Blue Science Portfolio

protector since the GPE is slower, thus meaning the coaster will accelerate downwards a
bit slower than the acceleration on Hoth, since the difference of meters per second
between Earth and Hoth is about 8.44 meters difference. In conclusion, this is how the
GPE affects the needs of what safety precautions you would have to take with Millenium
Falcon between on the planets of Earth and Hoth.

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 g​ ravity ​on Planet Tatooine?

2. The Tie Fighter Roller Coaster has a h​ eight of 150 m. on Planet Hoth.​ H​ oth has a
gravity of 5.2 m/s2​ ​.​ This roller coaster has a P​ otential Energy of 600,000 J. ​ What is the
mass ​of the Tie Fighter?









Comprehension Questions

Crashing, Jumping, and Falling

10 questions

Your Results:

Multiple Choice: 7/7 (100%)

Written Response Needs Grading

1. 1​What question from the beginning of the article is the author attempting to
answer in the rest of the article?

○ What happens when two cars collide on a highway?
○ What speeds are safe for a car to travel at on the

highway?
○ What kind of physical processes are responsible for the ways

cars look after an accident?
○ What is frictional force?
2. 2T​ he author explains the physics involved when objects crash, jump, and
fall. How does the author explain this information?

○ The author lists terms for physical processes and defines
those terms.

○ The author uses real-world examples to illustrate how different
physical processes work.

○ The author explains a physical process and then provides
diagrams showing what he means.

○ The author poses a hypothesis and then supports that
hypothesis using evidence from experiments.

3. 3B​ elow are three pieces of evidence from the text:
4. 1) In both cases, energy is transferred from one object to the other —

between the two cars, or between the car and the wall. Clearly, the faster a
car is traveling, the more energy it will transfer to the object — be it a car, a
brick wall, or a guardrail.

5. 2) The higher the crane operator lifts the wrecking ball, the more potential

energy is stored inside that ball. The higher the ball is raised, that is, the

more damage it will do to the ground when it is dropped.

6. 3) When the bungee jumper reaches the end of the cord, he briefly stops

moving. By this point, the kinetic energy produced by his fall has been fully

transformed into tensional energy inside the cord. This energy then exerts

its force on the bungee jumper himself, sending him bouncing back toward

the bridge.

7. Which of the following statements are best supported by ALL THREE

pieces of evidence from the text?

○ Jumping, falling and crashing are completely different
physical processes and are unrelated.

○ Jumping, falling and crashing all involve the transference and
changing of energy.

○ Jumping, falling, and crashing have nothing to do with
physics.

○ Jumping, falling, and crashing all demonstrate how
“tensional energy” is transferred in a process.

8. 4W​ hat are dented doors, a crumpled hood, and shattered glass examples

of?

○ electromagnetic forces being exerted on the cars involved
in the accident

○ the effects of energy being transferred
○ kinetic energy being changed to potential energy
○ the effects of potential energy on the cars involved in the

accident
9. 5​What is the article “Crashing, Jumping, Falling” mostly about?

○ the physical processes involved in crashing, jumping and
falling

○ the dangers of driving fast, going skydiving and wrecking
buildings

○ how tensional energy affects everything we do

○ why bigger baseball bats are more effective for hitting
homeruns

10. 6W​ hat is an example of “potential energy”?

○ the energy that moves a rollercoaster car as it rolls
downhill on the tracks

○ the energy that is exerted on a brick wall after a car hits it
○ the energy stored in a wrecking ball after lifting it in the air

above the ground
○ the energy that is used to move a baseball over the fence

of a baseball field
11. 7C​ hoose the answer that best completes the sentence below.

12. ____________ the skydiver jumps from the plane at 20,000 feet, the

potential energy stored inside him is converted to kinetic energy.

○ However
○ When
○ Although
○ Before
13. 8E​ xplain what is happening to a person’s energy when they go skydiving.

Be sure to explain what happens to the person’s energy 1) when they go up

in the plane, 2) when they jump from the plane, and 3) when the parachute

opens.

14. When a skydiver goes up in a plane, potential energy is stored inside
him as he rises in the sky with the plane. The potential energy stored
inside the skydivers changes to kinetic energy when he jumps from
the plane and falls towards the ground. A parachute, which slows the
skydivers fall by creating air resistance, is required to reduce the
kinetic energy the skydiver generates as he falls.

15. 9​What happens to the amount of potential energy stored in a wrecking ball

the higher it is raised in the air?

16. The amount of potential energy increases.

17. 10E​ xplain whether the amount of potential energy stored within an object

affects the level of impact the object will have on another object when they

come into contact. Use at least one example from the text to support your

answer.

