Eleanor Boyd (Class of 2022) - Blue Science Portfolio (1)

800000 = 48000 (g)
800000/48000 = 48000/48000 (g)
16.67 m/s​2​ = g

2. The Tie Fighter Roller Coaster has a height of 150 m. on Planet Hoth. Hoth has a
gravity of 5.2 m/s2​ ​. This roller coaster has a Potential Energy of 600,000 J. What is the
mass of the Tie Fighter? ​The mass of the Tie Fighter on Hoth is 769.23 kilograms.

GPE = mgh
600000 = (m) 5.2 m/s2​ ​ x 150 m
600000 = (m) 780
600000/780 = 780/780 (m)
769.23 kg = m

Gravitational Potential Energy Roller
Coaster Project

 

 
 

 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
Simple Machines 

 

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 ramp is increasingly acute, nothing will happen to the mechanical
advantage or the efficiency of the machine.

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

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

Calculations ​(Examples):

IMA = I​ nput distance/ AMA =​ Output force/ Input Efficiency = ​AMA/ IMA x
Output distance force 100
IMA = 100/ 70 AMA = 12/ 8 Efficiency = 1.5/ 1.43 x 100
IMA = 1.43 AMA = 1.5 Efficiency = 1.05 x 100
Efficiency = 105%
IMA = ​Input distance/ AMA =​ Output force/ Input
Output distance force Efficiency = ​AMA/ IMA x
IMA = 200/ 70 AMA = 12/ 6 100
IMA = 2.86 AMA = 2 Efficiency = 2/ 2.86 x 100
Efficiency = 0.6993 x 100

Efficiency = 69.93%

Data Table: (​ Located on Google Classroom)

Trial Output Output Output Input Input IMA AMA Efficiency %
Angle = 13.5 Force (N) Dist. Work (J) Force Dist.
Angle = 21.9 (height) (hypote Input
12 (m) 840 4 nuse) Work J
Angle = 45
70 300 1200 4.29 3 69.93

12 70 840 6 200 1200 2.86 2 69.93

12 70 1.
840 8 100 800 1.43 5 104.9

Angle 1 (m∠13.5) Actual Mechanical Advantage
Angle 2 (m∠21.9) 3
Angle 3 (m∠45) 2
1.5

Graph:​ ​(Angle and Mechanical Advantage)

Conclusion:
Option #1 Write a Conclusion.
***Your conclusion must also address which machine would be impossible
and why?

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

the Law of Conservation of Energy (Support with research - Use
Explore Tool research - INLINE CITATIONS )1

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.

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

There is an impossible machine. There is a hypothetical machine called the
Perpetual Motion Machine and it operates by converting thermal energy
into mechanical energy. Theoretically, once the machine was set in motion,
it would stay in motion forever- or until the Big Freeze, which is a time in
the universe when it has expanded so large that motion cannot be
sustained anymore and all of spacetime falls to absolute zero
(Creighton).This machine is impossible because it violates the first law of
thermodynamics, which is what we know as the Law of Conservation of
Energy. The Perpetual Machine would have to produce energy without
having any input, so the Perpetual Motion machine would operate at 100%
efficiency. This would also mean that the Perpetual Motion machine would
never waste any energy (Szalay). However, theoretically, this machine
should work because as Newton’s First law of motion states, a​ n 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 some outside force.”
and the Perpetual Motion machine is a closed environment, so no energy
would be able to be wasted or added to the machine (Physics classroom).
In conclusion, the Perpetual Motion Machine is impossible because it
violates the Law of Conservation of Energy, but it is theoretically possible
because of Newton’s First Law of Motion.

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

Rubric

Lab Rubric - Data Analysis Sections

1 234

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

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

 
 
 
 
 



 

 
Heat 

Thermal (Heat) Energy Project
Chapter 6 (pg. 156-180)
DUE: Friday May 21st

1. Vocabulary - Define and make note cards or quizlet

Conduction Heat Insulator Calorie

the process by which In physics, a form of a thing or substance either of two units of
heat or electricity is energy associated used for insulation, in heat energy.
directly transmitted with the movement of particular.
through a substance atoms and molecules
when there is a in any material.
difference of
temperature or of
electrical potential
between adjoining
regions, without
movement of the
material.

