hr)/2
230km/hr=Vkm/hour
230 kilometers per hour

12. *A car traveling 90 km/hr is 100 m behind a truck traveling 50 km/hr. How long will it
take the car to reach the truck?

T=D/V
90=50+10HR
40=10HR
4=HR

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

V=D/T
T=D/V
T=100m/97.2m/s
T=1.03s
1.03 seconds

More Speed and Velocity Problems

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

V=D/T
D=VxT
D=340m/sx5.2s
D=1768m
D=884m
884 meters

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

V=1.5mi/143s
V=0.01mi/s

b. mi/hr?

V=36m/hr

16. For a long time it was the dream of many runners to break the "4-minute mile." Now
quite a few runners have achieved what once seemed an impossible goal. On July 2,
1988, Steve Cram of Great Britain ran a mile in 3.81 min. During this amazing run, what
was Steve Cram's average speed in:
a. mi/min?

V=1mi/3.81min
V=0.26mi/min

b. mi/hr?

V=15.75mi/hr

17. It is now 10:29 a.m., but when the bell rings at 10:30 a.m. Suzette will be late for French
class for the third time this week. She must get from one side of the school to the other
by hurrying down three different hallways. She runs down the first hallway, a distance of
35.0 m, at a speed of 3.50 m/s. The second hallway is filled with students, and she covers
its 48.0 m length at an average speed of 1.20 m/s. The final hallway is empty, and
Suzette sprints its 60.0 m length at a speed of 5.00 m/s.

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

V=D/T
T=D/V
T=35m/3.5m/s
T=10s
T=48m/1.2m/s
T=40s
T=60m/5m/s
T=12s
T=62s
She will make it to class in 1 minute 2 seconds, she will be late

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

18. During an Apollo moon landing, reflecting panels were placed on the moon. This
allowed earth-based astronomers to shoot laser beams at the moon's surface to determine
its distance. The reflected laser beam was observed 2.52 s after the laser pulse was sent.
The speed of light is 3.0 ×​ ​ 108​ ​ m/s. What was the distance between the astronomers and
the moon?

V=D/T
D=VxT
D=3x10(8)x2.52s
D=7.56x10(8)

19. For many years, the posted highway speed limit was 88.5 km/hr (55 mi/hr) but in recent
years some rural stretches of highway have increased their speed limit to 104.6 km/hr (65
mi/hr). In Maine, the distance from Portland to Bangor is 215 km. How much time can
be saved in making this trip at the new speed limit?

T=D/V
T=215km/88.5km/hr
T=2.43hr
T=215km/104.6km/hr
T=2.06hr
0.37 hours

20. The tortoise and the hare are in a road race to defend the honor of their breed. The
tortoise crawls the entire 1000. m distance at a speed of 0.2000 m/s while the rabbit runs
the first 200.0 m at 2.000 m/s The rabbit then stops to take a nap for 1.300 hr and
awakens to finish the last 800.0 m with an average speed of 3.000 m/s. Who wins the
race and by how much time?

T=D/V
T=1000m/0.2m/s
T=5,000s

T=200m/2m/s
T=100s
T=78 min
T=4687s
T=800m/3m/s
T=267s
T=54s
The tortoise won by 54 seconds

21. Two physics professors challenge each other to a 100. m race across the football field.
The loser will grade the winner's physics labs for one month. Dr. Rice runs the race in
10.40 s. Dr. De La Paz runs the first 25.0 m with an average speed of 10.0 m/s, the next
50.0 m with an average speed of 9.50 m/s, and the last 25.0 m with an average speed of
11.1 m/s. Who gets stuck grading physics labs for the next month?

V=D/T
T=D/V
T=25m/10m/s
T=2.5s
T=50m/9.5m/s
T=5.26s
T=25m/11.1m/s
T=2.25s
T=10.01
Dr. Rice loses

Acceleration Worksheet. Name: Brenna Gillotti
14.2 Acceleration Date: 2/26/2018

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 (​v2​ )
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

The acceleration of the skater is 2.7 meters per
second per second.