18. Students should explain that the amount of potential energy that is
stored within an object does affect the level of impact it will have on
another object when they come into contact. The more potential
energy an object has, the more of that energy can be converted into
kinetic energy which will increase the impact that object has on
another object when it hits that object. Students can use the example
of the wrecking ball to support their answer. The higher the wrecking
ball is raised, the more potential energy it has, therefore, the more
damage it will do when it is dropped. Any other examples used are
acceptable as long as they are from the text and support the
students’ reasoning.

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 of the inclined plane greater, than the mechanical advantage will be greater.

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

opp/hypo opp/hypo opp/hypo
70/300 70/200 70/100
0.23 (3 repeating) = 0.24 0.35 0.7
14° 21° 45°

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

Calculations (​ Examples):

IMA AMA Efficiency
Input dis/output dis Output force/input force Work out/work in * 100

300/70 12/4 Work = force * distance
4.29 m 3N 840/1200J * 100
0.7 * 100
IMA AMA 70%
Input dis/output dis Output force/input force
100/70 12/8 Efficiency
1.43 m 1.5 N Work out/work in * 100
Work = force * distance
840/800J * 100
1.05 * 100
105%

Data Table: (​ Located on Google Classroom)

Output Output Output Input Input Input Efficie
Force (N) Dist. (m)
Trial Work (J) Force Dist. Work IMA AMA ncy
70
Angle 1 12 840 4 300 1200 4.29 3 70
70
Angle 2 12 840 6 200 1200 2.86 2 70
70
Angle 3 12 840 8 100 800 1.43 1.5 105

Graph:​ (​ Angle and Mechanical Advantage) output force/input force

Conclusion:

Option #1 Write a Conclusion.

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

and why?

1. Discuss purpose✔
2. Restate hypothesis - angle and mechanical advantage✔
3. Data to support hypothesis✔
4. Is there a machine that is impossible? Explain using research on

the Law of Conservation of Energy (Support with research - Use
Explore Tool research - INLINE CITATIONS )1✔
5. Use this source to explain the relationship of this machine to
Newton’s First Law of Motion.✔

Conclusion

The purpose of this experiment was to find which simple machine has the
greatest actual Mechanical Advantage, which is also known as the AMA.
According to my calculations, the 14​° ​angle of the inclined plane has the
greatest AMA of 3, with the 21°​ a​ ngle of 2, and the 45​°​ angle of 1.5, as
this is also shown on my graph. However, there is in fact a machine that
is impossible. The angle that is 45° is impossible. This is because it has
an efficiency of 105%, overall being over 100%, therefore being an
impossible machine. According to my research, conservation of energy is
when something does not change. For instance, “In mechanics, there are
three fundamental quantities which are conserved. These are energy,
momentum and angular momentum.” (KhanAcademy). This connects with
whether the ma​ chinchi​ne is possible or not since the conservation of
energy deals with energy and how is is builded up and used, which is
shown when you have the efficiency of that object, also stating that the
energy cannot be over 100%, which would make it no longer efficient nor

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.

possible. Furthermore, this machine also relates to Newton’s First Law of
Motion. Correspondingly, this law 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.”
(ThePhysicsClassroom). This law is also shown in everyday life with
these machines, such as pulleys, levers, gears, wheel and axle, inclined
plane, etc. Since the law states that an object doesn’t start moving until
another thing causes it to, this can be showed in a pulley since you pull
one side of the pulley (the force in) which cause the other side of the
pulley to move as well (the force out). Likewise, this is also shown in a
lever type-machine, like a seesaw when one side of the weight is
contributed and makes that side go down, this causes the other side to go
up with that weight, and the other way around etc. The second law of
newton's shows that when F force is applied to an object, m is the object's
mass and a its acceleration, so F = ma (ChrisFletcher). This is shown in
a inclined plane because (for example, a ramp, slide, etc.) when the force
is going down the plane, then the acceleration increases, the higher the
mass of that object is. Additionally, the inclined plane connects with
newton’s first law by showing “Objects at rest stay at rest, and those in
motion stay in motion, unless acted upon by an outside force”
(ChrisFletcher). Basically saying, the inclined plane would not move, but
rather the object will be in motion, unless dome force decides to move the
plane. All in all, these were the reasons of why the 45​° ​angle is impossible
and the examples of how the physics laws connect with these simple
machines.