Convection Temperature Second Law of Turbine
Thermodynamics
the movement caused the degree or intensity a machine for
within a fluid by the of heat present in a The Second Law of producing continuous
tendency of hotter and substance or object, Thermodynamics power in which a wheel
therefore less dense especially as expressed says that processes or rotor, typically fitted
material to rise, and according to a that involve the with vanes, is made to
colder, denser material comparative scale and transfer or conversion revolve by a
to sink under the shown by a of heat energy are fast-moving flow of
influence of gravity, thermometer or irreversible water, steam, gas, air,
which consequently perceived by touch. or other fluid.
results in transfer of
heat.

Radiation Heat Engine Specific Heat Generator

the emission of energy a device for the heat required to a thing that generates
as electromagnetic producing motive raise the temperature something, in particular.
waves or as moving power from heat, of the unit mass of a
subatomic particles, such as a gasoline given substance by a
especially high-energy engine or steam given amount
particles that cause engine. (usually one degree).
ionisation.

First Law of Conductor Kinetic Energy
Thermodynamics
a material or device
that conducts or

The First Law of transmits heat, energy that a body
Thermodynamics electricity, or sound, possesses by virtue
states that energy especially when of being in motion.
cannot be created or regarded in terms of its
destroyed; the total capacity to do this.:
quantity of energy in "graphite is a
the universe stays reasonably good
the same. conductor of electricity".

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

The difference between solids, liquids, and gases is the amount of energy in the
molecules. In other words, how much the molecules move.

3. Discuss the energy needed to change a 15 gram ice cube into steam. Use a
graph and one calculation from our unit on Phase Changes.
Heat = M x Heat​fusion
Heat = 15g x 333.55 j/g C°
Heat = 5003.25 j

Heat = M x ΔT x SH
Heat = 15g x 100 C° x 4.186 j/g C°
Heat = 6279 j
Heat = M x Heat​vaporisation
Heat = 15g x 2257 j/g
Heat = 33855 j
5003.25 j + 6279 j + 33855 j
= 45137.25 j

The total amount of energy needed to change an ice cube into steam is 45137.25
joules.
4. What is the difference between Heat and Temperature? Provide a definition,
picture and video link to help you review.

Heat is the motion of the molecules whereas temperature is the average amount
of molecular movement in a substance.

https://www.youtube.com/watch?v=uk76zwQHdtU 
 

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

Questions:
1. What do you notice about the temperatures? T​ he temperatures of the city on
the equator stayed relatively the same throughout the entire year. The
temperatures in Fortaleza are also what we would consider hot. The same can
be said for Curepipe, but the temperature variation during the middle of the year
(June, July, August) is greater than that of Forteza. In Hartford, the temperature
variation rises and falls relatively steadily with cold temperatures in the beginning
and ending of the year and with warmer temperatures as the months go by. The
temperatures peak in the middle of the year, around July and August. This is the
inverse of Curepipe in the Southern Hemisphere, where it is winter in the middle
of the year and summer during our winter months.
2. How is heat transferred throughout the Earth? T​ hrough convection,
conduction, and radiation. “Convection is the transfer of internal energy into our
out of an object by the physical m​ ovement of a surrounding fluid that transfers
the internal energy along with its mass.” Conduction is the process by which

energy is transferred from one material to another when there is a difference of
temperature. Radiation is the emission of energy as electromagnetic waves or
moving subatomic particles.