Given
Beginning speed = 2.0 m/s
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 = -0.75 m/s ​2

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?

A= (V2-V1)/T2

A= (85 m/s-45m/s)/4.5 sec

A= -40 m/s/4.5 sec
A= -8.8 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)

23

46

69

8 12

10 15

Acceleration = ___________________________

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?

T= (V2-V1)/A

T= (30.0 m/s-0 m/s)/-4.0 m/s2​

T= 30.0 m/s/-4.0 m/s​2

T= -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?

V2= V1 + (A*T)
A = 60 mi/hr-0 mi/hr/8.0 sec= 7.5 mi/hr2​
V2= 50 mi/hr + (7.5 mi/hr2​ ​*5 sec)
V2= 50 mi/hr + 37.5 mi
V2= 87.5 mi/hr

6. A cart rolling down an incline for 5.0 seconds 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= V1 + (A*T)
V2= 2.0 m/s + (4.0 m/s2​ ​ * 5.0 sec)
V2= 2.0 m/s + 20 m/s
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?

A= (V2-V1)/T
A= (60 m/s - 25 m/s)/5 sec
A= 35 m/s/5 sec
A= 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?

A= (V2-V1)/T
A= (6 mi/hr-25 mi/hr)/10 sec
A= -19 mi/hr/10 sec
A= -1.9 mi/hr/sec

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= V1 + (A*T)
V2= 25 m/s + (7.0 m/s​2​*6.0 sec)
V2= 25 m/s + 42 m/s
V2= 67 m/s

10. A car starting from rest accelerates at a rate of 8.0 m/s. What is its final speed at the end of 4.0
seconds?

V2= V1 + (A*T)
V2= 0 m/s + (8.0 m/s​2*​ 4.0 sec)
V2= 0 m/s + 32 m/s
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?
A= (V2-V1)/T
A= (10 m/s - 0 m/s)/6.0 sec
A= 10 m/s/6 sec
A= 1.6 m/s2​

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?
T= (V2-V1)/A
T= (18 m/s - 0 m/s)/7.0 m/s​2
T= 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?

A= (V2-V1)/T
A= (7.0 m/s - 0 m/s)/3.0 sec
A= 2.3 m/s2​

QUIZ: Motion

Name:​ Brenna Gillotti Date:​ 3/1/18

Formulas:

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

1. After traveling for 14.0 seconds, a bicyclist reaches a speed of 89 m/s. What is the runner’s
acceleration?

A= (V2-V1)/T

A= (89 m/s-0 m/s)/14.0 seconds

A= 89 m/s/14.0 seconds

A= 6.4 m/s​2
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?

V2= V1 + (A*T)
V2= 0 m/s +(18 m/s​2​ * 5.0 seconds)

V2= 0 m/s + 90 m/s

V2= 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?

T= (V2-V1)/A

T= (49 m/s - 0 m/s)/ 16.0 m/s​2
T= 49 m/s / 16.0 m/s2​

T= 3.0625 seconds

3. During an Apollo moon landing, reflecting panels were placed on the moon. This allowed
earth-based astronomers to shoot laser beams at the moon's surface to determine its distance.
The reflected laser beam was observed 4.6 seconds after the laser pulse was sent. The speed of
light is 3.0 ×​ ​ 10​8​ m/s. What was the distance between the astronomers and the moon?

D= V*T

D= 3.0 * 10​8 ​m/s * 4.6 seconds

D= (13.8 m/s * 108​ ​ meters) * 4.6 seconds

D= 13800.0 km/s * 4.6 seconds

D= 63480.0 km

Directions:​ Choose ​4​ or 5
4. It is now 10:29 a.m., but when the bell rings at 10:30 a.m. Suzette will be late for French class

for the third time this week. She must get from one side of the school to the other by hurrying
down three different hallways. She runs down the first hallway, a distance of 65.0 m, at a
speed of 5.2 m/s. The second hallway is filled with students, and she covers its 32.0 m length
at an average speed of 1.46 m/s. The final hallway is empty, and Suzette sprints its 60.0 m
length at a speed of 7.3 m/s.