Sources Used:

https://www.khanacademy.org/science/physics/work-and-energy/work-and-

energy-tutorial/a/what-is-conservation-of-energy

http://www.physicsclassroom.com/class/newtlaws/Lesson-1/Newton-s-First

-Law

https://www.crestcapital.com/tax/motion_energy_and_simple_machines

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

Rubric

Lab Rubric - Data Analysis Sections

1 234

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

Conclusion/ ____No conclusion is ____Somewhat ____Adequately ____Clearly explains
Analysis written in this report or it explains whether or explains whether or whether or not the
is very brief. No data is not the hypothesis not the hypothesis hypothesis was
cited. was supported. was supported. supported. Data
____No analysis is ____ Possible Data is cited to was cited to support
included or it is extremely sources of error are support hypothesis. the hypothesis.
brief no sources of error somewhat ____Possible ____Possible
are explained. explained. sources of error are sources of error are
____No discussion of ____ No discussion adequately clearly explained.
patterns or trends in the of patterns or explained.
data trends ____Some ____Trends and
discussion of Patterns in the data
patterns or trend in are clearly
the data discussed.

Comprehension Questions

Could the Futuristic Traveling Tube Become a Reality?

10 questions

Your Results:

Multiple Choice: 7/7 (100%)

Written Response Needs Grading

1. 1​What is the Hyperloop?

○ an electric car that Elon Musk is designing
○ a private spaceship that Elon Musk is designing
○ a traveling tube that Elon Musk is designing
○ a bullet train that Elon Musk is designing
2. 2​What does this passage describe?

○ This passage describes a traveling tube that could help people
get around in the future.

○ This passage describes the costs of building traveling
tubes around the world.

○ This passage describes the damage that cars, planes, and
trains do to the environment.

○ This passage describes the reasons that people are
looking for a cheaper-than-ever way to travel.

3. 3I​ f built, the Hyperloop would be faster than any other type of
transportation.

4. What evidence from the passage supports this statement?

○ People using the Hyperloop would travel in pods that are
about six-and-a-half feet across.

○ The Hyperloop is being designed to travel at twice the speed
of an airplane.

○ Right now people can fly, drive, or take a train to get from
Los Angeles to San Francisco.

○ Inventors in other countries are working on technology
similar to the Hyperloop.

5. 4​Based on information in the passage, what is one reason that people

might want to use the Hyperloop instead of other kinds of transportation?

○ People with motion sickness might not be able to handle
the Hyperloop.

○ People are tired of using the same four kinds of
transportation over and over.

○ The Hyperloop could take people to places where planes
and trains do not go.

○ People would not have to pay as much to use the Hyperloop.
6. 5W​ hat is this passage mainly about?

○ science fiction movies and cartoons featuring futuristic
traveling tubes with tiny pods

○ the interest that inventor Elon Musk has in private space
flight and electric cars

○ why the train between Los Angeles and San Francisco is
one of the slowest in the country

○ a tube that could make travel in the future easier, faster, and
cheaper

7. 6​Read the following sentences: “Additionally, Musk believes the Hyperloop

could be completely powered by the sun—making it more environmentally

friendly than cars, airplanes, or train systems. Someday it could possibly

move people between the East and West Coasts of the United States in less

than an hour, which is faster than any other mode of transportation that

exists.”

8. What does the word mode mean in the sentence above?

○ ticket
○ type
○ train
○ travel

9. 7C​ hoose the answer that best completes the sentence below.

10. The Hyperloop would offer travelers many benefits, _______ fast trips and

low prices.

○ meanwhile
○ finally
○ including
○ otherwise
11. 8​According to the passage, what are some of the questions that remain

unanswered about the Hyperloop?

12. How much would the Hyperloop cost?
13. 9​Is anyone besides Elon Musk working on technology similar to the

Hyperloop? If so, who?

14. Yes, inventors in other countries are working on technology similar
to the Hyperloop.

15. 10​Based on information in the passage, is a traveling tube such as the

Hyperloop likely to become a reality or not? Explain your answer with

evidence from the passage.

16. In the past Musk has worked on private space flight and electric cars,
two types of technology that have become reality, so there is a good
chance that traveling tubes will become reality too.