4. How is Steam used to create electricity in Power Plants?
A. Coal Plant - T​ he coal is burned to create heat, which evaporates the water in the
boiler. The steam drives the turbine to spin, and that in turn powers the generator to
generate electricity. The electricity then goes to the transformers to get the correct
voltage.
B. Natural Gas Plant - ​A natural gas plant works exactly the same way a coal plant
works, except the fuel used to create heat is natural gas and not coal. So the natural
gas is burned to create heat (chemical to heat energy) and that evaporates the water in
the boiler. The steam drives the turbine to spin (heat to kinetic energy) and the turbine
then powers the generator to create electricity (kinetic to electrical energy). The
electricity then travels from the generator to the transformers roo produce the correct
voltage.
C. Nuclear Plant - T​ he fission of a uranium-235 atom is used to produce heat, which
evaporates the water in the boiler above. The resulting steam is then used to drive the
turbine, which in turn powers the generator to produce electricity. The electricity then
goes too the transformers where the correct voltage is produced.
D. Where did Fossil Fuels originate? - ​In the Carboniferous period, plants such as trees
die and sink beneath the ground. The trees and other plants form a spongy material
under the ground called peat, and the peat is slowly squeezed by rocks until water
comes out of the peat. That water is then turned into natural fuel.
E. What is the difference between Renewable and NonRenewable forms of energy?​ -
Renewable forms of energy can be replenished naturally and over relatively short
periods of time, whereas nonrenewable forms of energy are available in limited supply
and take a long period of time to be replenished.

Part II - Water, 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 vinegar and vegetable Oil.
3. Research the Specific Heats of vinegar and vegetable Oil in Calories/g C not in
Joules. V​ inegar - 0.49 cal/g C. Vegetable Oil - 0.4 cal/g C.
4. Make a data table

Time (seconds) Water temperature Oil temperature Vinegar
temperature
0
10 80 78 78
20 76
30 79.5 76 76
40 75.5
50 79 75 75
60 74.5
70 78 72 74
80 73.5
90 77.8 70.5 73
100 72
110 77 69 72
120 71
76 67 71

76 65

75 64.5

75 63.5

75.2 63

74 64.5

73 63.5

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? -​ They
begin to move faster and faster until the covalent bonds holding each molecule together
breaks and the liquid is no longer liquid; it becomes a gas.
2. Which substance showed the greatest temperature change? Least? Use data
The oil showed the most temperature change as shown by the steep decline in the
graph. The starting temperature of the oil is 78 degrees C is cools all the way to 63.5 C,
which is a 14.5 degree change in 2 minutes. The water changed the least because the
line on the graph is not very steep; in fact, the line is almost flat. It starts at a
temperature of 80 C and cools to 73 C, and that’s a 7 degree difference in 2 minutes.
3. Which substance does research say should show the greatest temperature increase?
Least? Why? How does this relate to Specific Heat? -​ Research says oil should show
the greatest temperature increase, and water the least. This is because the specific
heat of vegetable oil is relatively low (0.4 cal/g C) compared to the specific heat of water
(1 cal/g C). The bonds holding together the atoms in oil molecules will break apart
quicker than the atoms in water because the specific heat of oil is lower than that of
water.
In other words, the water molecules will move slower than the oil molecules on average
even if more heat energy is added.
4. How does Average Kinetic Energy relate to this experiment?
Average Kinetic Energy can be considered the molecular motion when heat energy is
introduced to a liquid. In other words, average kinetic energy relates to this experiment

because that’s what heat is and this experiment is all about heat and finding specific
heats as well as heat gain and heat loss. All of that is just average kinetic energy
between molecules in a liquid.
5. Why is water a great substance to put into a car engine radiator? ​- Because it has a
high specific heat capacity and is relatively plentiful. What this means is that because
water has a high heat capacity, it can become hotter before it evaporates in the engine.
Practice Calculation
1. How much heat was gained by a 50 g sample of vinegar that increased its
temperature from 35 C to 75 C?
Heat Gain = mass x ΔT x SH
Heat Gain = 50 g x 40 C x 1 cal/g C
Heat Gain = 200 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?
Heat Gain = mass x ΔT x SH
Heat Gain = 350 g x 71 C x 0.4 cal/g C
Heat Gain = 9940 cal
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?
The space suits that astronauts wear in space are made with a material that blocks
harmful cosmic radiation, such as gamma radiation and x-rays. The visors on the suits
are also made to block UV rays. The protection comes with the materials of the suit as
well as the construction.