a. Does Suzette make it to class on time or does she get detention for being late again?
T= D/V (1st hallway)
T= 65.0 m/5.2 m/s
T= 12.5 seconds

T= D/V (2nd hallway)
T= 32.0 m/1.46 m/s
T= 21.9 seconds

T= D/V (3rd hallway)
T= 60.0 m/7.3 m/s
T= 8.2 seconds

12.5 seconds + 21.9 seconds + 8.2 seconds = 42.6 seconds

Yes, Suzette does make it 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?

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

Each row is a different angle with 2 different ramps, solving for velocities and figuring out final
acceleration. Conclusion based on data table

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

Which Angle had the greatest Acceleration? Write a Conclusion based on your findings.

Height of

Ramp Velocity Velocity
2 Acceleration
(Opposite) Dist. 1 Time 1 1 Dist. 2 Time 2

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

100 m = 100 m 5 sec. 20 m/s 100 m 2 sec. 50 m/s 15 m/s
90°

degrees

Conclusion:

To conclude, angle 2 (90 degrees) has a greater acceleration than angle 1 (30 degrees). As shown
in the data table above, angle 2 has and V2 of 50 m/s and a V1 of 20 m/s, which gives you 30
m/s if subtracted to figure out the acceleration. If you take 30 m/s and divide it by T2 (2 sec), that
would give you a total of 15 m/s. Angle 2 is greater because angle 1 has a V2 of 20 m/s and a V1
of 10 m/s, which gives you 10 m/s when subtracted to figure out the acceleration. 10 m/s divided
by 5 sec would only give you 2 m/s, which means that angle 2 is greater. Also, the height of the
ramp (opposite) for angle 2 (100 m) is greater than the opposite for angle 1 (50 m), so we can
predict that angle 2 has a greater acceleration without using the velocities and times. This also
proves that angle 2 has a greater amount of degrees then angle 1. Therefore, angle 2 has a greater
acceleration and amount of degrees then angle 1.

GPE/KE

Potential Energy Project
Due: Friday 3/17

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

Energy Joules Chemical Potential Law of Conservation
Energy of Energy
  “T​ he SI unit of work 
“The strength and  or energy, equal to  “Chemical potential “The law of
vitality required for  the work done by a  energy is the energy Conservation of
sustained physical or  force of one newton  stored in the Energy states that
mental activity.” when its point of  chemical bonds of a the total energy of
application moves  substance. The an isolated system
one meter in the  various chemicals remains constant, it
direction of action of  that make up is said to be
the force, equivalent  gasoline contain a conserved over
to one 3600th of a  large amount of time. This law
watt-hour.” chemical potential means that energy
energy that is can neither be
released when the created nor
gasoline is burned in destroyed; rather, it
a controlled way in can only be
the engine of the transformed from
car.” one form to
another.”

Kinetic Energy Kilojoules Elastic Potential Gravity
Energy
“Energy that a body  “A kilojoule is a unit  “The force that 
possesses by virtue  of measure of  “Elastic potential  attracts a body 
of being in motion.” energy, in the same  energy is Potential  toward the center of 
way that kilometres  energy stored as a  the earth, or toward 
measure distance.  result of  any other physical 
Food energy can  deformation of an  body having mass. 
also be measured  elastic object, such  For most purposes 
in terms of the  as the stretching of  Newton's laws of 
nutritional or 'large'  a spring. It is equal  gravity apply, with 
Calorie (Cal), which  to the work done to  minor modifications 
has the same  stretch the spring,  to take the general 
energy value as  which depends  theory of relativity 
4.186kilojoules  upon the spring  into account.” 
(kJ).”  constant k as well 

as the distance 
stretched.”