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

1. Vocabulary - Define and make note cards or quizlet

Conduction Heat Insulator Calorie
the transfer of heat a form of energy A material or an A unit of heat and
between two parts associated with the object that does not energy equal to the
of a stationary movement of atoms easily allow heat, amount of energy
system, caused by and molecules in electricity, light, or required to raise
a temperature any material sound to pass the temperature of
difference between through it 1 gram of water by
the parts 1° Celsius

Convection Temperature Second Law of Turbine
process by which a measure of the Thermodynamics a rotary engine
heat is transferred average kinetic In any cyclic actuated by the
by movement of a energy of the process the entropy reaction or impulse
heated fluid such particles in a will either increase or both of a current
as air or water system or remain the of fluid (such as
same. Entropy: a water, steam, or
state variable air) subject to
whose change is pressure and
defined for a usually made with a
reversible process series of curved
at T where Q is the vanes on a central
heat absorbed rotating spindle

Radiation Heat Engine Specific Heat Generator
the emission or a system that the amount of heat any device for
transmission of converts heat or required to change converting
energy in the form thermal a unit mass (or unit mechanical energy
of waves or energy—and quantity, such as into electrical
particles through chemical mole) of a energy by
space or through a energy—to substance by one electromagnetic
material medium. mechanical energy, degree in induction, esp a
This includes: which can then be temperature large one as in a
electromagnetic used to do power station. a
radiation, such as mechanical work. It device for
radio waves, does this by producing a voltage
microwaves, visible bringing a working electrostatically.
light, x-rays, and substance from a any device that
higher state converts one form

gamma radiation temperature to a of energy into
(γ) lower state another form: an
temperature acoustic generator

First Law of Conductor Kinetic Energy
Thermodynamics an object or type of the energy that it
a version of the law material that allows possesses due to
of conservation of the flow of an its motion. It is
energy, adapted for electrical current in defined as the work
thermodynamic one or more needed to
systems. The law of directions accelerate a body
conservation of of a given mass
energy states that from rest to its
the total energy of stated velocity
an isolated system
is constant; energy
can be transformed
from one form to
another, but can be
neither created nor
destroyed

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

They are all different from each other because the solid molecule is all packed together,
the liquid molecule is more spread out than the solid with a different density, and the
gas molecule is very spread out as a moving vapor.
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 = heatf​ ushion​ * mass
H = 333.55 J/gC * 15 g
H = 5003.25 J
Heat = mass * change in temperature * specific heat
H = 15 g * 100C * 1 cal/gC
H = 1500 cal
Heat = mass * heat​vapor
H = 15 g * 2257 cal/gC
H = 33855 cal
4. What is the difference between Heat and Temperature? Provide a definition,
picture and video link to help you review.
Article
http://www.spitzer.caltech.edu/uploaded_files/other_files/0000/4597/TheDifferenceBetw
een.pdf
Video
https://www.youtube.com/watch?v=7VG945bbPbQ

What Is Heat?
Firstly, heat is a measurement of energy. Since the hotter an object gets, the faster the
motion of the kinetic energy molecules inside are moving. According to NASA, “the heat
of an object is the total energy of all the molecular motion inside that object.”
Furthermore, this means that since the molecules are moving inside, the faster they
move the more heat is transferred, thus resulting in the heat that was calculated from
the total energy.

What Is Temperature?
Secondly, temperature is the MEASURE of the average heat (thermal energy), made up
of the molecules in that substance. Knowing this, not every molecule may have the
same thermal energy, if you were to look at a temperature (ex: it is 65 degrees C in
here). Additionally, this is because of the fact that the energy molecules are always
moving, therefore having different ranges of energy, as with the molecules interacting
with each other that this can also change their overall energies as well. As Nasa stated,
“if we average the thermal energies of all the molecules together, we can obtain an
object's temperature.” Thus claims that we can determine the temperature from the
molecule’s thermal energy combined.

So What’s The Difference?

According to NASA, “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.” Therefore, we can observe that even
though heat and temperature may be related and connected with each other, we can
also conclude that they are two different elements with different purposes. -,o=p.

4. How is Steam used to create electricity in Power Plants?

A. Coal Plant

https://www.tva.com/Energy/Our-Power-System/Coal/How-a-Coal-Plant-Works

B. Natural Gas Plant

https://www.youtube.com/watch?v=sOKAv_HKkas

C. Nuclear Plant

https://www.youtube.com/watch?v=_UwexvaCMWA

D. Where did Fossil Fuels originate?

There are three major forms of fossil fuels: coal, oil and natural gas. All three were
formed many hundreds of millions of years ago before the time of the dinosaurs – hence
the name fossil fuels. The age they were formed is called the Carboniferous Period. It
was part of the Paleozoic Era.

E. What is the difference between Renewable and NonRenewable forms of energy?

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

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

Month High Low
January 36
February 39 18
March 48 21
April 60 29
May 71 39
June 79 49
July 84 58
August 83 64
September 75 63
October 63 54
November 52 42
December 41 34
24

Questions:
1. What do you notice about the temperatures?

I noticed that the temperatures goes up in the beginning, then towards the middle it
stays up and towards the end it sways back down, giving the lines a hill effect. Both
lines are like this, as the temperatures are warmer during the summer months and
colder during the winter months.