2. How is your home insulated? Research the “R” value system for insulation.
3. How does the atmosphere act as an insulator?
The atmosphere has different gases in the air which can act as an insulator. These
gases trap heat, thus insulating the 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: Eleanor Boyd
Class: S3
Teacher: Mr. Lopez
Date: 5-15-18

Investigation Title:

I. Investigation Design
A. Problem Statement:

Is it possible to find the specific heat of certain materials within a 2% margin of error?

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

If metals with different specific heats are heated and the metal is put in the water, then the
type of metal can be discovered by looking at the temperature increase of the water.

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

Aluminium Zinc Copper Tin

D. Dependent Variable:y

Specific Heat

E. Constants:

Amount of water Temperature of the water

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

Water

G. Materials: (List with numbers)
1.) Different types of metal (Aluminium, zinc, copper, tin)
2.) Hot plate
3.) Thermometre
4.) Cup (Paper with styrofoam)
5.) 100 mL of water
6.) Glass beaker
7.) Metal pincers
8.) A source of electricity (to power the hot plate)

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

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

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

II. Data Collection
A. Qualitative Observations: (Describe the metals using characteristics)
The tin is a light silver colour and in a cylindrical shape. The copper is a deep

reddish-brown colour and in the shape of a rectangular prism. The aluminium is a deep silver
colour and looks slightly tarnished but is in a rectangular prism identical to the copper if not for
it’s colour.

B. Quantitative Observations: (Key data)
The tin sample, when weighed on a triple beam balance, was 29.9 grams. The copper

sample was 62.6 grams and the aluminium sample was 20.2 grams. The specific heat of tin is
0.18 calories, the specific heat of copper is 0.23 calories, and the specific heat of aluminium is
0.28 calories.

1. Data Table

Metals Tin Aluminium Copper
Specific Heat 0.18 cal 0.28 cal 0.23 cal

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)
Copper
Heat Gain = m × ΔT × SH

Heat Gain = 100g × 8 C × 1 cal/g C

Heat Gain = 800 cal
Heat Gain = Heat Loss
800 = m × ΔT × SH

800 = 62.6 x 70x
800 = 4382x
800/4382 = 4382x/4382
0.18 = x

Aluminium
Heat Gain = m × ΔT × SH
Heat Gain = 100g × 4 C × 1 cal/g C
Heat Gain = 400 cal
Heat Gain = Heat Loss
400 = m × ΔT × SH
400 = 20.2 x 72x
400 = 1454.4x
400/1454.4 = 1454.4x/1454.4
0.28 = x

Tin
Heat Gain = m × ΔT × SH
Heat Gain = 100g × 5 C × 1 cal/g C
Heat Gain = 500 cal
Heat Gain = Heat Loss
400 = m × ΔT × SH
500 = 29.9 x 73x
500 = 2182.7x
500/2182.7 = 2182.7x/2182.7
0.23 = x

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

IV. Research
1. How does Specific Heat relate to a real life application? (Land/Sea Breezes, Cooking,
Mercury in Thermometers?, Water in engines, think of others…) - W​ hen boiling water or any
other type of liquid, you have to know the specific heat of the liquid so you know how hot to heat
it. Another instance where specific heat is useful is in car engines, where the liquid coolant is
used to prevent the engine from overheating. The higher the specific heat of the coolant, the
better the engine will run because it wont overheat. Thermometres also use liquids with low
specific heats so the temperature change can be shown rapidly and accurately.

2. Include 2 sources for evidence

O'Deen. “Application of Specific Heat Capacity.” A​ pplications of Pascal's Principle in Everyday Life​,
1 Jan. 1970, fiziknota.blogspot.com/2008/06/application-of-specific-heat-capacity.html.