Potential Energy Gravitational Mechanical Energy

  Potential Energy
“The energy 
possessed by a body  “Gravitational  “Mechanical energy 
by virtue of its 
position relative to  is the sum of 
others, stresses  potential energy is  potential energy 
within itself, electric  energy an object  and kinetic energy. 
charge, and other  possesses because  It is the energy 
factors.” of its position in a  associated with the 
gravitational field.  motion and position 
The most common  of an object.” 
use of gravitational 

potential energy is 

for an object near 

the surface of the 

Earth where the 

gravitational 

acceleration can be 

assumed to be 

constant at about 

9.8 m/s2​ ​.” 

Resource: ​http://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: ​http://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 (Carida) - 17% greater than Earth’s Gravity - ​115636.248 joules
Star Wars Planet #2 (Hoth) - 39% less than Earth’s Gravity - ​35589.06 joules
Star Wars Planet #3 (Tatooine)- 82% greater than Earth’s Gravity -​ 69478.344 joules

*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.

Escape from Gringotts at Universal, 13 meter drop

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

A. Star Wars Planet #1 (Carida):
GPE =KE
GPE = Mass * Gravity * Height
GPE = 453.6kg * 19.61m/s​2​ * 13m
GPE = 115636.248 Joules
GPE = 1.115636 X 10​5
B. Star Wars Planet #2 (Hoth):
GPE = KE
GPE = Mass * Gravity * Height
GPE = 454 kg * 8.71 m/s​2 *​ 9 m
GPE = 35,589.06 Joules
GPE = 3.558906 X 10​4
C. Star Wars Planet #3: (Tatooine)
GPE = KE
GPE = Mass * Gravity * Height
GPE = 454 kg * (11.772m/s​2.)​ * 13 m

GPE = 69478.344 Joules
GPE = 6.9478344 X 10​7

Data Table:

Carida mass (kg) gravity ? H1 = your coaster GPE
Object 454 kg 19.61 m/s​2
13 m 115636.248 j
1

Hoth mass (kg) gravity H2 = your coaster GPE
Object 454 kg 8.71 m/s2​
13 m 35589.06 j
1

Tatooine mass (kg) gravity H1 = your coaster GPE
Object 454 kg 11.772 m/s2​
13 m 69478.344 j
1

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

1. What factors affect Gravitational Potential Energy?

The mass of the object being dropped from a specific height, the acceleration that the object
falls at which all depends on the planet you drop the object from

2. Why did the GPE change on the other planets?

The GPE varied on each planet because of the gravity is different on each one. If the gravity is
different for each the the acceleration so if the acceleration changes then the there will be a
change in the GPE formula.

3. Which planet would you be able to hit a golf ball further? Explain using data.

You would be able to hit a golf ball further on a planet with less gravity. To help further explain
with an example would be Hoth the ice planet who’s gravity was just under earth’s at 8.71 m.s2​ .​
On the other hand Caridia’s gravity was more than earth’s at 19.61 m/s 2​ ​ making the golf ball go
less further compared to Hoth. So if the golf ball were to be dropped from the same height from
both planets the object on Hoth would make it to the ground faster.

4. How does GPE relate to Chemical Potential Energy?

GPE compares to Chemical Potential Energy because both have to do with how far away two
objects are in GPE it’s how far the object is to the earth while in Chemical Potential Energy it’s
about the energy between two atoms.

5. How do Energy companies use GPE to generate Electrical Energy? Give an example

Some way Energy companies use GPE to generate Electrical Energy is by hydroelectric power
in which a turbine rotates to create 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.

An object's highest point has the most GPE and KE because once it has hits the ground from
the point it was dropped then it has the most KE and no GPE.