2. How is heat transferred throughout the Earth?

Heat from the Earth's core and radiation from the Sun is transferred to the surface of the
Earth by conduction. Contact of the atmosphere with these warm surfaces transfers
thermal energy, which then heats up the rest of the air through convection.

Part II - Water, O​ range Juice​ Vinegar 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 O​ range Juice​ Vinegar and Vegetable Oil.
3. Research the Specific Heat of O​ range Juice​ Vinegar and Vegetable Oil in Calories/g
C not in Joules.

Water Alcohol

time (minutes) Temperature Temperature

0 80 80

0.5 78 80

1 76 78

1.5 75 76

2 73 75

2.5 72 74

3 71 72

3.5 69 71

4 67 70

4.5 66 69

5 65 68

5.5 64 68

6 62 67

6.5 61 66

7 60 64

7.5 59 63

8 58 62.5
8.5 58 62

9 57 61
9.5 56 60
10 55 58.5

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

6. Write a conclusion about your results.
Critical Thinking Questions
1. What happens to the molecules in each of the beakers as heat is added?
As heat is slowly added, the molecules retain more and more energy, causing them to
move at a greater speed and break away the atomic attraction they normally have at
lower temperatures.
2. Which substance showed the greatest temperature change? Least? Use data
Water showed the greatest temperature change, while alcohol showed the least. From
the graph, both substances start out with the same temperature of 80 C, but eventually
the water ends up having a lower final temperature of 55 C compared to alcohol’s final
temperature of 58 C. Both cooled down in the same duration, so this suggests that
water has a fasting cooling rate than alcohol, and thus a greater temperature change.

3. Which substance does research say should show the greatest temperature increase?
Least? Why? How does this relate to Specific Heat?
As stated above, water has the greatest temperature change, or decrease, and alcohol
had the least temperature change/decrease. This relates to Specific Heat because it
can be assumed that the specific heat of a substance correlates with temperature
change. Water, as it is known, has a greater specific heat than other substances like
alcohol, so it takes more energy to raise it up one degree C. As a result, it can be
hypothesized that water is less able to retain heat than alcohol and will lose heat faster.
4. How does Average Kinetic Energy relate to this experiment?
Average Kinetic Energy relates to this experiment because as the amount of heat added
to a substance increases, the kinetic energy of the molecules inside that substance will
also increase. Since the amount of heat will directly correlate with the amount of kinetic
energy, kinetic energy is related to the experiment.
5. Why is water a great substance to put into a car engine radiator?
Water is a great substance to use inside car engine radiators because water has a
greater specific heat compared to other compounds, which will make it harder to heat
up. When using a car, a lot of energy is produced, which gives off heat, so by utilizing
water, the heat is more efficiently absorbed and there will be less of a probability for the
car to suffer damages from overheating.

Practice Calculation
1. How much heat was gained by a 50 g sample of Orange Juice that increased its
temperature from 35 C to 75 C?
Heat Gain = MassΔTspecific heat

Heat Gain = 0.05 kg (75 C - 35 C) 0.89 Kcal/kg
Heat Gain = 0.05 kg 40 C 0.89 Kcal/kg
Heat Gain = 1780 cal
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)
Heat Gain = MassΔTspecific heat
Heat Gain = 0.35 kg (95 C - 24 C) 0.4 Kcal/kg
Heat Gain = 0.35 kg 71 C 0.4 Kcal/kg
Heat Gain = 9940 cal
http://www.kentchemistry.com/links/Energy/SpecificHeat.htm
Use this to help solve problems

6. Lab Experiment:

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

Critical Thinking - Choose 2 out of 3 to research
Provide pictures
1. How did NASA protect the astronauts in their space vehicles from the harmful
radiation from space?
2. How is your home insulated? Research the “R” value system for insulation.
A house is insulated by using insulation materials, such as cellulose, fiberglass, and
mineral wool to reduce heat gain from conduction, convection and radiation. Conduction
is the flow of heat from one material to another, convection is the circulation of heat, and
radiation is the emission of energy waves through materials. In the winter, heat from the
interior of the house can flow to the outside, and likewise, in the summer heat from the
outside can travel to the interior. By reducing heat gain, a house can keep a comfortable
temperature year-long. Insulation can measured by how efficient it is at resisting heat,
which is called the R-value system. The higher the R-value is, the better a material is at
insulating.
3. How does the atmosphere act as an insulator?
The atmosphere soaks in the sun’s heat and keeps it inside its layers, warming the
Earth throughout day and night. This process is known as the Greenhouse Effect. It
won’t let heat from the Earth escape into outer space, nor will it allow heat from outer
space to penetrate into Earth.