BodhaguruLearning. “Physics - Applications of Specific Heat - Thermal Properties of Matter - Part 4 -
English.” ​YouTube,​ YouTube, 13 July 2017, ​www.youtube.com/watch?v=KHsKN746cik.​

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

Specific Heat

Video Lessons:
1. https://www.youtube.com/watch?v=4RkDJDDnIss
2. https://www.youtube.com/watch?v=2uHQLZ3gJAc
3. https://www.youtube.com/watch?v=tU-7gQ1vtWo

DIRECTIONS:​ Heat​ = mass * change in temperature * Specific Heat

1. A​ 15.75-g p​ iece of iron absorbs​ 1086.75 joules​ of heat energy, and its temperature changes from
25°C to 175°C.​ Calculate the specific heat capacity of iron.

Heat​ = mass * change in temperature * Specific Heat
1086.75 = 15.75 g * 150C * X
1086 J = _​2362.5​_X
_​0.46​_ = Specific Heat of Iron

2. How many joules of heat are needed to raise the temperature of 10.0 g of aluminum from 22°C to
55°C, if the specific heat of aluminum is 0.90 J/g°C?

Heat​ = mass * change in temperature * Specific Heat
Heat = 10 g * 33 C * 0.9 J/gC
Heat = _​297​_ Joules

3. To what temperature will a 50.0 g piece of glass raise if it absorbs 5275 joules of heat and its
specific heat capacity is 0.50 J/g°C? The initial temperature of the glass is 20.0°C.

Heat​ = mass * change in temperature * Specific Heat
Heat = 50 g x 5275 C x 0.5 J/g C
Heat = 131875 Joules

4. Calculate the heat capacity of a piece of wood if 1500.0 g of the wood absorbs 6.75×104​ ​ joules of
heat, and its temperature changes from 32°C to 57°C.

Heat​ = mass * change in temperature * Specific Heat
67500 = 1500 g * 25 C * X
67500 = 37500x
1.8 J/g C = specific heat of wood

5. 100.0 mL of 4.0°C water is heated until its temperature is 37°C. If the specific heat of water is
4.18 J/g°C, calculate the amount of heat energy needed to cause this rise in temperature.

Heat​ = mass * change in temperature * Specific Heat
Heat = 100 mL x 33 C x 4.18 J/g C
Heat = 13794 Joules

6. 25.0 g of mercury is heated from 25°C to 155°C, and absorbs 455 joules of heat in the process.
Calculate the specific heat capacity of mercury.

Heat​ = mass * change in temperature * Specific Heat
455 = 25 g * 130 C * X
455 = 3250x
0.14 J/g C = specific heat of mercury

7. What is the specific heat capacity of silver metal if 55.00 g of the metal absorbs 47.3 ​calories​ of
heat and the temperature rises 15.0°C?

Heat​ = mass * change in temperature * Specific Heat
47.3 = 55 g * 15 C * X
47.3 = 825x
0.0573 cal/g C = specific heat of silver

8. If a sample of chloroform is initially at 25°C, what is its final temperature if 150.0 g of
chloroform absorbs 1000 joules of heat, and the specific heat of chloroform is 0.96 J/g°C?

Heat​ = mass * change in temperature * Specific Heat

1000 = 150 g * (x - 25) C * 0.96 J/g C
1000 = (150x - 3750 C) 0.96 J/g C
1000 = 144x - 3600
4600 = 144x
31.94 C = final temperature of chloroform

9. How much energy must be absorbed by 20.0 g of water to increase its temperature from 283.0 °C

to 303.0 °C? (Cp of H2​ ​O = 4.184 J/g °C)
Heat​ = mass * change in temperature * Specific Heat
Heat = 20 g x 20 C x 4.184 J/g C
Heat = 1673.6 Joules

10. When 15.0 g of steam drops in temperature from 275.0 °C to 250.0 °C, how much heat energy is
released?

(Cp of H​2O​ = 4.184 J/g °C)
Heat​ = mass * change in temperature * Specific Heat