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

Use either:

GPEt​ op​ = KEb​ ottom



QUIZ:​ 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 m​ ass 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:

Earth Hoth

GPE = KE GPE = KE

GPE = Mass * Gravity * Height = .5mv2​ GPE = Mass * Gravity * Height = .5mv2​
GPE = 7,000 kg * 9.8 m/s​2​ * 125 m = .5 * 7,000 kg * v​2 GPE = 7,000 kg * 13.426 m/s​2​ * 125 m = .5 * 7,000 kg * v​2
GPE = 8,575,000 m/s = .5 * 7,000 kg * v2​ GPE = 11,747,750 m/s = .5 * 7000 kg * v2​
GPE = 8,575,000 m/s/3,500 3,500 v​2​/3,500 GPE = 11,747,750 m/s/3,500 3,500 v​2/​ 3,500
GPE = √2,450 m/s = √v​2 GPE = √3356.5 m/s = √v​2

GPE = 49.5 m/s = v GPE = 57.9 m/s = v

Data Table:

Planet Velocity
Earth 49.5 m/s
Hoth 57.9 m/s

Graph:

Conclusion: ​You will need to compare the needs for safety on Earth to the needs on Hoth.
Explain your reasoning for the changes on Hoth.

In conclusion, there will be more needs for safety regulations on Hoth than on
Earth. This is because the roller coaster, The Falcon, on Hoth will have a velocity of 57.9
m/s. However, on Earth, The Falcon will only have a velocity of 49.5 m/s. Earth’s safety
needs for roller coasters usually requires that riders have their latch/seat belt on and that
they have hands and feet in the coaster at all times. Since the roller coaster will be going
faster on Hoth, a tighter or more secure latch/seat belt may be necessary. If more safety
restrictions are added to Hoth, then an equally safe ride compared to the ride on Earth
will be ensured. Overall, due to the increase in velocity of The Falcon roller coaster on
Hoth, Hoth will need to increase it’s safety regulations for a safer ride.

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?

G = GPE/M * H
G = 800,000 J/3200 kg * 15m
G = 800,000 J/48,000
G = 16.7 m/s​2

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?

M = GPE/G * H
M = 600,000 J/5.2 m/s​2​ * 150 m
M = 600,000 J/780
M = 769.23 kg

Simple Machines  

Simple Machines Presentation
Due Thursday

Directions:​ Create a presentation that describes one simple machine per person in your group.
The presentation should cover the following:
Options: I​ nclined Plane - Ethan​ , L​ ever - Connor​ P​ ulley - Charlotte,​ ​Gear - Brenna​, Wheel and

Inclined Plane -
The inclined plane is used to lighten workforce making it easier to move heavy or large objects.
The increase in height in`an inclined plane reduce the amount of work and increases the
amount of efficiency.

Lever -

Pulley - It’s a rope wrapped around a wheel which sometimes will have grooves and one end of
the rope is connected with a weight that you’re trying to lift and on the other end of the rope is a
counterweight which can be a person or an object.

Gear​ - A gear or a cog is a wheel with “teeth” on it. In order to work with the gear, there needs to
be at least two gears with teeth that fit with each other. When there are two gears when the
teeth fit each other, when one gear turns, so does the other one. Gears have many different
sizes, which can also affect how the gear works.

1. How is it used in everyday life?
Lever
Pulley - Pulleys are used everyday and are found very commonly. They are used in elevators,
flag poles, clotheslines, wells, and rock climbing.

Gear​ - We use gears in everyday life when we use things such as wind up toys, cars, mixers,
clocks, oil rigs, vacuums, and more. The gears inside of these objects make using them easier
because we are able to change the object’s speed, direction, and measure time. We can also
create a “mechanical output” by inputting force

Inclined Plane -
Inclined Planes are used in everyday life such as the ramp used to get a motorcycle in the back
of a pickup truck or the stairs and or escalator.

2. How is Mechanical Advantage determined for your machine?
Lever
Pulley
Gear - The way to get a gears mechanical advantage to get an equal power output-input ratio is

That the power input to a gear train with a torque T​A​ applied to the drive pulley which rotates at
an angular velocity of ω​A​ is P=TA​ ​ω​A​.
Incline Plane

3. How is Efficiency determined for your machine?
Lever
Pulley
Gear - “​Most manufacturers will specify an intended gearbox operating point. Gearbox
efficiencies in a spur gearbox at a 16-mm diameter vary from about 87% at a gear ratio of 6.3:1
to about 40% at a ratio of 10,683:1. A basic rule that designers use for spur gears is a 10% loss
per engagement. One gear wheel in contact with another is defined as an engagement and the
loss in that engagement is approximately 10%.”
Incline Plane

4. 2 or 3 word problems per group with math calculations.