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

Name: Alyson Hennessey
Class: 3
Teacher: Lopez
Date: 5/16

Investigation Title: S​ pecific Heat Lab

I. Investigation Design
A. Problem Statement:

Find the specific heat of a metal compared to water

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

If the specific heat of a metal is found, then it would be less than the specific heat of the
water, because metals are better conductors of heat than water.

C. Independent Variable: x

Aluminum Zinc

D. Dependent Variable: y
Specific Heat

E. Constants: Volume of beaker Starting temperature of water
Amount of water (mL)

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

Good ‘ol Water

G. Materials: (List with numbers)
1. Triple Balance Beam
2. Calorimeter
3. Glass Beakers
4. Metal Object
5. Thermometer
6. Tongs

H. Procedures: (List with numbers and details)
1. Gather materials
2. Measure mass of metal on triple beam balance to nearest tenth of gram and record.
3. Fill Calorimeter Cup (Foam coffee cup) with exactly 100 grams of water.
4. Record temperature of water in calorimeter cup to nearest tenth of degree Celsius
5. Fill glass beaker halfway with hot water and submerge metal in beaker.
6. Leave metal in hot water until the temperature stops rising.
7. Record the hot water temperature after temperature stops rising. - ​Metal Initial Temp.​
8. Use tongs to remove metal from hot water and carefully place into calorimeter cup and
close lid with thermometer placed in spout.

9. Record Final Temperature for Metal and Water after the water temperature stops rising.
10. Perform the calculations using the examples discussed class - Record Specific Heat for

the metal.

A. Heat Gained Water = mass of water * Change in temp of water * Specific Heat of Water

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

II. Data Collection
A. Qualitative Observations: (Describe the metals using characteristics)
Aluminum:​ Shiny luster, light-silver color, soft and smooth texture
Zinc: ​Shiny luster, bluish-silver, brittle and smooth texture
B. Quantitative Observations: (Key data)
1. Data Table

27.1 - 24.7 = 77.8 - 27.1 =

Aluminum 19.9 100 2.4 50.7 240 240 0.238
Zinc 150 150 0.095
23.6 - 22.1 = 75.8 - 23.6 =
3.
30.1 100 1.5 52.2

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

Calculations - Show examples of how you solved for specific heat (2 or 3 examples)
Aluminum:
Mass: 19.9 g
Heat Gain = 100 mL × (27.1-24.7) × 1 cal/g

= 100 × 2.4 × 1 cal/g
= 240 cal
Heat Loss = 19.9 g × (77.8 - 27.1) × specific heat
240 = 19.9 g × 50.7 × specific heat
240 = 1008.93 × specific heat
Specific Heat = 0.238 cal/g
Real Specific Heat = 0.215 cal/g
% Error: 9.7%
Zinc:
Mass: 30.1 g
Heat Gain = 100 mL × (23.6-22.1) × 1 cal/g
= 100 × 1.5 × 1 cal/g
= 150 cal
Heat Loss = 30.1 g × (75.8 - 23.6) × specific heat
150 = 30.1 × 52.2 × specific heat
150 = 1571.22 × specific heat
Specific Heat = 0.095 cal/g
Real Specific Heat = 0.093
% Error: 2.1%

IV. Research
1. How does Specific Heat relate to a real life application?
(Land/Sea Breezes, Cooking, Mercury in Thermometers?, Water in engines, think of others…)
2. Include 2 sources for evidence

 
 
Next Page 
 
 
 
Application of Specific Heat to Smelting Metal  

 
Smelting  is  a  process  where  metal  ore  is  heated  beyond  its  melting  point  and 

mixed with a reducing agent, typically carbon coke, to get rid of the ore and extract out 

base  metals  for  other  purposes.  It  is  part  of  a  branch  of  metallurgical  engineering 
called  extractive  metallurgy.  Smelting  involves  the  dynamics  of  thermochemistry 
because  metals,  even  metal  alloys,  have  their  own  specific  heat,  so  variables  such  as 
heat gain/heat loss or how much reducing agent will be needed varies. You don’t want 
to  overheat  a  metal  or  barely  reach  melting  point  for  the  extraction  procedure  to 
happen.  For  example,  the  specific heat and melting point of copper is 0.092 cal/g and 
1,085 ℃, respectively. Malachite, on the other hand, has a specific heat of 0.18 cal/g and 
a  melting  point  of  about  112  ℃.  Since  the  properties  of  copper  and  malachite  differ 
largely,  those  certain  temperatures  would  be  essential.  Therefore,  applying  the 
knowledge of specific heat is crucial to the field of smelting.  
 