Heat = 15 g x 25 C x 4.184 J/g C
Heat = 1569 Joules

11. How much energy is required to heat 120.0 g of water from 2.0 °C to 24.0 °C? (Cp of H2​ ​O = 4.184
J/g °C)
Heat​ = mass * change in temperature * Specific Heat

Heat = 120 g x 22 C x 4.184 J/g C
Heat = 11045.76 Joules

12. How much heat (in J) is given out when 85.0 g of lead cools from 200.0 °C to 10.0 °C? (Cp of Pb
= 0.129 J/g °C)
Heat​ = mass * change in temperature * Specific Heat

Heat = 85 g x 190 C x 0.129 J/g C
Heat = 1083.35 joules

13. If it takes 41.72 joules to heat a piece of gold weighing 18.69 g from 10.0 °C to 27.0 °C, what is

the specific heat
of the gold?

Heat​ = mass * change in temperature * Specific Heat

41.72 = 18.69 g * 17 C * X
41.72 = 317.73x
0.1313 J/g C = specific heat of gold

14. A certain mass of water was heated with 41,840 Joules, raising its temperature from 22.0 °C to
28.5 °C. Find the

mass of the water, in grams. (Cp of H​2​O = 4.184 J/g °C)
Heat​ = mass * change in temperature * Specific Heat

41840 = X g * 6.5 C * 4.184 J/g C
41840 = 27.196x
1538.46154 grams = mass of the water

15. How many joules of heat are needed to change 50.0 grams of ice at -15.0 °C to steam at 120.0
°C?

(Cp of H​2O​ = 4.184 J/g °C)
Heat​ = mass * change in temperature * Specific Heat

Heat = 50 g x 135 C x 4.184 J/g C
Heat = 28242 joules

16. Calculate the number of joules given off when 32.0 grams of steam cools from 110.0 °C to ice at
-40.0 °C.

(Cp of H2​ O​ = 4.184 J/g °C)
Heat​ = mass * change in temperature * Specific Heat

Heat = 32 g x 150 C x 4.184 J/g C
Heat = 20083.2 joules

17. The specific heat of ethanol is 2.46 J/g o​ C​ . Find the heat required to raise the temperature of 193 g
of ethanol

from 19​o​C to 35o​ C​ .
Heat​ = mass * change in temperature * Specific Heat
Heat = 193 g x 16 C x 2.46 J/g C
Heat = 7596.48 joules

18. When a 120 g sample of aluminum (Al) absorbs 9612 J of energy, its temperature increases from
25​o​C to 115o​ C​ .

Find the specific heat of aluminum.

9612 = 120 g * 90 C * X
9612 = 10800x
0.89 J/g C = specific heat of aluminium

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

9. TEST REVIEW

 
 
 
 
Electricity 

Warren de la Rue: A Brief Examination

Warren de la Rue was a British scientist and inventor who pioneered astronomical
photography, the method that is still used for making observations of
space. He was born on January 15, 1815, in Guernsey, Channel Islands,
and died on April 19, 1889 at age 74 in London, England. De la Rue was
educated at the Collѐge Sainte-Barbe and was originally interested in
photography but soon switched to astronomy. In 1852, he took a telescope
of his own special design to Kew, Surrey, and photographed the Sun. His
pictures were an instant hit with the English, and in 1860 he traveled to
Spain and photographed an eclipse, proving that any prominences in the eclipse were solar in
nature and not lunar.

De la Rue also contributed to electricity, particularly with his work with batteries. He
invented the silver chloride cell, studied platinum filament light bulbs as well as studying the
electrical discharge of gases. Not only that, but he also invented a type of lightbulb before
Thomas Edison. Warren de la Rue solved the scientific challenges of the light bulb nearly 40
years before. De la Rue’s light bulb used a thin platinum filament to achieve brightness and

delayed the burnout of the metal by sealing it in a vacuum and using a metal with a high melting
point. However, the platinum in the light bulb and the difficulties of vacuum sealing a light bulb
made the making of this light bulb expensive and uneconomical.