5. Include Research (works cited)

(both in presentation)

QUIZ: Inclined Plane
QUIZ: ​Wednesday and 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!)

If the angle increases, then 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 = D In/D Out AMA = F Out/F In Efficiency = W Out/ W In X 100
IMA = 300 M/70 M AMA = 12 N/4 N Efficiency = 840 J/1200 J
IMA = 4.3 AMA = 3 Efficiency = 0.7 X 100
Efficiency = 70 %

IMA = D In/D Out AMA = F Out/F In Efficiency = W Out/W In
IMA = 100 M/70 M AMA = 12 N/8 N Efficiency = 840 J/800 J
IMA = 1.4 AMA = 1.5 Efficiency = 1.05 X 100
Efficiency = 105%

Data Table: (​ Located on Google Classroom)

Trial Output Output Output Input Input Input
Force (N) Dist. (m) Work (J) Force Dist. Work IMA AMA Efficiency

12Angle = 13 70 840 4 300 1200 4.3 3 70%

12Angle = 45 70 840 8 100 800 1.4 1.5 105%

Graph:​ ​(Angle and Mechanical Advantage)

Conclusion:
The purpose of the inclined plane experiment was to change the

angles to see how that would affect the mechanical advantage. If the angle
increases, then the mechanical advantage decreases. To support this
theory, a 13 degree angle has an actual mechanical advantage of 3.
However, a 45 degree angle has an actual mechanical advantage of 1.5.
There are many possible machines we use everyday, but a perpetual
motion machine would not be made possible. According to Livescience, ‘"​ In
short, perpetual motion is impossible because of what we know about the
geometry of the universe," said Donald Simanek, a former physics
professor at Lock Haven University of Pennsylvania and creator of T​ he
Museum of Unworkable Devices.​ "Nature provides no examples of
perpetual motion above the atomic level” (Working Against Physical Laws).
As shown, a perpetual motion would not be possible because it would
violate the first and second laws of thermodynamics as well as the law of
conservation of energy. Also the fact that nature seems to make it
impossible, because of the fact there aren’t any factors that there is
perpetual motion above the atomic level. In conclusion, the angle affects
the mechanical advantage of a triangle.

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.

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

Rubric

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.

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.

Activity:​ Tree Height Practice

Determine the height of the trees in the following examples. You will also need to calculate the
IMA and AMA using the given information.

Make Diagrams and calculate in Notebook first

Example 1: A student walked 43 meters away from the tree and measured the angle through
the clinometer to the top of the tree to be 18 degrees.

1. What is the height of the tree?
13.975 M

2. What is the Input Distance to the top of the tree?
45.214 M

3. What is the IMA?
3.24 M

4. The AMA is 27% less than the IMA. What is the AMA?
2.37 N

5. The Output Force is 350 N.

6. What is the Input Force?

147 N

Example 2: A student walked 84 meters away from the tree and measured the angle through
the clinometer to the top of the tree to be 29 degrees.

7. What is the height of the tree?
46.56 M

8. What is the Input Distance to the top of the tree?
96.04 M

9. What is the IMA?
2.06 M

10. The AMA is 42% less than the IMA. What is the AMA?
1.1948 M

11. The Output Force is 75 N.

12. What is the Input Force?
62.77 N

Heat Energy 

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

1. Vocabulary - Define and make note cards or quizlet

Conduction​: T​ he Heat: T​ he thermal Insulator:​ ​A Calorie​: T​ he energy
transfer of thermal energy that flows material in which needed to raise the
energy by collisions from something at a temperature of 1
between particles in higher temperature heat flows slowly gram of water
matter. Conduction to something at a through 1 °C (now
occurs because lower temperature usually defined as
particles in matter 4.1868 joules).
are in constant
motion.