Sources: 
https://www.britannica.com/technology/smelting
https://en.wikipedia.org/wiki/Extractive_metallurgy
 

For Aly, Katrina, and others:
Metal: Aluminum
Mass: 19.9 g
First Temp: 24.7 C
Final Temp: 27.1 C
Heat Gain = 100 × (27.1-24.7) × 1 cal/g

= 100 × 2.4 × 1 cal/g
= 240 cal
Heat Loss = 19.9 × 2.4 × specific heat
240 = 47.76 × specific heat

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

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

9. TEST REVIEW

The Life of Benjamin Franklin 

By Alyson Hennessey 

 

Do you know who Benjamin Franklin was, and how he served 
importance in our science’s history? Well, if you haven’t, then you should 
read more because there was many discoveries Mr. Franklin made that 
affected our science’s universe to this day! 

Firstly, Benjamin Franklin came into this world on Milk Street in 
Boston, Massachusetts on January 17th, 1706. Conjointly, he got baptized at 
the Old South Meeting House. Ben was son of Abiah and Josiah Folger, as 
there would soon be 17 children in the Folger household. Despite Josiah’s 
wants for Ben to attend a christian school, Ben’s father only had to money 
to afford him to attend 1 year of schooling while clergymen, the christian 
school, required years of schooling. However, this did not discourage Ben 
to work hard. At age 10 Ben’s father wanted him to follow in his footsteps 
by working full time in Josiah's candle and soap shop. However, this was 
not for Ben. starting at a young age, Ben loved to read which he learned 
from brother James, who was a printer. Formerly, at the age of 12, Ben would 
carry on the task of tedious typesetting work of making pamphlets, which 
he would then sell him and his brother’s work on the streets.  

There was many problems with the relationship between Ben and 
James. James would abuse Ben. Additionally, Ben would frequently refuse to 
complete tasks for Jame’s newspaper,​ The New England Courant. ​Finally, Ben 
escaped James's anger and went to Boston in 1723, which them made him lead 
to New York then eventually Philadelphia, which he declared his home base 
for the rest of his life.  

Following this, Been carried his passion for printmaking by leaving 
for London in 1724 to purchase supplies for a printing workstation, in 
awe of Governor William Keith when he set up his print shop. Although, it 
was a downer when Ben never received Keith’s letters of introduction once 
he arrived in England. Franklin then decided to take advantage of the 
city, and in 1968 he was inducted as an honorary member of the 
International Swimming Hall of Fame from performing the long-distance 
swims on the Thames River in London. Later on Franklin got married to his 
landowner’s daughter Deborah, which he later abandoned her but then got 
together with in 1730. They had two children together, a boy name Francis 
who was born in 1732, which he died 4 years later of smallpox, and the only 
daughter Sarah, who was born in 1743. Ben then had to move on with his life 
w=ince Deborah died in 1774 from a stroke at the age of 66.  

Soon after, Franklin published his first pamphlet, "A Dissertation 
upon Liberty and Necessity, Pleasure and Pain," which argued that humans 
lack free will and, thus, are not morally responsible for their actions. 
(Franklin later repudiated this thought and burned all but one copy of the 
pamphlet still in his possession). Franklin returned to Philadelphia in 
1726, and continued to grow in his writing passion, including jobs having 
jobs of being a bookkeeper, shoekeeper, and currency cutter. Franklin 
continued to grow more popular and achieved many achievements, 
especially in the 1730’s, In his time, he wrote pamphlets called “A Modest 
Enquiry into The Nature and Necessity of a Paper Currency" and "A Proposal 
for Promoting Useful Knowledge".  

By 1748, the 42-year-old Franklin had become one of the richest men 
in Pennsylvania, and he became a soldier in the Pennsylvania militia. He 
turned his printing business over to a partner to give himself more time 
to conduct scientific experiments. He moved into a new house in 1748.  

Besides all the governmental achievements Franklin had as well as 
his printing businesses, he was also well known in the scientific field. In 
the 1740’s, Ben expanded his smart skills to science and entrepreneurship. 
He retired his businesses in 1749 to focus on such matters. In 1743, his 
pamphlet "A Proposal for Promoting Useful Knowledge" underscored his 
interests and served as the founding document of the American 
Philosophical Society, the first scientific society in the colonies.  