Warren de la Rue is the true inventor of the light bulb. However, his creation was
expensive and was thus not made. De la Rue also contributed to the field of chemistry and
invented a new type of battery, which is called the silver chloride cell. Warren de la Rue can also
be considered the father of astronomical photography, which is a technique still used today. In
conclusion, Warren de la Rue was a groundbreaking scientist who contributed to many fields,
including photography, astronomy, chemistry, and electricity.

Works Cited:
“Who Really Invented the Light Bulb?” ​Science Focus​, 18 July 2016,
www.sciencefocus.com/article/future/who-really-invented-light-bulb​.
Britannica, The Editors of Encyclopaedia. “Warren De La Rue.” ​Encyclopædia Britannica,​
Encyclopædia Britannica, Inc., 12 Apr. 2018,
www.britannica.com/biography/Warren-De-la-Rue​.

Science Portfolio Reflection

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

My favourite activity this year was the burning of the magnesium. I really enjoyed
seeing the bright light and knowing what caused that bright light to be made, and that
was really cool to me.

2. Which topic or skill did you find to be the most challenging? Explain.
I found Heat Loss/Heat Gain to be the most difficult topic because of how much math
there was involved. The formulas for the equation were a bit difficult to remember.
Another topic that was difficult for me was balancing chemical equations also because
of how much math there was involved.

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?

This is a pie chart, and we used it for heterogenous mixtures. It made sense to use a
pie chart for this kind of activity because it provides immediate information about the
contents of the mixture as well as the proportions of the contents in the mixture. The
whole circle represents the entire mixture while the different parts of the circle
represent the parts and quantities of the parts in the mixture.

This is a bar graph, and we used it for comparing different values. It made sense to use
bar graphs for this activity because we were comparing the values of the same metals
on different days, observing the data for any differences and how big the differences
are.

This is a line chart, and we used it to observe data trends. It makes sense to use a line
graph for this activity because we wanted to view how quickly white vinegar can heat
and the line the temperature increase would create. We use line graphs when time is a
variable, and in this experiment, time is a variable. Therefore a line graph is a suitable
option for this activity.

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 extraordinarily useful tip for solving any kind of math problems is lining up all
the equal signs, including units with the numbers, and showing your work.

10. What is the specific heat capacity of silver metal if 55.00 g of the metal absorbs 47.3 c​ alories
of heat and the temperature rises 15.0°C?

Heat​ = mass * change in temperature * Specific Heat
47.3 = 55 g * 15 C * X
47.3 = 825x
0.0573 cal/g C = specific heat of silver

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

I am most proud of the writing I did for the Simple Machines quiz.
“There is an impossible machine. There is a hypothetical machine called the Perpetual
Motion Machine and it operates by converting thermal energy into mechanical energy.
Theoretically, once the machine was set in motion, it would stay in motion forever- or
until the Big Freeze, which is a time in the universe when it has expanded so large that
motion cannot be sustained anymore and all of spacetime falls to absolute zero
(Creighton).This machine is impossible because it violates the first law of
thermodynamics, which is what we know as the Law of Conservation of Energy. The
Perpetual Machine would have to produce energy without having any input, so the
Perpetual Motion machine would operate at 100% efficiency. This would also mean that
the Perpetual Motion machine would never waste any energy (Szalay). However,
theoretically, this machine should work because as Newton’s First law of motion
states, ​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 some outside force.” and
the Perpetual Motion machine is a closed environment, so no energy would be able to
be wasted or added to the machine (Physics classroom). In conclusion, the Perpetual
Motion Machine is impossible because it violates the Law of Conservation of Energy,
but it is theoretically possible because of Newton’s First Law of Motion.”

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 most excited to learn about cell biology, genetics, and science about bacteria and
viruses if that’s taught. I would like to pursue a career in the sciences as well. I want to
become a doctor, though I don’t know what I will specialise in yet. However, I do know
that I don’t want to be a surgeon or work in pediatrics, bariatrics, geriatrics,
ophthalmology, or otolaryngology.