Convection:​ T​ he Temperature: Second Law of Turbine​:​ ​A machine
transfer of thermal Measures the Thermodynamics:​ for producing
energy in a fluid by average kinetic The increase in continuous power
the movement of energy of the thermal energy of a in which a wheel or
warmer and cooler particles of the system equals the rotor, typically fitted
fluid from place to object work done on the with vanes, is made
place. system plus the to revolve by a
heat transferred to fast-moving flow of
the system. water, steam, gas,
air, or other fluid.

Radiation:​ T​ he Heat Engine:​ A​ Specific Heat: T​ he Generator​: ​Device
transfer of energy device that amount of heat that uses
that’s needed to electromagnetic
by electromagnetic converts heat into raise the induction to convert
temperature of 1 kg mechanical energy
waves. work of some material by to electrical energy
1℃

First Law of Conductor:​ M​ aterial Kinetic Energy​:
Thermodynamics​: such as copper Energy a moving
The increase in wire in which object has because
thermal energy of a electrons can move of its motion;
system equals the freely depends on the
work done on the mass and speed of
system plus the the object
heat transferred to
the system

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

​They are different because
the solid atoms are more contained while the liquid atoms are slightly spread out
and the gas atoms are very spread out. The gases vibrate and move freely at high
speeds. The liquid can also vibrate and are more condensed when moving
around because they atoms are closer together and don’t move as freely when in
motion. The solid can also vibrate but are completed compressed together and
cannot move from place to place unless if moved by another substance.
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.

H = m * H(f)
H = 15g * 333.55j/g
H = 5,003.25j

H = m * T * SH
H = 15g * 100c *
4.178j/gc
H =.7j

H = m * H(v)
H = 15g * 2,257j/g
H = 33,855j

H = 5,003.25j +
626.7j + 33,855j
H = 39484.95j

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.” ​Definition Link
Video Link

5. Construct a graph showing the average monthly temperatures in Hartford, CT.,
a city on the equator and a city in the Southern Hemisphere.



Total Average of Australia: 71 degrees
Total Average of Connecticut: 61 degrees
Total Average of Indonesia: 89 degrees

Location Average Temperature

Australia (South) 71

Indonesia (On Equator) 89

Connecticut (North) 61

6. How is Steam used to create electricity in Power Plants?
A. Coal Plant
Coal is burned and creates heat for the water. When the water reaches a certain
temperature, it evaporates and turns into steam. The steams pressure turns a
turbine shaft, which is connected to the shaft of the generator. The magnets in
the generator spin inside coil wires which will create electricity. It is then used to
be converted into water that will be reused.
B. Natural Gas Plant
Natural gases get burned at a high temperature. The exhaust is used to heat
water up which will be turned into steam. A turbine is turned by that steam and
the energy is used to turn the turbine which is converted into electricity.
C. Nuclear Plant
Nuclear power plants create heat by splitting uranium atoms. The heat converts
water to steam. The steams power turns a turbine, which makes the power of the
turbine spinning produce electricity.
D. Where did Fossil Fuels originate?
Fossil Fuels originated during the Carboniferous Period, over 280 million years
ago. During this time period, there were no animals, only trees and other plants.
When they died, they fell to the bottom of swamps and oceans, forming a spongy
material called peat. Over millions of years, the peat was covered by layers of
sand and rocks. With the pressure of the sediment on top of the peat, all of the
water was compressed out of it, leaving either coal, petroleum, or natural gas.
E. What is the difference between Renewable and NonRenewable forms of
energy?

Renewable forms of energy, including hydro, solar, and wind, naturally replenish
in a short amount of time. Nonrenewable forms of energy, including nuclear, coal,
and oil, have limited supplies because of how long it takes for them 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.

7. Lab Report

Name: Brenna Gillotti
Class: S7
Teacher: Lopez
Date: 5/12/18

Investigation Title:

I. Investigation Design
A. Problem Statement:

Will the type of metal be determined if the specific heat can be found?