Once it was 1752, Ben conducted an experiment you may know as the 
kite-and-key experiment, with is a famous study that demonstrated 
lightning was electricity. This was conducted soon after he invented the 
lightning rod. The lightning rod is a metal rod or wire fixed to an 

exposed part of a building or other tall structure to divert lightning 
harmlessly into the ground. WIth these findings, Ben’s investigations and 
about such an electrical phenomena was published into “Experiments and 
Observations on Electricity,” a writing that Ben published in England in 
1751. Ben had also created the electrical terms such as battery, charge, 
conductor and electrify, which is still used in our lexicon to this day. 
All these discoveries and some of what brought him such fame.  

Franklin had other inventions and accomplishments as well in the 
scientific field. Before he even became a scientist, Franklin had already 
invented a heat-efficient stove, called the “Franklin Stove” to help warm 
houses efficiently. The stove’s intention was to help improve society, 
although it was never taken out as a patent, which is when a government 
authority or license conferred a right or title for a set period, 
especially the sole right to exclude others from making, using, or selling 
an invention. Furthermore, other inventions made in the hands of 
Franklin are swim fins, the glass armonica (a musical instrument) and 
bifocals, or otherwise known as eyeglasses.  

To conclude, now you know more about the life of Benjamin Franklin 
and his purpose in life. He was a brilliant man, who was hardworking and 
made many discoveries. Benjamin Franklin will forever be know as an 
important figure in history in the writing industry, the government, and 
the scientific field.  

 
Sources: 
https://www.biography.com/people/benjamin-franklin-9301234  
http://www.ushistory.org/franklin/info/index.htm  
 
 
 
 
 
 
 
 
 
 
 
 

Science Portfolio Reflection

1. What was your favorite science activity or topic this year? Why did you enjoy this
activity? Be specific

My favorite topic this year in science was velocity. My favorite activity during velocity
was making the story in the hallway. I enjoyed this activity the most because it was fun
to be scientific with your friends and make up a story relating to velocity. I also
understood the math and grasped the concept very well, so it was interesting to
experiment and work with velocity in general.

2. Which topic or skill did you find to be the most challenging? Explain

The topic i found most challenging was chemical reactions. The skill that was most
difficult to work with for me was balancing chemical equations. I could never really
wrap my head around the concept, but with some extra help and studying, I understood
just a little more, but not enough. I am sure to work on this skill going up into high
school. It was also challenging to take the chemistry test, but i ended up passing with a
redo in the end.

3. Provide an example of 3 types of graphs that were used this year in science? Why did
it make sense to use these graphs for those activities?

Three different types of graphs we used in science this year were bar graphs, line
graphs, and pie charts. We used bar graphs to determine density percentages, like in
lab reports and experiments with the hot plate and cylinders. We used line graphs to
show phase changes and how the temperatures varied within the boiling and heated
cylinders. We used pie charts to show percentages out of one hundred. We used the
pie charts during the matter unit, and during the M&M’s experiment.

4. What were the key tips you remembered about solving math problems in science this
year? Word problems? Provide an example from this portfolio of a science math
problem that was challenging to solve this year.

Some key tips I remembered about solving math problems in science this year was
how to calculate the mass percentages, and how the equation has to equal 100% in all.
Another key tip to know was to stay organized by lining up your equal signs. This really
helped me because it helped me see and study out my work. However, math problems I
found difficult to comprehend were the acceleration problems, and the real-life word
problems it had with them. I helped myself get better by reciting the formula, which for
example was A=(V2-V1)/T2. Even though I had a difficult time, I overcame these
struggles by rewriting problems out and working with my friends like Amy when she
helped better understand what I was doing.

5. Which lab conclusion or sample of writing are you most proud of in this portfolio?

In my portfolio, I am most proud of my inclined plane quiz conclusion. In this
conclusion I explained which simple machine had the greatest AMA. I am most proud
of this piece of writing because the paragraph was very elaborate with lots of details,
as it was the longest conclusion i’ve written this year. I loved the examples to real life
situations I used, and I included lots of research, as a lot of effort was put into this
conclusion.

6. What are you excited to learn about in science next year? Do you want to pursue a
career in the sciences? Explain

I am excited to learn more about earth science next year. I find it interesting learning
about the environmental aspects of our planet and even the atmosphere around it. In
the future, i’m not exactly sure yet what I want to pursue as a career. However, if i was
to strive in the science field, I would love to be a marine biologist. I always found
animal life interesting, especially the “world” we don’t live in under the water, and the
fact that we still don’t know about 98% of the ocean. If not a marine biologist, then may
even someone that studies other animal and environmental life, or maybe even space
and planets as I always had a passion for that. Overall, some forms of science will
forever intrest me and may play a role in my future.

THE END