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

If we can determine the specific heat loss, then we are able to find out what metal correlates
with that specific heat

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

Aluminum Zinc Copper

D. Dependent Variable:y
Specific Heat

cal/​℃

E. Constants:

Glass beaker Amount of water Coffee cup

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

Water

G. Materials: (List with numbers)
1. Hot plate
2. Coffee cup
3. Thermometer
4. Water
5. Metals
6. Glass beaker
7. Triple beam balance
8. Tool to remove metal

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

Mass Mass Δ Temp Δ Temp Heat Heat Lost SH Real
Metal Water H20 Metal SH
Object Gain H20 Metal Metal
Example 65 100 27-21 = 6 75-27 =
48 Use
600 600 notes

Aluminum 20 100 29-25 = 4 98-29 = 71 100 100 0.025 0.21

Zinc 29.7 100 25-22 = 3 85-25 60 180 180 0.48 0.39

Copper 68 100 30-25 = 5 93-30 = 63 350 350 0.087 0.092

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

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)
Aluminum
Heat = mass * change in temperature * SH
Heat = 20 * 71 * 0.025
Heat = 35
Copper
Heat = mass *change in temperature * SH
Heat = 68 * 63 * 0.087

Heat = 372.7

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

The purpose of the experiment was to use the metal to find its specific heat. The hypothesis
was if we can determine the specific heat loss, then we are able to find out what metal
correlates with that specific heat. With the procedure steps used, I was able to find that my
hypothesis was correct because we were able to determine the metal that correlates with the
unknown heat. An example of this is with the aluminum, the specific heat that was found was
0.025 cal/℃ but the actual specific heat was 0.21 cal/℃. Another example is that the specific
heat of zinc that was found was 0.48 cal/℃, but the actual specific heat is 0.39 cal/℃. Lastly,
the coppers specific heat that we found was 0.087 cal/℃, although its actual specific heat is
0.092 cal/℃. The specific heats are very close values to each other and they prove that the
hypothesis was correct and that the specific heat of an unknown metal can be found when the
metal is determined.

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

Mercury does seem to be a dangerous material to be used with thermometers, it does
have different features which helped it serve a purpose. An example of this is Mercury is a very
uncommon metal that can be liquid at room temperature and also has a very high boiling point.
This means that it won’t boil if it reaches a high temperature and will stay liquid.

Critical Thinking Questions
1. What happens to the molecules in each of the beakers as heat is added?
When heat is added, the molecules gradually increase motion
2. Which substance showed the greatest temperature change? Least? Use data
The water showed the greater temperature change. While the water takes 7 minutes to
be raised 50 degrees, the saltwater, however, took 8 minutes to rise the same
temperature.
3. Which substance does research say should show the greatest temperature increase?
Least? Why? How does this relate to Specific Heat?
Research says that the saltwater should show a greater temperature increase, because
its specific heat is 3.85 j/gc. The specific heat of water is 4.178 j/gc, thus meaning that it
takes more energy to heat the same amount of water than saltwater.
4. How does Average Kinetic Energy relate to this experiment?

As the liquids heat up, the average kinetic energy becomes greater. As liquids cool
down, the average kinetic energy decreases.
5. Why is water a great substance to put into a car engine radiator?
Water is a great substance to put into a car engine radiator because it doesn’t easily
freeze or evaporate. With other liquids, they could easily freeze in the winter, or could
easily evaporate with the heat of the car engine.

Practice Calculation
8. 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?
HG = Mass * CIT * SH
HG = 50g * 40℃ * 0.89cal/kg℃
HG = .05kg * 40C * 0.89cal/kg℃
HG = 1.78 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?
HG = Mass * CIT * SH
HG = 350g * 71℃ *.4cal/kg℃
HG = .35kg * 71C * .4cal/kg℃
HG = 9.94 calories
Lopez Lab
Water (32 - 23) Oil (39-23)

http://www.kentchemistry.com/links/Energy/SpecificHeat.htm
Use this to help solve problems

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?
Scientists discovered a substance called nano which reflects radiation and
ultraviolet light. NASA is able to use this material to line spaceships which will
protect astronauts from any kinds of harmful radiation